AP European History Scoring Guidelines

2002-2017

AP® European History 2002 Scoring Guidelines

The materials included in these files are intended for use by AP teachers for course and exam preparation in the classroom; permission for any other use must be sought from the Advanced Placement Program®. Teachers may reproduce them, in whole or in part, in limited quantities, for face-to-face teaching purposes but may not mass distribute the materials, electronically or otherwise. These materials and any copies made of them may not be resold, and the copyright notices must be retained as they appear here. This permission does not apply to any third-party copyrights contained herein.

These materials were produced by Educational Testing Service® (ETS®), which develops and administers the examinations of the Advanced Placement Program for the College Board. The College Board and Educational Testing Service (ETS) are dedicated to the principle of equal opportunity, and their programs, services, and employment policies are guided by that principle.

The College Board is a national nonprofit membership association dedicated to preparing, inspiring, and connecting students to college and opportunity. Founded in 1900, the association is composed of more than 4,200 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 22,000 high schools, and 3,500 colleges, through major programs and services in college admission, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of equity and excellence, and that commitment is embodied in all of its programs, services, activities, and concerns.

Copyright © 2002 by College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board. APIEL is a trademark owned by the College Entrance Examination Board. PSAT/NMSQT is a registered trademark jointly owned by the College Entrance Examination Board and the National Merit Scholarship Corporation. Educational Testing Service and ETS are registered trademarks of Educational Testing Service.

AP® EUROPEAN HISTORY 2002 SCORING GUIDELINES

Question 1

BASIC CORE: 1 point each to a total of 6 points.

2. Uses a majority of documents. Uses at least 6 documents by reference to anything in the box. [The maps are a document]; The documents need not be cited by number or name.

3. Supports thesis or answers question with appropriate evidence from at least one document. Even when there is no thesis, the essay can still offer evidence from the documents relating to growth of Manchester and reactions to it, earning a point.

4. Understands the basic meaning of the documents cited in the essay. Must use at least four documents correctly. May make a major misinterpretation of no more than one document; a major misinterpretation is one that leads to an inaccurate grouping or a false analysis. Two “almost major errors” = one major error. Errors in attempts to use POV should not be judged as severely.

5. Analyzes bias or point of view in at least two documents. Relates authorial point of view to author’s place OR Evaluates the reliability of the source OR Recognizes that different kinds of documents serve different purposes OR Analyzes tone or intent of documents OR analyzes POV or bias in one document well and gives consistent attribution.

6. Analyzes documents by grouping them in at least two groups. A group must have at least 2 docs. A fallacious grouping receives no credit. Examples of possible groups: Con 2, 4, 5, 6, 7, 8, 11 Pro 3, 4, 5, 9, 10, 11 Reformers 6, 7, 8 Foreign observers 5, 7 Poets 2, 4 Economic concerns 3, 4, 5, 9, 10, 11 Political concerns 4, 10 Health concerns 1, 3, 4, 5, 6, 7, 8, 10, 11 Moral concerns 2, 6, 7 Working conditions 1, 2, 4, 7, 8, 10, 11 Aesthetic concerns 1, 2, 3, 5, 9, 10, 11 Living conditions 1, 2, 4, 5, 6, 7, 11 POV: government and business observers, reformers, foreigners

2 AP® EUROPEAN HISTORY 2002 SCORING GUIDELINES

Question 1 (cont’d.)

EXPANDED CORE: 0-3 points to a total of 9 points

Must earn 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does some or all of the following: • has a clear, analytical and comprehensive thesis • uses all or almost all documents (using 9 or 10 documents is not that unusual this year) • uses documents persuasively as evidence • shows careful and insightful analysis of the documents • analyzes bias or point of view in at least three documents cited in the essay • analyzes the documents in additional ways; i.e., has additional groupings or others forms of analysis, discusses change over time • brings in relevant “outside” historical content

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Question 2

9-8-7-6 Stronger Essays These essays will demonstrate the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis. • Is well-organized. • Addresses the terms of the question. • Supports thesis with specific evidence. • May contain minor errors: even a “9” may not be flawless.

Indicators 1. Provides a developed, balanced treatment of two of the three figures. 2. Analyzes similarities as well as differences (may have more emphasis on the latter) 3. Analyzes goals/motivations (why?) behind religious policies. 4. Analyzes methods/means (how?) achieve religious policies. 5. Conveys a correct sense of chronology.

5-4 Mixed Essays (these should be used judiciously) These essays will demonstrate the following qualities with varying degrees of effectiveness: • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms: task(s), content chronology, etc. • May contain errors, factual and/or interpretive.

Indicators 1. Provides an uneven treatment of two of the three figures. 2. Mentions at least a similarity, but primarily describes differences. 3. Describes goals/motivations (why?) behind religious policies. 4. Describes methods/means (how?) to achieve these goals. 5. Muddled sense of chronology.

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators 1. Provides a simplistic treatment of two of the three figures. 2. Simply states similarities and differences or omits one of these two major tasks. 3. Provides limited awareness of goals/motivations (why?) behind religious policies. 4. Provides limited awareness of methods/means (how?) behind religious policies. 5. Lacks sense of chronology.

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Question 3

Stronger Essays — Higher Level 9 - 8 1. a clear, well-developed thesis (may be implicit) 9 2. demonstrates relevant knowledge of witchcraft persecution 3. provides clear analysis of TWO factors accounting for the rise of persecution of witches 4. provides clear analysis TWO factors explaining the decline of persecution of witches 8 5. supports the thesis with appropriate evidence 6. may contain minor errors, or a single major error; even a “9” need not be flawless

Stronger Essays — Lower Level 7 - 6 1. a clear thesis (may be implicit) 7 2. demonstrates some knowledge of witchcraft persecution 3. includes some analysis of TWO factors accounting for the rise of persecution of witches 4. includes some analysis of TWO factors accounting for the decline of persecution of witches 6 5. supports the thesis with evidence implicitly or unevenly 6. may contain a number of minor errors, or a single major error

Mixed Essays — 5 - 4 THESE SCORES SHOULD BE ASSIGNED JUDICIOUSLY: 5 1. contains a thesis, perhaps superficial or simplistic 2. responds to the terms of the question thinly a. includes a superficial discussion of witchcraft persecution b. undeveloped analysis of factors contributing to rise and/or decline of witchcraft persecution 4 3. contains adequate or marginal supporting evidence concerning witchcraft persecution 4. may contain significant errors

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Question 3 (cont’d.)

Weaker Essays — 3-2-1-0 ESSAYS WILL DEMONSTRATE THE FOLLOWING QUALITIES TO VARYING DEGREES. ESSAYS SCORED 0 OR 1 MAY ATTEMPT TO ADDRESS THE QUESTION, BUT FAIL TO DO SO:

Higher Level 3 - 2 1. thesis confused and unfocused 3 2. misconstrues the question, or omits major tasks a. refers minimally to witchcraft persecution b. may be primarily polemical or partially off-task; may omit discussion of factors for rise OR for decline 3. shows little understanding of witchcraft persecution 2 4. includes minimal concrete evidence 5. may contain a number of major errors

Lower Level 1 - 0 1. thesis absent, irrelevant, or merely restates the question. 2. misunderstands the question and omits major tasks 1 a. refers vaguely to witchcraft persecution b. may be merely polemical and partially off-task; minimal reference to any factors c. fails to discuss the rise AND the decline of witchcraft persecution 3. shows no understanding of witchcraft persecution 0 4. evidence irrelevant or missing 5. may contain a number of glaring errors

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Question 4

9-8-7-6 Stronger Essays 1. Has a clear, well-developed thesis 2. Is well organized 3. Supports thesis with specific evidence 4. May contain minor errors: even a “9” need not be flawless • Thesis explicitly connects World War I with developments in interwar culture and society- although typically appearing at the start of the essay, thesis may appear only at the end or be developed over the course of the essay. • Links between WWI and interwar culture and society are explicitly developed. Analysis of the links may be uneven; may discuss only a few developments in considerable depth or several developments adequately. Discussion of political (dictatorships) or economic (the Great Depression) developments is acceptable provided they are linked to developments in culture and society. Essay may differentiate between culture and society or may conflate the two. • Provides specific evidence for the developments or may analyze strongly in more conceptual terms. Chronological focus may be uneven, but primary focus is on the interwar period. Material from the prewar era or post-1939 period is acceptable, provided it is linked to interwar developments in culture and society.

5-4 Mixed Essays 1. Contains thesis, perhaps superficial or simplistic 2. Responds to question unevenly: task(s), evidence, chronology 3. May contain errors, factual or interpretive • Thesis may be superficial, simplistic or imprecise- may just refer to “devastating,” “positive/negative,” “major” impact. • Links between WWI and interwar culture and society may be minimal or have to be inferred by the reader- perhaps no more than a reference to devastation. At times may even emphasize other events (the Great Depression.) Links between political (dictatorships) or economic (the Great Depression) developments and interwar culture and society may be vague or not extensively developed. • Evidence provided may be of a rather general nature (e.g., references to writers and artists but no specific relevant examples.) • Chronological focus may be patchy- may wander out of the interwar period considerably.

3-2-1-0 Weaker Essays 1. Thesis confused, unfocused, or absent, or simply restates the question. 2. Misconstrues the question or omits major tasks. 3. May contain major errors. • Thesis confused, unfocused, or absent, or may simply restate the question. • Offers no link between WWI and interwar culture and society. Political (dictatorships) or economic (the Great Depression) developments are not linked to interwar culture and society. • Touches briefly upon potentially relevant subjects but fails either to develop them or to link them to the concerns of the question, or both. • May misconstrue the question- may, for example, discuss interwar diplomacy, the rise of Hitler, or the coming of World War II. • Commits major interpretive or factual errors.

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Question 5

9-8-7-6 Stronger Essays These essays will demonstrate the following qualities with varying degrees of effectiveness: • Thesis addresses terms of question • Addresses the terms of the question: tasks, content, chronology— perhaps with some unevenness • Well organized • Stronger essays may contain minor errors; even a “9” need not be flawless

Indicators: 9-8 1. Thesis delineates the nature of absolutism’s effect on nobility 2. Details change in monarch/nobility relationships

Indicators: 7-6 1. Essay rises above narrative on absolutism 2. Analyzes status and power effects in at least 2 countries

5 - 4 Mixed Essays (These scores should be used judiciously) • Contains a thesis, perhaps superficial or simplistic • Addresses the terms of the question unevenly: tasks, evidence, chronology • Uneven organization • May contain errors, factual and/or interpretive

Indicators: 5-4 1. Thesis notes existence of effects, without much interpretation 2. Examples from at least 2 countries drawn essentially from the 1650-1750 period 3. Occasional confusion of nobles with other groups 4. Status and power are addressed, perhaps in a superficial or implicit manner 5. Appropriate examples drawn from two countries, perhaps more from one

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Question 5 (cont’d.)

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis absent or simply restates prompt • Misconstrues the question, or omits major tasks • May contain major errors

Indicators: 3-2 1. Meager or erroneous consideration of absolutism’s effects on nobility 2. Minimal examples, abundant errors, confused chronology 3. Contains some appropriate facts or interpretations

Indicators: 1-0 1. Partial but inadequate response to the question; may discuss only one country 2. Examples off-task or non-existent 3. Major errors of fact

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Question 6

ESSAYS WILL HAVE MOST OF THE FOLLOWING QUALITIES WITH VARYING DEGREES OF EFFECTIVENESS

Stronger Essays — Higher Level 9 - 8 1. has a clear, well-developed thesis (may be implicit). 9 2. demonstrates relevant knowledge of decline in nationalism. 3. provides analysis of Both political and economic factors accounting for the decline in nationalism. 4. explains Both factors in either Western or Eastern Europe for the decline in nationalism. 8 5. supports the thesis with specific examples (economic may be implicit). 6. may contain minor errors, or a single major error; even a “9” need not be flawless

Stronger Essays — Lower Level 7 - 6 1. has a clear thesis (may be implicit) 7 2. demonstrates some knowledge of either rise or decline of nationalism. 3. includes some analysis of BOTH political and economic factors accounting for rise or decline of nationalism. 4. describes rising or declining nationalism, perhaps implicitly and unevenly. 6 5. supports the thesis with appropriate evidence, implicitly or unevenly. 6. may contain a number of minor errors, or a single major error.

THESE SCORES SHOULD BE ASSIGNED JUDICIOUSLY:

Mixed Essays — 5 - 4 5 1. contains a thesis, perhaps superficial or simplistic (or merely restates the question). 2. responds to the terms of the question thinly or unevenly. a. includes a superficial discussion of declining nationalism. b. mentions factors contributing to rise or to decline of nationalism. 4 3. contains adequate or marginal supporting evidence concerning declining or rising nationalism. 4. may contain significant errors.

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Question 6 (cont’d.)

ESSAYS WILL DEMONSTRATE THE FOLLOWING QUALITIES TO VARYING DEGREES. ESSAYS SCORED 0 OR 1 MAY ATTEMPT TO ADDRESS THE QUESTION, BUT FAIL TO DO SO:

Weaker Essays - Higher Level 3 - 2 1. thesis absent or irrelevant. 3 2. misconstrues the question, or omits major tasks. a. refers minimally to decline in nationalism. b. may be primarily polemical or partially off-task; may omit discussion of factors for rise OR for decline. 3. shows little understanding of decline in nationalism. 2 4. includes minimal concrete evidence. 5. may contain a number of major errors.

Weaker Essays — Lower Level 1 - 0 1. thesis confused and unfocused. 2. misunderstands the question and omits major tasks. 1 a. refers vaguely to decline in nationalism. b. may be merely polemical and partially off-task; little or no references to political and economic factors for rise OR for decline. 3. shows no understanding of nationalism in Europe. 0 4. evidence irrelevant or missing. 5. may contain a number of glaring errors.

Non-Responsive Essays Response totally off-task, absent, or irrelevant. MAY BE ASSIGNED BY ANY READER, AFTER CHECKING ALL PAGES OF ESSAY BOOKLET for a scorable response.

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Question 7

Indicators: 1. Provides explicit evidence showing both comparison and contrast, though not necessarily in equal balance (i.e. addresses at least one similarity and one difference) 2. Uses specific supporting evidence of BOTH goals and achievements 3. Provides substantial evidence from BOTH Metternich and Bismarck

Mixed 5-4 [These scores should be assigned judiciously.] Essays will demonstrate the following qualities with varying degrees of effectiveness: • Contains a thesis, perhaps superficial or simplistic • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators: 1. Addresses comparison/contrast but does so without significant specificity (and/or does not attempt to show at least one similarity and one difference) 2. Provides general evidence with few specific references to events, actions, and policies 3. Treats Bismarck and Metternich unevenly

Weaker 3-2-1-0 Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators: 1. Ignores comparison/contrast or addresses it simplistically 2. Contains minimal relevant supporting evidence for either or both figures 3. May discuss only Metternich or Bismarck

AP® European History 2002 Scoring Guidelines Form B

AP® EUROPEAN HISTORY 2002 SCORING GUIDELINES (Form B)

Question 1

Basic Core: 1 point each to a total of 6 points.

2. Uses a majority of documents. Uses at least 7 documents by reference to anything in the box, even if used incorrectly. They need not be cited by number or name.

3. Supports thesis or answers question with appropriate evidence from the documents. Even when there is no thesis, the essay can still offer evidence from the documents relating to Mussolini’s population policy, and reactions to it.

4. Understands the basic meaning of the documents cited in the essay. Must use at least four documents correctly. May make a major misinterpretation of no more than one document; a major misinterpretation is one that leads to an inaccurate grouping or a false analysis. Consistent small errors = one major error. Errors in attempts to use p.o.v. should be judged less severely.

5. Analyzes bias or point of view in at least TWO documents. Relates authorial point of view to author’s place OR Evaluates the reliability of the source OR Recognizes that different kinds of documents serve different purposes OR Analyzes tone or intent of documents (often expressed with emotional adverbs. N.B. In this DBQ consistent attribution will NOT be accepted for p.o.v.

6. Analyzes documents by grouping them in at least THREE groups. A group must have at least 2 docs. Sub-groups within a larger grouping are acceptable. A fallacious grouping receives no credit. Examples of possible groups include: Pro population policy: 1, 2, 3, 5, 6, 8, 9, 10, 11, 12 Con population policy: 4, 7, 10, 12 Official govt. publications/statements: 1, 5, 6, 9 Motherhood and Childhood magazine: 6, 9 Economic impact of childbirth: 2, 3, 10 Failure of policy: 4, 7, 12 Women’s roles: 5, 7, 8 Edda Mussalini Ciano: 7, 10 Women authors: 7, 10 Large families: 10, 11

Expanded Core: 0-3 points to a total of 9 points Must earn 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does some or all of the following: • has a clear, analytical and comprehensive thesis • uses all or almost all documents • uses documents persuasively as evidence • shows careful and insightful analysis of documents • analyzes bias or point of view in at least 3 documents cited in the essay • analyzes documents in additional ways; e.g., additional groupings, change over time, etc. • brings in relevant “outside” historical content

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Question 2

9-8-7-6 Stronger Essays These essays will demonstrate the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis. • Is well-organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a “9” need not be flawless.

Indicators 1. Given the open-ended nature of the question, essays can earn stronger scores by following different paths: they can either discuss two or more examples very thoroughly, with a great deal of specific evidence; or they can focus on only one example, but with considerable specific evidence and perhaps a broader chronological coverage. 2. 8-9: thorough discussion of two or three examples, supported with considerable specific evidence 3. 7-6: thorough discussion of one or two examples (may discuss three examples, but with limited specific evidence.

5-4 Mixed Essays These scores should be assigned judiciously. Essays will demonstrate the following qualities with varying degrees of effectiveness: • Contains a thesis, perhaps superficial or simplistic • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators 1. Discusses thoroughly only one example of political authorities’ influence; may discuss two or three superficially. 2. Discussion may be superficial 3. Uses some specific evidence

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators 1. May mention only one example, but does not develop any appropriate example 2. Contains irrelevant information (e.g., development of Reformation) 3. Contains minimal relevant supporting evidence 4. Contains major errors, either factual or interpretive Copyright © 2002 by College Entrance Examination Board. All rights reserved. Advanced Placement Program and AP are registered trademarks of the College Entrance Examination Board.

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Question 3

Indicators 1. Discusses in detail goals and policies of both rulers 2. Develops comparison and contrasts between Peter and Frederick 3. Uses specific supporting evidence

Indicators 1. Superficial discussion of goals and policies of both rulers (may by uneven) 2. Addresses comparison/contrast, but does so implicitly or without significant specificity. 3. Few specific references.

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators 1. May discuss goals and policies both Peter and Frederick (or only one), but very superficially. 2. May mention, but not actually address, comparison/contrast, or may omit this task altogether 3. Contains minimal relevant supporting evidence 4. Contains major errors, either factual or interpretive

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Question 4

Indicators 1. Thesis addresses terms of the question (discusses multiple changes in postwar Europe) 2. Uses specific supporting evidence (in addition to European changes, discusses at least one former colony) 3. Realizes that the process varied between various European nations.

Indicators 1. Thesis does not adequately address the tasks specified in the question. 2. Provides evidence that is more general in nature (few specific details given) or that treats the process unevenly. 3. Lists a few details, but does not provide significant analysis

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators 1. Discusses only former colonies, not decolonization as European phenomenon. 2. Contains minimal relevant supporting evidence. 3. Contains major errors, either factual or interpretive.

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Question 5

Indicators 1. Thesis addresses terms of the question, portrayal of individual in both Renaissance and Romantic era. 2. Coverage may be uneven, with greater emphasis likely placed on Renaissance 3. Uses specific supporting evidence

Indicators 1. Discusses the portrayal of the individual, but may be focused solely on one era (generally Renaissance) 2. Addresses comparison/contrast but does so implicitly or without significant specificity. 3. Provides evidence that is more general in nature (has few specific examples).

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators 1. Discusses only Renaissance or Romantic era with no focus on the portrayal of the individual. 2. Contains minimal relevant supporting evidence. 3. Contains major errors, either factual or interpretive.

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Question 6

Indicators 1. Balanced discussion of either two theories or two practices of government 2. Links theories or practices to historical context 3. Develops comparison and contrast between the two examples given 4. Uses specific supporting evidence

5-4 Mixed Essays These scores should be assigned judiciously. Essays will demonstrate the following qualities with varying degrees of effectiveness: • Minimal discussion • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators 1. Limited discussion of EITHER two theories OR two practices of government 2. Addresses comparison/contrast but provides little linkage to historical context 3. Provides evidence that is more general in nature (has few specific details)

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators 1. Discusses absolutism and/or constitutionalism only in general terms. 2. Omits comparison or contrast 3. Contains minimal relevant supporting evidence 4. Contains major errors, either factual or interpretive

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Question 7

Indicators 1. Explains the fundamental differences between mercantilism and free market economics. 2. Stronger essays will discuss specific recommendations of Colbert that were enacted by Louis XIV’s government. 3. Stronger essays will place Smith’s recommendations in the context of the Enlightenment (Physiocrats, Glasgow U.) and late eighteenth-century England. 4. Shows awareness of relative chronology: Colbert operates in the first half of the seventeenth century, Smith in the second half of the eighteenth

Indicators 1. Sees contrast between mercantilism and free market, but may discuss one more thoroughly than other. 2. Associates Colbert with mercantilism in France and Smith with laissez-faire in Britain, but will not discuss specific recommendations 3. Provides little sense of relative chronology.

3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators 1. Often describes mercantilism (or free market/laissez-faire) in general. 2. Contains minimal relevant supporting evidence. 3. Contains major errors, either factual or interpretive.

AP® European History 2003 Scoring Guidelines

The materials included in these files are intended for use by AP teachers for course and exam preparation; permission for any other use must be sought from the Advanced Placement Program®. Teachers may reproduce them, in whole or in part, in limited quantities for noncommercial, face-to-face teaching purposes. This permission does not apply to any third-party copyrights contained herein. This material may not be mass distributed, electronically or otherwise. These materials and any copies made of them may not be resold, and the copyright notices must be retained as they appear here.

The College Board is a national nonprofit membership association whose mission is to prepare, inspire, and connect students to college and opportunity. Founded in 1900, the association is composed of more than 4,300 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 22,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of equity and excellence, and that commitment is embodied in all of its programs, services, activities, and concerns.

For further information, visit www.collegeboard.com

Copyright © 2003 College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, AP Vertical Teams, APCD, Pacesetter, Pre-AP, SAT, Student Search Service, and the acorn logo are registered trademarks of the College Entrance Examination Board. AP Central is a trademark owned by the College Entrance Examination Board. PSAT/NMSQT is a registered trademark jointly owned by the College Entrance Examination Board and the National Merit Scholarship Corporation. Educational Testing Service and ETS are registered trademarks of Educational Testing Service. Other products and services may be trademarks of their respective owners.

For the College Board’s online home for AP professionals, visit AP Central at apcentral.collegeboard.com. AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES

Question 1

BASIC CORE: 1 point each to a total of 6 points. 1. Has an acceptable thesis. Thesis must be explicit, respond to the question, and be based on one or more documents. It may not be a simple rewording of the question or of the historical background. Thesis need not appear in the first paragraph.

2. Uses a majority of documents. Uses at least 7 documents by reference to anything in the box, even if used incorrectly. They need not be cited by number or name.

5. Analyzes bias or point of view in at least two documents. Relates authorial point of view to author’s place (position, status, etc.) OR Evaluates the reliability of the source OR Recognizes that different kinds of documents serve different purposes OR Analyzes tone or intent of documents – several weak attempts of this sort equal one solid POV OR analyzes POV or bias in one document well and gives consistent attribution.

6. Analyzes documents by grouping them in at least two groups. A group must have at least 2 docs. A fallacious grouping receives no credit. Examples of possible groups: Pro and anti civil peace: pro(1,2,3,4,6,11) anti(5,7,8,9,10,12) Earlier, middle and later documents: earlier (1,2,3,4,5) middle (6,7,8, 9) later (10,11,12) Official and civilian sources: official (1,2,9,10,11) civilian (3,4,5,6,7,8,12) Male and female subjects and sources: male (1,2,3,5,6,7,9,10,11,12), female (4,8,9) Military sources: (1,7,9,11) Progressives: (3,4,5,7, 12) EXPANDED CORE: [0-3 points to a total of 9 points]

Must earn 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does some or all of the following: * has a clear, analytical and comprehensive thesis * uses all or almost all documents (using 8 or 9 documents is not that unusual this year) * uses documents persuasively as evidence * shows careful and insightful analysis of the documents * analyzes bias or point of view in at least three documents cited in the essay * analyzes the documents in additional ways; i.e., has additional groupings or others forms of analysis, discusses incremental change over time * brings in relevant “outside” historical content

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Question 2

9-8-7-6 Stronger Essays

These essays will demonstrate the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis; supports thesis with specific evidence • Addresses the terms of the question: tasks, content, chronology • Well organized • Stronger essays may contain minor errors; even a “9” need not be flawless Indicators: 9-8 1. Thesis identifies (introduces/characterizes/describes) features of the AR and interprets its role in bringing about social and economic consequences in Europe; thesis may be implicit 2. In-depth, balanced treatment of both features and consequences (which may appear as socioeconomic) 3. Develops clear connections between AR and its social and economic consequences Indicators: 7-6 1. Thesis identifies features of the AR and links its role to social and economic consequences; thesis may be implicit 2. Characterizes 2 or more features of the AR and analyzes social and economic consequences of the AR which may overlap; some parts of the question may be addressed more fully than others 3. Essay rises above mere narrative on AR and its consequences 5 - 4 Mixed Essays (these scores should be used judiciously) • Contains a thesis, perhaps superficial or simplistic • Addresses the terms of the question unevenly: tasks, evidence, chronology • Uneven organization • May contain errors, factual and/or interpretive Indicators: 5-4 1. Thesis mentions features and consequences 2. Either features or consequences are treated adequately, but not both 3. Features are listed, without characterization; or only one is characterized 4. Social and/or economic consequences discussed 3-2-1-0 Weaker Essays Essays in this category will demonstrate the following qualities in varying degrees Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused or absent, or simply restates question • Misconstrues the question, or omits major tasks • May contain major errors Indicators: 3-2 1. Vague or erroneous treatment of AR’s features and/or consequences 2. Partial but inadequate response to the question; may mention only one feature or one consequence 3. Contains few appropriate facts or inadequate information 4. Minimal examples, abundant errors Indicators: 1-0 1. Examples off-task or irrelevant 2. Major errors of fact

3 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES

Question 3

9-8-7-6 Stronger Essay These essays will have most of the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis • Is well organized • Supports thesis with specific evidence • May contain minor errors; even a “9” need not be flawless Indicators: 1. Essay addresses all aspects of the question- analyzes methods and discusses extent of success- as well as all three categories (“one king, one law, one faith” explicitly or implicitly. Treatment of categories may not be balanced. 2. Thesis may be found in the body or the conclusion of the essay 3. Analysis of methods may be offered in greater depth than discussion of extent of success but considers both. 4. Defends thesis with considerable amounts of evidence 5. May contain minor errors. 5-4 Mixed Essays (these scores should be assigned judiciously) • Contains thesis, perhaps superficial or simplistic • Responds to question unevenly: task(s), evidence, chronology • May contain errors, factual or interpretive Indicators: 1. Thesis may prove superficial or simplistic. 2. Essay may prove more descriptive than analytical; may not address all 3 categories (“one king, one law, one faith”) 3. May not analyze methods or degree of success 4. Provides less concrete evidence than stronger essays; broad generalizations may not always be supported with appropriate evidence 5. May contain errors, factual or interpretive 3-2-1-0 Weaker Essays These essays will demonstrate the following qualities to varying degrees: • Thesis confused, unfocused, or absent, or simply restates the question • Misconstrues the question or omits major tasks • May contain major errors Indicators: 1. Thesis confused, unfocused, absent, or weakly supported 2. May attempt to answer the question but omits a number of tasks or provides little if any supporting evidence. 3. May attempt analysis of methods and degree of success but is superficial or erroneous 4. Essay may be anecdotal rather than analytical 5. May contain major errors, factual and/or interpretive

4 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES

Question 4

9-8-7-6 Stronger Essays These essays will demonstrate the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis • Is well-organized • Addresses the terms of the question • Supports the thesis with specific evidence • May contain minor errors; even a “9” need not be flawless Indicators: 9-6 1. Explains advances in learning and advances in technology; 8s and 9s are more balanced and well developed than 6s and 7s 2. Cites several specific examples of advances in both learning and technology (three total, with at least one from each category) 3. Clearly demonstrates how advances in learning and technology influenced voyages of discovery and/or trade 4. Mentions resultant voyages of discovery and/or trade; 8s and 9s will discuss 5 - 4 Mixed Essays (These scores should be assigned judiciously) These essays will demonstrate the following qualities with varying degrees of effectiveness: • Contains a thesis, perhaps superficial or simplistic • Uneven response to the question’s terms • May contain errors, factual or interpretive Indicators: 5-4 1. Provides a superficial and undeveloped treatment of advances in both learning and technology; may concentrate on one or the other. 2. Cites one or two examples of advances in learning and/or technology 3. Superficially describes how advances in learning and technology influenced voyages of discovery and/or trade 4. Alludes to resultant voyages of discovery and/or trade 3-2-1-0 Weaker Essays These essays will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, or absent, or merely restates the question • Misconstrues the question or omits major tasks • May contain major errors Indicators: 0-3 1. May concentrate on either advances in learning and technology or voyages of discovery and/or trade 2. May mention — but fails to describe — how advances in learning and technology influenced voyages of discovery and/or trade 3. May lack specific examples

5 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES

Question 5

9-8-7-6 Stronger Essays These essays will demonstrate the following qualities with varying degrees of effectiveness:

9 1. a clear, well-developed thesis. 2. provides a clearly organized and thoughtful assessment of three reasons for which Soviet domination ended in Eastern Europe. 8 3. supports the thesis with appropriate evidence for Eastern Europe. 4. may contain minor errors, or a single major error; even a “9” need not be flawless

7- 6 Stronger Essays - Lower Level 7 1. a clear, well-developed thesis (may be implicit). 2. demonstrates some assessment of three reasons for the end of Soviet domination in E.Europe. 3. describes specific reasons, organized reasonably well, perhaps unevenly. 6 4. supports the thesis with thin evidence. 5. may contain a number of minor errors, or a single major error.

5-4 Mixed Essays (These scores should be used judiciously.) 5 1. contains a thesis, perhaps superficial or simplistic. 2. may simply mention two reasons. 3. provides an implicit discussion of the reasons for end of Soviet domination. 4 4. contains one reason or marginal supporting evidence for the end of Soviet domination. 5. may contain factual errors.

3-2-1-0 Weaker Essays 3 1. thesis confused and unfocused OR weakly supported. 2. misconstrues the question, or omits major tasks. a. evidence refers primarily to Soviet Union or Russia, or may refer superficially to E. Europe. b. may be primarily polemical or partially off-task. c. discusses reasons partially or inadequately. 2 3. minimal concrete evidence. 4. may contain numerous errors. 1 1. thesis absent, irrelevant OR unsupported. 2. misunderstands the question and omits major tasks a. evidence refers solely to Soviet Union; merely acknowledges or omits discussion of Eastern Europe. b. may be merely polemical and partially off-task. 3. makes erroneous references. 0 4. identifies irrelevant or missing evidence. 5. may contain several serious errors.

6 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES

Question 6

Stronger Essays – Higher Level 9-8-7-6 These essays will demonstrate the following qualities with varying degrees of effectiveness: Has a clear, well-developed thesis Is well-organized Address the thesis with specific evidence May contain minor errors; even a “9” need not be flawless

Indicators: 9-6 1. Discusses three specific and relevant examples 2. Demonstrates clear understanding of both Romanticism and nationalism (may be implicit or contextual) 3. Provides clear and convincing analysis linking Romanticism and nationalism

Mixed Essays - 5-4 Essays will demonstrate the following qualities with varying degrees of effectiveness: Contains a thesis, perhaps superficial or simplistic Uneven response to the question’s terms May contain errors, factual or interpretive

Indicators: 5-4 1. Uses three relevant examples; one or two may be implicit / generalized 2. Demonstrates some understanding of Romanticism and nationalism 3. Provides some analysis, possibly superficial, linking Romanticism and nationalism

Weaker Essays - 3-2-1-0 Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. Thesis is confused, absent, or merely restates the question Misconstrues the question or omits major tasks May contain major errors

Indicators: 3-0 1. Presents fewer than three relevant examples or all three are generalized 2. Demonstrates little or no understanding of Romanticism and/or nationalism 3. Provides little or no linkage between Romanticism and nationalism

7 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES

Question 7

9-8-7-6 Stronger Essays These essays will have most of the following qualities with varying degrees of effectiveness: 1. a clear, well-developed thesis (may be implicit) 9 2. provides a coherent assessment of the extent to which Enlightenment ideas shaped Revolutionary policies 3. demonstrates relevant knowledge of Enlightenment ideas on religion and society 4. identifies specific Revolutionary policies and links them to the Enlightenment ideas 8 5. supports the thesis with appropriate evidence 6. may contain minor errors, or a single major error; even a “9” need not be flawless

1. a clear thesis (may be implicit) 7 2. provides some assessment of the extent to which the Enlightenment ideas shaped Revolutionary policies 3. includes some Enlightenment ideas on religion and society 4. describes specific Revolutionary policies, perhaps unevenly 6 5. supports the thesis with evidence, perhaps unevenly 6. may contain a number of minor errors, or a single major error Mixed 5 – 4 (These scores should be assigned judiciously.) These essays will demonstrate the following qualities with varying degrees of effectiveness: 5 1. contains a thesis, perhaps superficial or simplistic 2. responds to the terms of the question, perhaps thinly or incompletely a. addresses the influence of Enlightenment ideas on Revolutionary policies b. references some Enlightenment ideas on religion or society 4 3. contains adequate or marginal supporting evidence about Enlightenment and French Revolution 4. may contain significant errors Weaker 3-2-1-0 These essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. 1. thesis confused and unfocused OR weakly supported 3 2. misconstrues the question, or omits major tasks a. refers minimally to Enlightenment ideas and Revolutionary policies b. may be off-task; omits discussion of Enlightenment or French Revolution c. Inadequately or partially identifies Enlightenment ideas and Revolutionary policies 3. shows little understanding of the Enlightenment and the French Revolution 2 4. minimal concrete evidence 5. may contain a number of major errors 1. thesis largely irrelevant OR unsupported 2. misunderstands the question and omits major tasks 1 a. refers vaguely, if at all, to ideas of the Enlightenment and/or policies of French Revolution b. may be totally off-task 3. shows virtually no understanding of Enlightenment ideas and Revolutionary policies 0 4. evidence irrelevant, missing or tangential 5. may contain a number of glaring errors

AP® European History 2003 Scoring Guidelines Form B

For further information, visit www.collegeboard.com

For the College Board’s online home for AP professionals, visit AP Central at apcentral.collegeboard.com. AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES (Form B)

Question 1

BASIC CORE: 1 point each to a total of 6 points.

1. Has an acceptable thesis. Thesis must be explicit, based on one or more documents. It may not be a simple rewording of the question or of the historical background. Thesis need not appear in the first paragraph. 2. Uses a majority of documents. Uses at least six documents by reference to anything in the box, even if used incorrectly. They need not be cited by number or name. 3. Supports thesis or answers question with appropriate evidence from the documents. Even when there is no thesis, the essay can still offer evidence from the documents relating to views of the Vichy regime. 4. Understands the basic meaning of the documents cited in the essay. Must use at least four documents correctly. May make a major misinterpretation of no more than one document; a major misinterpretation is one that leads to an inaccurate grouping or a false analysis. Consistent small errors = one major error. Errors in attempts to use POV should be judged less severely. 5. Analyzes bias or point of view in at least two documents. Relates authorial point of view to author’s place OR Evaluates the reliability of the source OR Recognizes that different kinds of documents serve different purposes OR Analyzes tone or intent of documents (often expressed with emotional adverbs). N.B. In this DBQ consistent attribution will not be accepted for POV. 6. Analyzes documents by grouping them in at least two groups. A group must have at least three docs. Sub-groups within a larger grouping are acceptable. A fallacious grouping receives no credit. Examples of possible groups include: 1, 2, 9,10. Pétain himself. 1, 2, 6, 8, 9. Pro-Vichy. 3, 4, 5, 7. Anti-Vichy 3, 5, 7. Free French / Resistance. 1, 3, 5, 8, 11. Address Pétain’s character. 1, 2, 3, 7. Radio broadcasts. 6, 8, 9. Print / visual media.

Expanded Core: 0-3 points to a total of 9 points Must earn 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does some or all of the following: • has a clear, analytical and comprehensive thesis • uses all or almost all documents • uses documents persuasively as evidence • shows careful and insightful analysis of documents • analyzes bias or point of view in at least three documents cited in the essay • analyzes documents in additional ways; e.g., additional groups even if only one doc., change over time, etc. • brings in relevant “outside” historical content.

2 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES (Form B)

Question 2

9-8-7-6 Stonger Essays: These essays will demonstrate the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis. • Is well-organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a “9” need not be flawless.

Indicators: 1. Given the comparative nature of the question, essays can earn stronger scores by following different paths: they must discuss two artists from each era, but some will present one era more thoroughly than the other; or they can focus more on the relationships between artists and society, but with less detailed treatment of individual artists. 2. 8-9: thorough discussion of two artists from each era, with analysis of relationship with society. 3. 7-6: thorough discussion of two artists from each era, but limited consideration of relationship with society. 4. Some essays will discuss works of art rather than artists in relation to society. This is acceptable.

5-4 Mixed Essays: These scores should be assigned judiciously. Essays will demonstrate the following qualities with varying degrees of effectiveness: • Contains a thesis, perhaps superficial or simplistic • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators: 1. Discusses thoroughly only one era, or discusses only one artist from each era 2. Discussion may be superficial 3. Uses some specific evidence

3-2-1-0 Weaker Essays: Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators: 1. May mention only one artist, but does not develop any appropriate example 2. Contains irrelevant information (e.g., discusses Renaissance painters) 3. Contains minimal relevant supporting evidence 4. Contains major errors, either factual or interpretive

3 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES (Form B)

Question 3

9-8-7-6 Stronger Essays: These essays will demonstrate the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis • Is well-organized • Addresses the terms of the question • Supports the thesis with specific evidence • May contain minor errors; even a “9” need not be flawless

Indicators: 1. Addresses the extent to which women actually participated in the Renaissance 2. Recognizes women’s participation in the Renaissance; better essays may address class differences in accounting for women’s participation 3. Even better essays may contain no specific details

Indicators: 1. Contains at least a general discussion of women’s participation in the Renaissance 2. May superficially discuss the “extent” of women’s participation 3. Addresses women’s roles, but does so without significant specificity 4. General evidence is drawn from the appropriate period 3-2-1-0 Weaker Essays: Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators: 1. May focus on the Renaissance period in general but does not discuss women’s participation 2. May mention, but not significantly address, women’s roles during the Renaissance 3. Contains minimal relevant supporting evidence 4. Contains major errors, either factual or interpretive

4 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES (Form B)

Question 4

Indicators: 1. Thesis addresses terms of the question (discusses both elite and popular culture) 2. Answer addresses both elite and popular and elite culture, but may be uneven in coverage 3. Uses specific supporting evidence (individual thinkers and/or specific events) 4. Analyzes the impact of Enlightenment thought—does not merely discuss Enlightenment.

5-4 Mixed: These scores should be assigned judiciously. Essays will demonstrate the following qualities with varying degrees of effectiveness: • Contains a thesis, perhaps superficial or simplistic • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators: 1. Thesis does not adequately address the tasks specified in the question. 2. Provides evidence that is more limited in nature (few specific details given). 3. Lists a few details, but does not provide significant analysis.

3-2-1-0 Weaker: Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators: 1. Fails to distinguish between elite and popular culture. 2. Contains minimal relevant supporting evidence. 3. Contains major errors, either factual or interpretive.

5 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES (Form B)

Question 5

***Due to the nature of this question, comparisons may be primarily made up of differences between the two isms. Only a few essays will recognize any similarities between liberalism and conservatism in the specified time period.

9-8-7-6 Stonger Essays: These essays will demonstrate the following qualities with varying degrees of effectiveness: • Has a clear, well-developed thesis • Is well-organized • Addresses the terms of the question • Supports the thesis with specific evidence • May contain minor errors; even a “9” need not be flawless

Indicators: 1. Thesis and response address the question in terms of conservatism and liberalism. 2. Coverage may be uneven, with little or no explicit emphasis placed on similarities. Accurate and explicit emphasis on comparisons should be rewarded. 3. Response explicitly juxtaposes the two isms. 4. Response addresses the isms during the first half of the nineteenth century, in Europe. 5. Uses specific and accurate supporting evidence

Indicators: 1. Discusses both conservatism and liberalism, but may give significantly more attention to one or the other 2. Addresses comparison and/or contrast but does so implicitly or without significant specificity. 3. Provides evidence that is more general in nature (has few specific examples).

Indicators: 1. Discusses only conservatism or liberalism. 2. Omits comparison/contrast of the isms. 3. Response primarily addresses evidence that is outside of the specified time period. 4. Contains minimal relevant supporting evidence. 5. Contains major errors, either factual or interpretive.

6 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES (Form B)

Question 6

Indicators: 1. Thesis and response directly address the terms of the question 2. Accurate discussion and analysis of major causes of war 3. Evidence/wars are chosen from the correct time period 4. Uses specific supporting evidence

5-4 Mixed Essays: These scores should be assigned judiciously. Essays will demonstrate the following qualities with varying degrees of effectiveness: • Minimal discussion • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators: 1. Thesis may be superficial 2. Addresses the causes of war, but does so implicitly or without significant specificity (may only focus on the details of the wars, not the reasons behind them). 3. Provides evidence that is more general in nature (has few specific details)

Indicators: 1. Discusses wars only in general terms. 2. Evidence is predominantly from outside the time period. 3. Contains minimal or no relevant supporting evidence 4. Contains major errors, either factual or interpretive

7 AP® EUROPEAN HISTORY 2003 SCORING GUIDELINES (Form B)

Question 7

9-8-7-6 Stronger Essays: These essays will demonstrate the following qualities with varying degrees of effectiveness:

• Has a clear, well-developed thesis • Is well-organized • Addresses the terms of the question • Supports the thesis with specific evidence • May contain minor errors; even a “9” need not be flawless

Indicators: 1. Has a clear thesis addressing responses of the working class to industrialization 2. Describes various working class responses to industrialization during this period. 3. Stronger essays will discuss political, and/or social, and/or economic responses. 4. Stronger essays will analyze these responses, or at least place them in an appropriate context.

5-4 Mixed Essays [These scores should be assigned judiciously.] Essays will demonstrate the following qualities with varying degrees of effectiveness:

• Contains a thesis, perhaps superficial or simplistic • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators:

1. Discusses working class responses to industrialization in a general sense. 2. May discuss consequences of industrialization more than working class responses to it. 3. Describes but does not analyze responses.

3-2-1-0 Weaker Essays: Essays in this category will demonstrate the following qualities in varying degrees. Essays scored 0 or 1 may attempt to address the question but fail to do so.

• Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators:

1. Often describes industrialization rather than working class responses to it. 2. Contains minimal relevant supporting evidence; frequently discussing period prior to 1850. 3. Contains major errors, either factual or interpretive.

® AP European History 2004 Scoring Guidelines

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For the College Board’s online home for AP professionals, visit AP Central at apcentral.collegeboard.com. AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 1

“Analyze attitudes toward and responses to the “the poor” in Europe between approximately 1450 and 1700.”

BASIC CORE: 1 point each to a total of 6 points

1. Has an acceptable thesis. Thesis must be explicit, responsive to the question, and based on one or more documents. It may not be a simple rewording of the question or of the historical background. Thesis need not appear in the first paragraph.

2. Uses a majority of documents. Uses at least 6 documents by reference to anything in the box, even if used incorrectly. They need not be cited by number or name.

3. Addresses all parts of the question. Must discuss both attitudes towards and responses to poverty. May be, and usually are, conflated or only implicitly distinguished.

4. Understands the basic meaning of the documents cited in the essay. Significantly misinterprets no more than one document; a major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping or a false conclusion. Two “almost major errors” = one major error. Errors in attempts to provide POV should be judged less severely.

5. Analyzes bias or point of view in at least three documents. Relates authorial point of view to author’s place (position, status, etc.) OR Evaluates the reliability of the source OR Recognizes that different kinds of documents serve different purposes OR Analyzes tone of documents – three weak attempts of this sort equal one POV. POV can be achieved collectively through analysis of motives of a group or explanations of reasons for group’s attitudes; counts as one POV.

2 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 1 (cont’d.)

6. Analyzes documents by grouping them in at least three groups. A group must have at least 2 docs. A fallacious grouping receives no credit. Examples of possible groups [not exhaustive]:

Catholic clergy 1, 8, 10 Protestants 6[?], 7, 9 Catholic countries 1, 2, 3, 4, 5, 8, 10, 11 [+6?] France 1, 2, 5, 8, 10, 11 Netherlands: 3 [Bruges], 4, 9 England 6, 7 Dangers of begging 2, 4, 5, 6, 8 Knowing the poor 3 [little], 6, 11 [a lot] Poor should be punished 5, 7 + 4, and 8 implicitly Poor should be regulated 2, 4, 5, 7, 8 Poor need treatment/help 2, 5, 8, 10 Poor seen sympathetically 3, 4, 9, 11 Undeserving vs. deserving poor 4, 5, 8, 9 Poor are idle 4, 5, 6, 8, 11 Towns 2, 5, 8 Politics/government 2, 4, 5, 8 Private individuals 3, 6, 9, 11 Family/women/children 3, 4, 9 Poor relief benefits donor [1, 10 religious; 2, 5, 8 secular] Poverty leads to immorality 3, 4

By century [change over time] 15th 1, 2; 16th 3, 4, 5, 6, 7; 17th 8, 9, 10, 11

EXPANDED CORE: 0-3 points to a total of 9 points

Must earn all 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does one or more of the following: * has a clear, analytical and comprehensive thesis * uses all or almost all documents (using 8 or 9 documents is not unusual this year) * uses documents persuasively as evidence * shows careful and insightful analysis of the documents * analyzes bias or point of view in at least four documents cited in the essay * analyzes the documents in additional ways; e.g. has additional groupings or other forms of analysis, accurately discusses change over time * brings in relevant “outside” historical content

3 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 2

“Compare and contrast the extent to which the French Revolution (1789-1799) and the Russian Revolution (1917-1924) changed the status of women.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

9-8-7-6: Stronger • Has a clear, well-developed thesis • Is well organized • Addresses the terms of the question • Supports the thesis with specific evidence • May contain minor errors; even a “9” need not be flawless

Indicators: • Contains a clear thesis that effectively addresses the question • Demonstrates linkage between women’s roles/participation and resultant changes in status for either France or Russia • Cites at least one or more accurate examples of how the French or the Russian revolution changed the status of women • Makes at least one correct comparison between the French and Russian revolutions regarding change in the status of women • Makes at least one correct contrast between the French and Russian revolutions regarding change in the status of women

5-4: Mixed • Contains a thesis, perhaps superficial or simplistic • Uneven response to the question’s terms • May contain errors, factual or interpretive

Indicators: • May demonstrate linkage between women’s roles/participation and resultant changes in status for either France or Russia • May cite an example of how either the French or the Russian revolution changed the status of women • Cites at least one example of comparison or contrast between the French and Russian revolutions regarding change in the status of women

4 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 2 (cont’d.)

3-2-1-0: Weaker Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is confused, or absent, or merely restates the question • Misconstrues the question or omits major tasks • May contain major errors

Indicators: • Fails to cite a single example of change in women’s status for either France or Russia • Confused and vague attempt at comparisons • Confused and vague attempt at contrasts

— Essay completely off task or blank

5 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 3

“Analyze the ways in which technology and mass culture contributed to the success of dictators in the 1920s and 1930s.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

9-8-7-6: Stronger • Has a clear, well-developed thesis • Supports thesis with specific evidence • Addresses the terms of the question • May contain minor errors—even a “9” need not be flawless

Indicators: • Thesis refers to ways in which dictators used technology and mass culture (thesis may be found in body or conclusion of essay) • Develops how dictators used technology AND mass culture using specific evidence – substantial specifics for 8-9 • Mass culture encompasses such ideas as cultural mood, nationalism, economic distress, anti- Semitism, etc. • Discusses more than one dictator, but may be uneven, OR develops one dictator with sophistication as a paradigm for others (6-7 only) • May make connections between technology and mass culture

5-4: Mixed • Contains a thesis, perhaps superficial or simplistic • Uneven response to the terms of the question • May contain errors, either factual or interpretive

Indicators: • Has a thesis, but may be superficial (thesis may be found in body or conclusion of essay) • May respond to the technology issue more than the mass culture issue, or vice versa • Has some specific evidence • May contain factual error • May discuss only one dictator, or names dictator(s) but has much generic treatment, OR attempts to deal with more than one dictator but does so superficially.

6 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 3 (cont’d.)

3-2-1-0: Weaker Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis confused, unfocused, absent or merely restates the question • Misconstrues the question, or omits major tasks • May contain major errors

Indicators: • Thesis may be absent or irrelevant • May refer to the technology issue and ignore the mass culture issue, or vice versa • May have little or no specific evidence • May have much irrelevant information • May have purely generic references to “dictators”

— Essay completely off task or blank

7 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 4

“Analyze the factors working for and against European unity from 1945 to 2001.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

9-8-7-6: Stronger

Indicators for 9-8: • Contains a clear, well-developed thesis (may be implicit or may appear at the end) • Provides a coherent analysis of factors working for and against European unity throughout the period 1945-2001 o May present factors such as communism, ideology, Cold War, religion, politics, military, economics, culture o May present factors as a grouping of events • Supports the factors with ample evidence • May contain 1-2 minor errors; even a “9” need not be flawless

Indicators for 7-6: • Contains a clear thesis (may be implicit or may appear at the end) • Provides some analysis of factors working for and against European unity during the period 1945- 2001 o May present factors such as communism, ideology, Cold War, religion, politics, military, economics, culture, etc. o May present factors as a grouping of events • Supports the factors with appropriate evidence, perhaps unevenly • May contain minor errors

5-4: Mixed

Indicators: • Contains a thesis, perhaps superficial or simplistic (may be implicit or appear at the end) • Responds to the terms of the question superficially or unevenly o Covers part of the period 1945-2001 o Pays significantly less attention to either unity or disunity o Pays significantly less attention to either Eastern or Western Europe • Supports factors with adequate or marginal evidence • May contain errors, factual or interpretive

8 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 4 (cont’d.)

3-2-1-0: Weaker

Indicators for 3-2: • Thesis is confused and unfocused OR weakly supported • Misconstrues the question, or omits major tasks o Refers minimally to factors encouraging unity or disunity o Omits discussion of unity or disunity o Omits discussion of either Eastern or Western Europe • Offers little concrete evidence to support factors • May contain a number of major errors

Indicators for 1-0: Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is largely irrelevant OR unsupported • Misunderstands the question and omits major tasks, refers vaguely, if at all, to events in post-war Europe • Offers minimal or no evidence or evidence that is irrelevant or tangential • May contain a number of major errors

— Essay completely off task or blank

9 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 5

“Analyze the influence of humanism on the visual arts in the Ital ian Renaissance. Use at least THREE specific works to support your analysis.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

9-8-7-6: Stronger

Indicators for 9-8: • Contains a clear, well-developed thesis (may be implicit) • Provides a coherent assessment of the influence of humanism on Renaissance visual arts • Analyzes THREE specific Renaissance works of art • Supports the thesis with appropriate evidence • May contain minor errors, or a single major error; even a “9” need not be flawless

Indicators for 7-6: • Contains a clear thesis (may be implicit) • Provides some assessment of the influence of humanism on Renaissance visual arts • Uses THREE specific Renaissance works of art • Supports the thesis with evidence, perhaps unevenly • May contain a number of minor errors, or a single major error

5-4: Mixed

Indicators: • Contains a thesis, perhaps superficial or simplistic • Responds to the terms of the question, perhaps thinly or incompletely o Addresses the influence of humanism on Renaissance works of art o References some Renaissance works of art • Contains adequate or marginal supporting evidence about humanism and Renaissance art • May contain significant errors

10 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 5 (cont’d.)

3-2-1-0: Weaker

Indicators for 3-2: • Thesis is confused and unfocused OR weakly supported • Misconstrues the question, or omits major tasks o Refers minimally to the influence of humanism on Renaissance works of art • Shows little understanding of the influence of humanism on Renaissance art • Minimal concrete evidence • May contain a number of major errors

Indicators for 1-0: Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis is largely irrelevant OR unsupported • Misunderstands the question and omits major tasks o May merely describe Renaissance works of art • Shows virtually no understanding of the influence of humanism on Renaissance art • Evidence irrelevant, missing or tangential • May contain a number of glaring errors

— Essay completely off task or blank

11 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 6

“Assess the impact of the Scientific Revolution on religion and philosophy in the period 1550 to 1750.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

9-8-7-6: Stronger

Indicators for 9-8: • Successfully sustains thesis: student demonstrates control of material • Analyzes explicit ways in which SR had an impact on both religion and philosophy • Demonstrates relevant knowledge of SR • Supports the thesis with appropriate evidence • May contain minor errors, or a single major error; even a “9” need not be flawless

Indicators for 7-6: • Has a clear thesis (even if implicit) developed throughout essay • Includes some analysis of the impact of SR on religion and philosophy • Demonstrates some knowledge of the SR, may emphasize SR over impact • Supports the thesis with specific supporting evidence • May contain a number of minor errors, or a single major error

5-4: Mixed

Indicators: • Thesis is superficial or simplistic or a stronger thesis weakly sustained • Mentions impact of SR on religion and philosophy with little analysis • May focus primarily on the SR • Contains inadequate or marginal supporting evidence • May contain significant errors

12 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 6 (cont’d.)

3-2-1-0: Weaker

Indicators for 3-2: • Weak or limited thesis • Makes little or no reference to the impact of the SR • May be primarily polemical or partially off-task • Includes minimal concrete evidence • May contain a number of major errors

Indicators for 1-0: Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis confused and unfocused • Refers vaguely to the SR • May be merely polemical and partially off-task; may omit discussion of impact • Evidence irrelevant or missing • May contain a number of glaring errors

— Essay completely off task or blank

13 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 7

“Contrast the impact of nationalism in Germany and the Austrian Empire from 1848 to 1914.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

9-8-7-6: Stronger

Indicators for 9-8: • Has a clear, well-developed thesis (may be implicit) • Provides an organized analysis of the impact of nationalism in Germany and Austrian Empire • Supports thesis with appropriate evidence for Germany and Austrian Empire • May contain minor error, or a single major error; even a “9” need not be flawless

Indicators for 7-6: • Has a clear thesis (may be implicit) • Provides some discussion of the impact of nationalism in Germany and Austrian Empire • Describes specific manifestations of nationalism, organized reasonably well, perhaps unevenly • Supports the thesis with thin evidence; contrasts both countries only from 1848-1871 or 1870-1914 • May contain a number of minor errors, or a single major error

5-4: Mixed

Indicators: • Contains a thesis, perhaps superficial or simplistic • Discusses both countries superficially or unevenly; emphasizes either Germany or Austrian Empire • Provides an implicit discussion of the impact of nationalism in Germany and Austrian Empire • Contains inadequate or marginal supporting evidence for the impact of nationalism • May contain significant errors

14 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES

Question 7 (cont’d.)

3-2-1-0: Weaker

Indicators for 3-2: • Thesis confused and unfocused OR weakly supported • Misconstrues the question, or omits major tasks • Omits discussion of the impact of nationalism • Focuses primarily on political unification or foreign policy • Refers minimally to differences between both countries • Discusses differences partially or inadequately

Indicators for 1-0: Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis absent, irrelevant OR unsupported • Misunderstands the question and omits major tasks • May be merely polemical or partially off-task • Makes erroneous references • Contains irrelevant or missing evidence • May contain several serious errors

— Essay completely off task or blank

® AP European History 2004 Scoring Guidelines Form B

For further information, visit www.collegeboard.com

For the College Board’s online home for AP professionals, visit AP Central at apcentral.collegeboard.com. AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 1

“Analyze the concerns and goals of participants in the Pilgrimage of Grace and of those who opposed the movement.”

BASIC CORE: 1 point each to a total of 6 points

2. Uses a majority of the documents. Uses at least six documents by reference to anything in the box, even if used incorrectly. They need not be cited by number or name.

3. Addresses all parts of the question. Even when there is no thesis, the essay can still offer evidence from the documents that defines the concerns and goals of the participants in the Pilgrimage of Grace and of those who opposed them.

4. Understands the basic meaning of the documents cited in the essay. May make a major misinterpretation of no more than one document; a major misinterpretation is one that leads to an inaccurate grouping or a false analysis. Consistent small errors equal one major error. Errors in attempts to use POV should be judged less severely.

5. Analyzes point of view or bias in at least three documents. Relates authorial point of view to author’s place OR Evaluates the reliability of the source OR Recognizes that different kinds of documents serve different purposes OR Analyzes tone or intent of documents (often expressed with emotional adverbs). N.B. In this DBQ consistent attribution will not be accepted for POV.

2 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 1 (cont’d.)

6. Analyzes documents by organizing them in at least three groups. A group must have at least two documents. Sub-groups within a larger grouping are acceptable. A fallacious grouping receives no credit. Examples of possible groups include:

Economic impact of closing of monasteries (4,5,11) The role of the king (1,7,8,9) Fear of rebellion against authority (7,9,10) Religious goals and concerns (1,3,4,5,9) Concerns and goals over evil counselors (1,5,6,8) Concerns and goals over Cromwell (5,6) Concerns and goals of Robert Aske (5,11) Concerns over Scotland (2,9) Concerns over the poor (5,11) Concerns over the preservation of order (7,9) Concerns over violence, thievery (2,5) Concerns over political rights (5,6) Pro-Pilgrimage of Grace (1,2,3,4,5,6,11) Anti-Pilgrimage of Grace (7,9,10)

EXPANDED CORE: 0-3 points to a total of 9 points

Must earn all 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does one or more of the following: • Has a clear, analytical and comprehensive thesis • Uses all or almost all documents • Uses documents persuasively as evidence • Shows careful and insightful analysis of documents • Analyzes bias or point of view in at least four documents cited in the essay • Analyzes documents in additional ways; e.g., additional groups even if only one document, change over time, etc. • Brings in relevant “outside” historical content

3 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 2

“Analyze the shifts in the European balance of power in the period between 1763 and 1848.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

9-8-7-6: Stronger • Has a clear, well-developed thesis • Is well-organized • Addresses the terms of the question: task(s), content, chronology • Supports the thesis with specific evidence • May contain minor errors; even a “9” need not be flawless

Indicators: • Demonstrates understanding of the concept of the balance of power • Offers a broad and accurate chronological coverage, even if unbalanced at times • Supports with considerable specific evidence

5-4: Mixed • Contains a thesis, perhaps superficial or simplistic • Responds to the terms of the question unevenly: task(s), evidence, chronology • May contain factual and/or interpretive errors

Indicators: • Addresses the concept of the balance of power but simplistically or superficially • May offer a narrower chronological coverage or a broad but superficial one • Discussion of shifts in the balance may be minimal or superficial • May support with limited evidence

3-2-1-0: Weaker Essays scored 0 or 1 may attempt to address the question but fail to do so. • Thesis confused, unfocused, or absent, or simply restates the question • Misconstrues the question, or omits major tasks • May contain major factual and/or interpretive errors

Indicators: • Shows little or no awareness of the concept of the balance of power, or may misinterpret the concept altogether • May stray significantly outside the chronological period • May not address the concept of shifts in the balance of power- may simply describe some of the diplomacy of the era or domestic developments • Provides erroneous, irrelevant, or no supporting evidence

— Essay completely off task or blank

4 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 3

“To what extent did Romanticism challenge Enlightenment views of human beings and the natural world?”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

Indicators: • Discusses at least one challenge posed by Romanticism to Enlightenment views on human beings and at least one challenge posed by Romanticism to Enlightenment views on the natural world, although the discussion may not be balanced (e.g., may offer greater treatment of Enlightenment views or of the Romantic challenge to views on human beings) • Provides some supporting evidence, although treatment may be generalized (e.g., may offer more evidence on one era or type of challenge)

Indicators: • May treat the idea of challenge minimally or superficially • May only address the Romantic challenge to Enlightenment ideas about human beings or the natural world • Discussion of the challenge may be minimal or superficial, more descriptive than analytical • May provide minimal evidence

Indicators: • Fails to address the issue of the extent and nature of the challenge • May only describe the views of each era about human beings and/or the natural world • Does not discuss views of human beings or of the natural world • May be off-task, describing other aspects of the Enlightenment and/or the Romantics

— Essay completely off task or blank

5 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 4

“Contrast the ways in which the paintings shown express the artistic and intellectual concerns of the eras in which the works were created.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

Indicators: • May simply acknowledge the differences in artistic and intellectual concerns of the two paintings without developing its discussion • Defines and discusses the artistic and intellectual concerns of each painting • Links at least one of the paintings to the intellectual concerns of the era • Provides some supporting evidence to support thesis, although material may not be balanced (more on Raphael and the Italian Renaissance than Picasso and Modernism)

Indicators: • May describe the artistic and intellectual concerns of one of the paintings and eras • May link one of the paintings to the intellectual concerns of the era in a minimal or superficial manner • Provides generalized or minimal supporting evidence

Indicators: • Provides no linkage between paintings and the concerns of the era • Misunderstands the artistic and intellectual concerns of the paintings and the eras in which the works were created

— Essay completely off task or blank

6 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 5

“Analyze the participation of European women in the economy and politics from 1914 to 1939. Use examples from at least TWO countries.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

Indicators: • Discusses participation of women in both the economy and politics, although the coverage may not be balanced (may devote more space to participation in politics than the economy, may not cover the entire chronological period) • Explicitly addresses the issue of participation in either politics or the economy in at least one country—discussion of participation in either politics or the economy may be implicit for the second country (e.g., the role of women as mothers and wives under some dictators) • May discuss some developments that fall outside the prescribed chronological period (e.g., the pre- World War I suffrage movement or women’s involvement in politics or the economy during World War II) • Provides some specific evidence to support discussion of Women’s participation in either politics or the economy

Indicators: • Offers generalized account of the participation of women in the economy or politics. Social developments connected to politics and/or the economy represent acceptable evidence (e.g., the pressure on women in Nazi Germany to be good wives and mothers). • May not identify developments in specific countries • Much of the supporting evidence may fall outside the prescribed time period • Offers generalized evidence to support its arguments

7 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 5 (cont’d.)

Indicators: • May offer a polemical or anachronistic argument (diatribe on gender discrimination, American women’s history, post-1945 period, and discussion of Mary Wollstonecraft) • Does not address the concept of participation but only offers a description of women’s lives during the period 1914-1939

— Essay completely off task or blank

8 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 6

“Compare and contrast the ways that seventeenth-century absolute monarchs and twentieth- century dictators gained and maintained their power.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

Indicators: • May discuss similarities and differences in the ways in which absolute monarchs and twentieth- century dictators gained and maintained power, although discussion may not be balanced (students may devote almost all of their analysis to differences; how power was maintained may receive greater attention than how power was gained) • May discuss only one absolute monarchy and one twentieth-century dictator • Provides considerable supporting evidence, even if treatment is not entirely balanced • May venture slightly out of the prescribed chronological time periods (e.g., discusses Peter the Great’s reforms)

Indicators: • May discuss a number of similarities and differences superficially OR only one similarity and one difference • Discusses only one topic (how power was gained or how power was maintained), but not both • Provides limited or generalized evidence

9 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 6 (cont’d.)

Indicators: • May simply describe absolute monarchs and/or twentieth-century dictators • Fails to address either how power was gained or how power was maintained • May stray significantly outside the chronological periods of the question (e.g., may refer to enlightened despots)

— Essay completely off task or blank

10 AP® EUROPEAN HISTORY 2004 SCORING GUIDELINES (Form B)

Question 7

“Explain the reasons for the rise of the Netherlands as a leading commercial power in the period 1550 to 1650.”

Scoring Standards Essay will have most of the following qualities with varying degrees of effectiveness:

Indicators: • Identifies and explains two or more factors responsible for the commercial success of the Netherlands in the period 1550-1650 • Provides specific supporting evidence to support its explanation of the commercial success of the Netherlands

Indicators: • May identify and discuss one factor thoroughly OR more than one factor superficially • Provides some supporting evidence

Indicators: • May offer minimal or no explanation of reasons for commercial success of the Netherlands • Evidence provided is minimal, absent, or irrelevant • Discussion may be off-task; may focus on the Dutch Revolt, or the Wars of Religion, the Dutch wars with Louis XIV and/or England, or the decline of the Dutch Netherlands • May stray significantly outside the required chronological period (e.g., the Agricultural and/or Industrial Revolution)

— Essay completely off task or blank

AP® European History 2005 Scoring Guidelines

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AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES

Question 1—Document-Based Question

Analyze various views regarding Western European unity from 1946 to 1989.

BASIC CORE: 1 point each to a total of 6 points

1. Has an acceptable thesis. The thesis must be explicit, responsive to the charge, and based on one or more documents. It may not be a simple rewording of the question or a simplistic enumeration of groups. The thesis must suggest a minimal level of analysis or context. It need not appear in the first paragraph; it may be elsewhere in the essay.

2. Uses a majority of documents. Students must use at least seven documents by reference to anything in the box, even if used incorrectly. They need not be cited by number or name. Asterisked material is to be treated as historical background.

3. Addresses all parts of the question. Students must discuss more than one type of opinion (view) and draw from early (1–7) and late (8–12) documents.

4. Understands the basic meaning of the documents cited in the essay. Students must not significantly misinterpret more than one document; a major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping or a false conclusion. Errors in attempts to provide point of view or in use of outside information should be judged less severely. One major error plus any minor error means loss of this point.

5. Analyzes bias or point of view in at least three documents. • Relates authorial point of view to author’s place (motive, position, status, etc.) OR • Evaluates the reliability of the source OR • Recognizes that different kinds of documents serve different purposes OR • Analyzes tone of documents; counts as a weak point of view unless well developed. • Point of view can be achieved collectively through analysis of motives of a group or explanations of reasons for group’s attitudes; counts as one point of view. • Any three weak attempts at point of view equal one point of view.

2 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES

Question 1—Document-Based Question (continued)

6. Analyzes documents by grouping them in at least three groups. A group must have at least two documents. A fallacious grouping receives no credit. Examples of possible groups (not exhaustive):

Political concerns All Economic concerns 1, 3, 4, 5, 7, 8, 9 Social/moral/cultural 1, 6, 9, 12 Military 10, 11 Cold War 3, 4, 10, 11 Early 1–7 (1940s, 1950s) Middle 8, 9 (1960s, 1970s) Late 10, 11, 12 (1980s) Peace 1, 5, 6, 9 Revival of Europe 1, 9 Pro 1, 5, 6, 9, 10, 11 Anti 3, 4 Ambivalent 2, 7, 8, 12 UK authors 1, 2, 7, 12 About UK 1, 2, 3, 7, 8, 12 French authors 5, 8 About France 1, 2, 3, 5 German authors 6, 9 About Germany 1, 2, 3, 4, 6, 9 USSR 3, 4 Small states 10, 11 About U.S. 1, 2, 3, 4

EXPANDED CORE: 0–3 points to a total of 9 points

Students must earn all 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does one or more of the following:

• Has a clear, analytical, and comprehensive thesis. • Uses all or almost all documents (using 10 or more documents is not unusual for this question). • Uses documents persuasively as evidence. • Shows careful and insightful analysis of the documents. • Analyzes bias or point of view in at least 4 documents cited in the essay. • Analyzes the documents in additional ways; e.g., has additional groupings or other forms of analysis, accurately discusses change over time. • Brings in relevant “outside” historical content.

3 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES

Question 1 Document Summary

Historical Background: Provided by a map showing the six original members (France, West Germany, Italy, Belgium, the Netherlands, Luxembourg, without specifically identifying the organization), with England, Denmark, and Ireland joining in 1973, Spain, Portugal, and Greece in the early 1980s.

Document 1: Sir Winston Churchill, former British Prime Minister, speech, University of Zurich, September 1946. Churchill advocates a United States of Europe. France must lead in forming a partnership with Germany as the first step in re-creation of the European family and restoration of their spiritual greatness. Small nations will be as important as large ones. The first step would be a Council of Europe.

Document 2: Duncan Sandys, leader of British European Movement, report to Churchill on a conversation with Charles de Gaulle, November 1946. Churchill’s speech is badly received in France. The French are violently opposed to re-creating united, centralized German state and are gravely suspicious of American and British policy in Germany. Britain must be founding partner with France to avoid revival of German power.

Document 3: Andrei Vyshinsky, Soviet Deputy Foreign Minister, speech to United Nations General Assembly, September 1947. Marshall Plan puts European countries under U.S. economic and political control. Plan is meant to split Europe and to make Western bloc hostile to interests of “democratic” countries of Eastern Europe and the Soviet Union, a policy incompatible with U.N. principles.

Document 4: Soviet political cartoon of West German Finance Minister, Ludwig Erhard, Moscow, November 1949. “How America’s Big Stick Solves the Problem of the Market.” Germany uses America’s economic power (or America uses Germany) to destroy sovereignty of Western European countries and tariff barriers.

Document 5: Robert Schuman, French Minister of Foreign Affairs, public announcement, May 1950. Schuman announces plan to establish common market in coal and steel and invites Germany to join as the basis for further joint action. Eliminating the age-old French–German opposition will establish a peaceful, united, and solidly built Europe.

Document 6: Konrad Adenauer, West German Chancellor, “The End of Nationalism” from his book A World Indivisible, New York, 1955. The two world wars have taught nations that they can no longer live exclusively for themselves and must merge their interests. The age of national states has come to an end. This will make a more peaceful world for the next generation.

Document 7: Harold Macmillan, British Finance Minister, press statement, October 1956. UK might stay out of EEC, which would lose advantages for exports to European markets. Or UK might join EEC, which would destroy current system favoring trade within British Commonwealth. Can Britain have it both ways?

4 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES

Question 1 Document Summary (continued)

Document 8: Charles de Gaulle, President of France, press conference, May 1967. Britain had different motives than The Six—overseas commitments and special relationship with the U.S. —and did not join the EEC, which it saw as a political and economic threat. If Britain is to join the EEC, it must be subject to its agricultural rules, which were a main factor for France’s participation.

Document 9: Willy Brandt, Chancellor of West Germany, speech at Harvard, June 1972. Marshall Plan and European Coal and Steel Community were concrete stimuli to Europe’s renaissance. Progressive thinkers in France, Italy, the Netherlands, Britain, and Germany were ready to bring about a united Europe in lasting peace.

Document 10: Jack Lynch, Prime Minister of Irish Parliament, speech, parliamentary debate, December 1980. Ireland has no traditional policy of neutrality. As a member of EEC, Ireland must be concerned for defense of territories of the community.

Document 11: Felipe González, Prime Minister of Spain, press statement, January 1983. Joining NATO and the EEC are both necessary to consolidate democracy and end Spain’s traditional isolation.

Document 12: Margaret Thatcher, British Prime Minister, speech on Single European Act, Bruges, Belgium, September 1988. To suppress nationhood and concentrate power at the center of a European union would be highly damaging. There is no standardized European personality. Europe should be united but in ways that preserve different traditions, parliamentary powers, and national pride of member nations.

5 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES

Question 1 Background Information

IMPORTANT DATES IN THE CHRONOLOGY OF EUROPEAN UNION

1945 End of World War II; Germany and Austria occupied by four Allied powers. 1946 Churchill’s “Iron Curtain” Speech. 1947 Truman Doctrine enunciated. Marshall Plan announced. 1948 Representatives from parliaments of 10 countries met in Strasbourg to establish Council of Europe. Benelux created—customs unions of Belgium, the Netherlands, Luxembourg. 1949 Federal Republic of Germany established; Adenauer first Chancellor; introduction of new German currency. NATO established (with France, West Germany, Britain among the members). 1950 Jean Monnet and Robert Schuman call for steel and coal community. 1952 The Six establish the Coal and Steel Community (ECSC). 1957 Treaty of Rome: formation of European Economic Community (Common Market) by the six members of the ECSC. 1960 Britain helps create European Free Trade Association with Norway, Sweden, Denmark, Austria, Switzerland, and Portugal. 1963 Britain applies for membership in the EEC, twice vetoed by De Gaulle. 1966 De Gaulle pulls France out of NATO military command. 1967 European Community formed. 1968 Last internal tariff in Common Market canceled; common agricultural policies agreed upon. De Gaulle vetoes the planned advent of majority rule in the EEC; later that year leaves Presidency of France and dies the next. 1973 Britain, Denmark, and Ireland join EEC, now 9 members. Britain opposes agricultural subsidies to France and Italy as consuming too much of EC budget and keeping prices high. Government leaders begin meeting on a regular basis; rotating presidency established. 1979 European parliament elected by a Europe-wide electorate. 1981 Greece joins EC. 1986 Spain and Portugal join EC, now 12 members. 1987 Single European Act, agreement of 12 members to create a single Europe with free flow of goods and people.

NOTE: The following dates refer to events outside the specified time period of the Document-Based Question and are included for reference only.

1991 Maastricht (Treaty of European Union). 1990s Expansion of EC to former Eastern European satellite states. 2001 Euro introduced. 2005 Voters in France and the Netherlands reject European Constitution.

6 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES

Question 2

Analyze how economic and social developments affected women in England in the period from 1700 to 1850.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Fully engages with the tasks of the question, identifying social and economic changes AND their effects on women in England. • Explicitly links social and economic developments to changes in the lives of women. • Developments may be described in general terms (Agricultural Revolution, Factory Revolution, Industrial Revolution, etc.). • Examples are drawn primarily from the time period.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Addresses the tasks of the question, perhaps in general terms. • May conflate social and economic developments and the effects of those developments on women. • May be generalized with some pertinent detail. • May contain errors of chronology in the developments that affected women’s lives, such as political activism, political rights, white-collar occupations, World War I.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • Makes an attempt to address the question with broad generalizations about developments and effects. • Is largely descriptive rather than analytical. • May rely on stereotypes. • May lack historical context or rely on events and examples from outside the period.

7 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES

Question 2 Historical Background

ECONOMIC DEVELOPMENTS that may be cited as having an effect on English women, 1700–1850.

Agricultural Revolution era developments: Agricultural Revolution was at the base of the Industrial Revolution. Innovations led to more productive agriculture, resulting in fewer workers needed for production. Market economy led to greater variety in food, higher demand, and healthier population. Enclosure effects in England: riots; did not force all small farmers off the land; did not create the labor force for the Industrial Revolution; “did bring entrepreneurial or capitalistic attitude of the urban merchant into the countryside” (Palmer); did make landlords more sensitive to profits, which left peasants to the mercy of the marketplace. Population growth (50 percent between 1730 and 1800) attributed to stable and better food supply (not hygiene or medical innovations, which fall outside of the question’s time period).

Pre- or Protoindustrialization in England: Cottage industry, domestic system, putting-out system, etc. Colonial empire and foreign trade in the Americas and Europe. Highest standard of living in Europe; therefore, strong consumer demand for manufactured goods. Invention of machines and methods for improved coal mining, iron casting. Most manufacturing jobs took place in the home (domestic manufacturing, putting-out system, or domestic system) and included men, women, and children, and may have “comprised almost half the entire population” (Palmer). Therefore, increasing importance of nonagricultural income before Industrial Revolution. (Examples of home industries include weaving, wool processing, copper, iron, lead and tin manufacturing, leather, paper, glass, porcelain, silk, linen, and cotton.) “Thickening of the countryside”—increase in population and economic activity before Industrial Revolution. Possible effects on women: • Generated additional revenue for needy rural families. • Increased their demand for products and services. • Familiarized rural inhabitants with industrial processes and cash relationships. • Did not lead to sustained economic growth (Chambers).

Industrial Revolution in England, 1760 or 1780: Factory system: • Women as laborers—advantages: smaller fingers to work in between the bobbins; hired for lower wages than men; new machines did not require skilled workers. • 1780—power machinery began huge production of and demand for English cotton textiles. • Same work day (12–14 hours) as before factory system; more tedious, oppressive, harsh treatment and conditions. England’s economic infrastructure: no internal tariffs, weak guilds, monopolies only for inventors.

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Question 2 Historical Background (continued)

Corn Laws 1815: landlords, farmers gained; wage earners suffered. Peterloo 1819: 113 women injured.

SOCIAL DEVELOPMENTS that may be cited as having an effect on English women, 1700–1850.

Urbanization: Rapid growth of northern cities: crime, filth, overcrowding, prostitution, slums. Enclosure movement shifted population to city and emerged as Europe’s first urban, industrial economy.

Widening gulf between elite and popular culture, rich and poor; most dramatic in cities: Elites: • Wealth, social position, power, fashion, patronage, connoisseurship, artists, education, special training (medicine, law) discovery, accomplishment in technology and sciences; lessening of superstitions, customs, participation in carnivals, etc. • Upper-class women aided the poor by giving money and service. • Separate theaters by 1700 for rich and poor, unlike Shakespeare’s time. • Homes and furnishings more attenuated.

Popular culture: • Elites can participate at will: public amusements, talking with servants. • Subsiding beliefs in superstition and magic.

Education and literacy: Economic developments led to education for some women. Access to language/literacy allowed some to rise. Booksellers increased output of fictional romances and fashion magazines for women and began to publish more fiction and poetry by women. Eliza Haywood, The Female Spectator (1744–1756), encouraged improvement in treatment of women and greater “opportunities of enlarging our minds.” Fanny Burney, Evelina or A Young Lady’s Entrance into the World (1778), woman’s perspective. Newspapers such as London Chronicle increasingly directed toward family entertainment, carried advertisements that spurred consumerism and the notion of fashion. Publishing industry created opportunities for women (and men), hack writers, who produced “potboilers, romances, salacious pamphlets, and gossip sheets, which pandered to low tastes.”

Population expansion: 1725 ff, population increase, death rate decrease due to improved food supply, food prices went up, expanding numbers produced the demand side of the Industrial Revolution.

Shared class experiences, upper and middle classes: Eighteenth century “a high degree of social mobility in consequence of a long historical development.” Status derived from better and more comfortable houses, consumer goods, furnishings.

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Question 2 Historical Background (continued)

Public interactions: tea and coffee houses, taverns (gin, problems associated with alcohol). Corporate nature enforced social hierarchy, but less stratified than on the continent. Primogeniture meant younger sons had to create careers in business: active economic culture.

Enlightenment: Movement for reform in social relationships. Discussion of the concept of equality. Mary Wollstonecraft. Participation by women; social role for women/salons. Some freemason lodges accepted women.

Marriage and family life (Kagan): Relatively late marriage, women over 23, often already pregnant at marriage. Man often pressured by family or community to marry pregnant woman. Premarital sex common, rare illegitimate births; unmarried living together common practice. Family economies. Women working for pay (perhaps as primary wage earner) may have lessened domestic subordination. Wives often ran business, sold husband’s wares if a craftsman. Widows might remarry to restore labor and skills of male. Reconstituted second family groups. Weakened family ties due to long work hours and separation (Hunt, others).

Rise in material standard of living (Kagan): Economic change in created institutionalization of the concepts of style and fashion, which required new products, initiated consumerism. Magazines made even lower-class people aware of style.

Middle-class women became indicators of social status: Same duties as upper-class women for organizing, patronizing, etc., but middle-class women isolated from business and politics. Victorian standards supported by popular press, novels, sermons: • Ideal image of femininity appeared to be “an idle and pallid creature, encased in corset or bustle, who tendency to faint was a sign of delicacy.” • Reflected values more than reality. Image of idle woman as proof of consumption, status. • Responsible for maintaining an atmosphere in the home of moral virtue. • Role of devoted mother.

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Question 3

Using examples from at least two different states, analyze the key features of the “new monarchies” and the factors responsible for their rise in the period 1450 to 1550.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators for 9–8 • Thesis refers to the way monarchs created strong governments or to the factors that allowed new monarchies to arise. • Addresses both key features of the new monarchies and the factors responsible for their rise. • Addresses a minimum of two countries with balance and depth. • Uses specific factual evidence to support the analysis of both parts of the question. Indicators for 7–6 • Addresses key features of the monarchies but may allude to the factors causing the rise. • Addresses two countries with perhaps only two pertinent features. • Uses specific factual references to support at least one of the countries chosen. • May mention a monarch slightly out of the time period as an example as long as others are correct and factual support is strong.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. • May discuss two countries but unevenly. • May mention both rise and features but unevenly. • May use only monarchs somewhat outside the time period but not Absolutists. • Discussion may be generalized with a few pertinent details.

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Question 3 (continued)

3–0 Weaker Indicators for 3–2 • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. • May use only absolute monarchs. • May use wrong time periods. Indicators for 1–0 • Essays scored 1 or 0 may attempt to address the question but fail to do so. • May have no specific evidence. • May have purely generic references to “monarchs.” • May contain a number of glaring errors.

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Question 3 Historical Background

Factors responsible for the rise of the new monarchies:

Population increase Economic growth based on new industries Growth of banking and/or capitalism New world discoveries and their products Growth of towns Social distress Wars Ferdinand and Isabella marriage

Features of the new monarchies:

Centralization of administration Control of nobility Finding new funding sources Standing army Use of pike, longbow, cannon, guns Diplomacy Dynastic alliances through marriage Control of the Church Common legal system Rise of middle class Development of bureaucracy Hereditary monarchy

Specifics of each to indicate analysis:

England Henry VII War of Roses ended Star Chamber Ending livery and maintenance Bureaucrats from gentry Avoiding war to avoid noble-controlled Parliament Rebuilding of wool industry Increased power of JPs Henry VIII Creation of new Church Sale of Church lands Refining of administrative departments by T. Cromwell Managing of Parliament by T. Cromwell

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Question 3 Historical Background (continued)

France Charles VII Established royal army with cavalry and archers Taille established with consent of Estates-General Louis XI End of Hundred Years’ War Annexation of Burgundy Diplomatic negotiation—the “Spider King” Inherited Anjou, Maine, Provence Taille, gabelle Jacques Coeur—postal system, silk trade, king’s banker Charles VIII Invasion of Italy Sale of offices increased bureaucracy Francis I Concordat of Bologna Did not call Estates-General

Spain Ferdinand and Isabella Reduced number of nobles on royal council Hidalgos (lesser aristocrats) became bureaucrats Right to make major ecclesiastical appointments, 1492 Columbus, 1492 Corregidores became chief officials in regions Monarchs sometimes heard legal cases personally Granada capitulated, 1492 Jews (converses) and Moriscos expelled, 1492 Use of Inquisition Use of ambassadors and diplomats Dynastic marriages of their children Use of alcabala tax Charles V Elected Holy Roman Emperor Put down revolt of Communes Conquest of Mexico War against Turks

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Question 3 Historical Background (continued)

Muscovy Ivan III Eliminated Mongol influence Took title Tsar Added territory to Moscow Ivan IV “The Terrible” (d. 1584) Added lands in Kievan Rus and Tatar states Created new ranks of officials loyal only to him

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Question 4

Compare and contrast the motives and actions of Martin Luther in the German States and King Henry VIII in England in bringing about religious change during the Reformation.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Has a strong thesis that addresses the full scope of the question. • Develops both reformations with factual information. • Develops both motivations and actions (7–6 may be unbalanced). • No significant error (minor errors allowed).

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Has a thesis but it may be brief. • Addresses both reformations but with limited or uneven development. • Addresses motivations and/or actions: may omit or use limited/uneven development. • May have some significant errors.

3–0: Weaker • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • Has a thesis but it may be brief. • Addresses both reformations but with limited or uneven development. • Addresses motivations and/or actions: may omit or use limited/uneven development. • May have some significant errors.

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Question 4 Historical Background

MARTIN LUTHER Motives Reform of abuses within the Roman Catholic Church a. Simony b. Indulgences c. Pluralism d. Absenteeism e. Nepotism f. Worldliness/Renaissance papacy g. Immorality/lack of celibacy h. Uneducated priesthood Theological reform a. Salvation through faith b. Ultimate authority of the Bible c. Priesthood of all believers d. Married clergy e. Reduction of number of sacraments Personal, involving his own personal quest for salvation

Actions Persuasion through extensive writings a. The Freedom of the Christian Man (1520) b. The Babylonian Captivity of the Church (1520) Defiance of Papacy and Holy Roman Emperor a. Luther burns Exsurge Domine and other papal documents (1520) b. Leo X excommunicates Luther (1521) c. Luther refuses to recant at Diet of Worms (1521) Alliance with the ruling elites within the Holy Roman Empire a. To the Christian Nobility of the German Nation (1520) b. Condemned the Peasant’s Revolt, Against the Murderous and Thieving Hordes of Peasants (1525), and exhorted nobility to slaughter them c. Protected by Frederick the Wise of Saxony Doctrinal disputes with other Protestant dissents, e.g., Zwingli Translated Bible into German Advocated abolition of the monasteries Married Katherine von Bora

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Question 4 Historical Background (continued)

HENRY VIII Motives Dynastic—to ensure the stability of the succession with a male heir a. Henry and Catherine of Aragon had failed to produce a male heir. b. Complications with the annulment—Catherine’s nephew is Charles V, whose troops occupy Rome. Personal—love affair with Anne Boleyn. (Interpretations that reduce Henry’s motives entirely to this level could be an indication of a middling to weaker essay.) Political—enhance the power of the crown over the English nation Theological reform not a significant priority

Actions Legislated the break with Rome through Parliament a. “Act in Restraint of Appeals” (1532)—blocks appeals to the pope b. “Act of Supremacy” (1534)—king made head of the Church c. “Act of Succession” (1534)—requires oath of allegiance to HVIII Divorced Catherine of Aragon Forceful persuasion a. Obliged assembled English clergy to recognize him as supreme head of the church (1531) Coercion a. Executed opponents, e.g., Sir Thomas More and Cardinal Fisher (1535) b. Crushed Pilgrimage of Grace (1536) Economic—liquidated monasteries and seized lands (1536) The Henrician Reformation essentially conservative a. Six Articles (1539) maintained traditional Catholic doctrines

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Question 5

Historians speak of the rise of mass politics in the period from 1880 to 1914. Define this phenomenon and analyze its effects on European politics in this period.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators for 9–8 • Has a clear, well-developed thesis. • Contains a clear definition of mass politics. • Provides a coherent analysis of at least TWO specific ways in which mass politics affected European politics between 1880 and 1914. • Supports the thesis with evidence. • May contain minor errors. Indicators for 7–6 • Has a clear thesis (may be implicit). • Defines mass politics. • Provides some analysis of at least one to two ways in which mass politics affected European politics, 1880–1914. • Provides some evidence to support the thesis. • May contain a number of minor errors or a single major error.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Contains a thesis, perhaps superficial or simplistic. • Defines mass politics, perhaps implicitly or superficially. • Provides minimal analysis of at least ONE way in which mass politics affected European politics, 1880–1914. • Provides uneven evidence to support the thesis. • May contain significant errors and/or irrelevant information.

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Question 5 (continued)

3–0: Weaker • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators for 3–2 • Contains a thesis that is confused, unfocused, or weakly supported. • Inadequately or partially defines mass politics. • Shows little understanding of the significance of mass politics in European politics, 1880–1914. • Provides minimal concrete evidence. • May contain a number of major errors. Indicators for 1–0 • Contains a thesis that is irrelevant or unsupported, or has no thesis. • May not define mass politics correctly, if at all. • Show virtually no understanding of the impact of mass politics on European politics. • Has evidence that is irrelevant, missing, or tangential. • May contain a number of glaring errors.

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Question 5 Historical Background

KEY DATES

Pre-1880 1864 Socialist First International founded (dissolved 1876). 1871 Universal manhood suffrage in Germany; Paris Commune. 1875 German Social Democratic Party (SPD) founded; Trade Unions Act ended many restrictions on trades unions in Britain. 1878 International Congress of the Rights of Women founded. 1879 Universal manhood suffrage in Switzerland.

1880–1914 1881 Czar Alexander II assassinated by anarchists; the zemstvos (provincial assemblies) he had created in 1864 were abolished by his son, Alexander III (r. 1881–1894). 1883–90 Bismarck’s social legislation (1883: health insurance measure). 1884 Third Reform Act in Great Britain; Fabian Party founded in Great Britain; unions legalized in France. 1886 Home Rule bill defeated in British Parliament. 1889 Old-age and disability pensions introduced in Germany; Second International founded. 1890 Universal manhood suffrage in Spain; SPD was the largest German party; accident insurance legislation in Germany. 1891 Antisocialist laws (introduced 1878) allowed to expire in Germany; SPD announced through the “Erfurt Program” that it would work within the system; publication of Rerum Novarum inspired the creation of Christian Socialist parties in France, Germany, Belgium, Italy. 1893 Universal manhood suffrage in Belgium; Home Rule defeated again in British Parliament. 1894 Captain Alfred Dreyfus arrested and convicted of treason (retried and acquitted 1904; reinstated and given the Legion of Honor 1906); French President Carnot assassinated by an Italian anarchist. 1895 Silent motion pictures first shown; General Confederation of Labor (CGT) founded in France. 1896 Theodor Herzl published The Jewish State: An Attempt at a Modern Solution of the Jewish Question. 1897 Workers’ compensation law passed in Great Britain. 1899 Eduard Bernstein published Evolutionary Socialism. 1896 Universal manhood suffrage in the Netherlands. 1898 Universal manhood suffrage in Norway. 1900 King Umberto I of Italy killed by anarchists. 1902 Labour Party founded in Great Britain. 1903 Leadership of the Social Democratic party in Russia splits into Bolsheviks and Mensheviks. 1904 French workday reduced to 10 hours for women and children. 1905 Russian Revolution, which led to elected legislative assembly (the Duma). (By 1910, however, Nicholas II had regained much of his authority.) 1908 Rally for female suffrage attracted 250,000 women in London; Old Age Pension Act enacted by British Parliament; Georges Sorel published Reflections on Violence, advocating the general strike. 1911 National Insurance Act passed in Britain; Parliament Act allowed Commons to override a veto by Lords. 1912 Universal manhood suffrage in Italy. 1914 French Socialist Party the largest single party in France.

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Question 6

Assess the extent to which the economic and political ideals of Karl Marx were realized in postrevolutionary Russia in the period from 1917 to 1939.

9–6: Stronger • Has a clear, well-developed thesis. • Supports the thesis with specific evidence. • Addresses the terms of the question. • May contain minor errors; even 9 need not be flawless. Indicators • Contains a clear thesis that effectively addresses all aspects of the question in a historically accurate manner. • Demonstrates a clear understanding of Marx’s economic and political theories (which may intertwine). • Clearly assesses extent to which Marxist ideals were realized under both Lenin and Stalin. • Supports assessment with specific examples of Leninist and Stalinist economic and political policies.

NOTE: Essays scoring 8 or 9 will typically be better balanced (discussing economic and political policies of both Lenin and Stalin in some depth) with more examples and fuller discussion. Less balance or depth might be expected for a 6 or 7.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Has a weak thesis and provides a superficial treatment of the question. • Shows some understanding of economic and political theories of Marx. • Shows a basic understanding of how Lenin and Stalin aligned with Marxist ideals—may emphasize either Lenin or Stalin. • Provides few relevant and specific examples.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • May not contain a thesis that addresses the question. • Shows minimal understanding of economic and political theories/policies of either Marx, or Lenin, or Stalin. • Shows little, if any, understanding of how either Lenin or Stalin aligned with Marxist ideals. • Provides a mere outline of historical events. • Provides no relevant or specific examples.

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Question 6 Historical Background

Marx’s Views on Economics • The subsistence theory of wages; the labor theory of value; the concept of “surplus value.” • Social classes are based on economic production. • In industrialized society, bourgeois, capitalist, and proletarian classes have their own class interests. • These lead ultimately to a clash of interests, or “class antagonisms.” • The inevitable result will be a fierce struggle for dominance between classes. • One result will be the abolition of property, and therefore the creation of a classless society.

Marx’s Views on Politics • The state—and therefore government per se—represents bourgeois, capitalist interests. • The proletariat must, therefore, never forget that government works against workers’ interests. • Workers must never imagine that concepts like democracy, religion, and even government-sponsored social legislation will ever improve their lives. • The urban proletariat should realize their growing power in the industrial system, and should therefore resist government suppression. • The workers will ultimately revolt against their capitalist, government-backed exploiters and replace them as a ruling force. • The state as a consequence will “wither away” and will be replaced by a communist society. • Through the dialectical process, the socialist revolution will spread around the world: “WORKING MEN OF ALL COUNTRIES, UNITE!”

Lenin’s Alignment with Marx’s Economic and Political Ideals • Distrust of democratic government. • Hatred of capitalism, especially in its “highest” form (i.e., big business). • A hatred of religion as an expression of bourgeois government’s suppression of the laboring classes. • A loathing of bourgeois exploitation of workers. • A determined commitment to the concept of class struggle. • The withdrawal of Russia from World War I, which he saw as a clash between capitalist states. • War Communism. • Establishment of the Comintern (1919) to spread Communism around the world.

Lenin’s Departures from Marx’s Economic and Political Ideals • It is possible to skip over a capitalist stage on the way toward a socialist state. • Capitalism leads inexorably to imperialism and colonialism. • The means of production should be controlled by the state—not as in Marx’s idea by “the association of producers.” • New Economic Policy (NEP). • Use of the party apparatus (i.e., the Communist Party) to orchestrate political revolution—to establish “the dictatorship of the proletariat.” • The Communist Party must assume the role of “revolutionary vanguard.” • This ruling party, comprised of intellectuals and activists, would then carry out the overthrow of the capitalist-controlled state. • The end result would be realized in a highly centralized political structure, in which all policies were determined by a “central committee.”

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Question 6 Historical Background (continued)

Stalin’s Alignment with Marx’s Ideals on Economics and Politics • Continued resistance to capitalism as the principal mode of economic production. • Class struggle as a means to end bourgeois capitalists’ exploitation of workers. • Like Marx, Stalin saw the value of industrialization and the role to be played by a large industrial workforce.

Stalin’s Departures from Marx’s Ideals on Economics and Politics • An expansion of Lenin’s notion of centralized rule by the Communist Party. • The Party controlled by the Politboro. • Totalitarian rule through a personal dictatorship. • Development of a centralized administrative system of the Soviet Union. • An almost exclusive concentration on the rapid expansion of industry, particularly heavy industry, at the expense of agricultural production and basic commodities. • Implementation of a series of state-directed Five-Year Plans. • The collectivization of agriculture. • A policy of rule by stark terror and the removal of dissidents by means of a series of purges and use of secret police, backed up by gulags. • “Socialism in one country” (Russian nationalism) more important than the global spread of communism.

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Question 7

Analyze the economic, technological, and institutional factors responsible for western Europe’s domination of world trade from 1650 to 1800.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Contains a clear, well-stated thesis. • Contains appropriate analysis of all three sets of factors, even if somewhat uneven. • Supports analysis with specific evidence. • May discuss factors prior to 1650, but must engage period from 1650 to 1800. • May contain minor errors; even a 9 need not be flawless.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Contains a thesis, possibly simplistic, sustained by organization throughout. • Responds to terms of question unevenly, but with some specifics; may omit one set of factors. • Limited awareness of chronological framework of question; may discuss factors prior to 1650. • May contain factual or interpretive errors, particularly of a chronological nature.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • Thesis is superficial, confused, or absent. May simply restate question. • May not address all factors. Will likely discuss only one set of factors. • May have confused chronological understanding. • Likely to contain limited specifics and major errors.

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Question 7 Historical Background

Economic Factors Agricultural Revolution Jethro Tull‘s seed drill (1701) Turnip Townsend (1730s) Introduction of new crops from Americas (potato, maize) Enclosure commercializes agriculture Proto-industrialization (domestic industry) Mercantilist governmental policies Colbert Triangular trade; Columbian exchange; Atlantic system African slave trade Caribbean sugar European cloth Banking Bank of Amsterdam founded (1609) Bank of England founded (1694) Joint-stock companies English East India Company founded (1600) Became involved in opium trade in eighteenth century (but Opium Wars (1839–42) are too late and reflect nineteenth-century imperialism) Dutch East Indies Company founded (1602)

Technological Factors Astrolabe and compass Caravels, better shipping (Dutch flyboats) Gunpowder weapons Scientific Revolution adds to knowledge of astronomy, etc. English Canals (begin to open c. 1760) Industrial Revolution in Britain (c. 1760–80) James Kay’s Flying Shuttle (1733) James Hargreave’s Spinning Jenny (1765) Richard Arkwright’s waterframe (1769, adapted to steam power in 1785) James Watt’s rotary steam engine (1782) drives machinery Edmund Cartwright’s power loom (1787)

Institutional Factors Louis XIV (1643–1715)—embodies strong centralized monarchy 1707 United Kingdom established; parliamentary monarchy in England Treaty of Utrecht (1713)—defines boundaries of respective European empires; awareness of balance of power in Europe leading to competition for overseas markets and colonies. Institutionalization of science as cooperative venture: Royal Society of London founded (1660) French Royal Academy of Sciences founded (1666) Education Cult of knowledge connected to the Enlightenment Vocational education, particularly in naval training (e.g., Gresham College)

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Question 7 Historical Background (continued)

“Factories”(trading posts) in India Joseph Dupleix (1697–1763) represents French interests Robert Clive (1725–1774) represents English interests Christian missionary zeal drives exploration/conquest if not necessarily trade Calvinist work ethic and legitimization of commerce as respectable profession Slavery as institution underpins economic factors Racism/cultural superiority institutionalized as European attitudes

NOTE: Many of the examples listed above fit under several of the headings. For instance, a student might correctly discuss mercantilism as either an economic factor or an institutional factor.

AP® European History 2005 Scoring Guidelines Form B

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AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES (Form B)

Question 1—Document-Based Question

Analyze how political, religious, and social factors affected the work of scientists in the sixteenth and seventeenth centuries.

BASIC CORE: 1 point each to a total of 6 points 1. Has an acceptable thesis. Thesis must be explicit, responsive to the question, and based on one or more documents. It may not be a simple rewording of the question or of the historical background. Thesis need not appear in the first paragraph.

2. Uses a majority of documents. Essay must use at least seven documents by reference to anything in the box, even if used incorrectly. Documents need not be cited by number or name.

3. Addresses all parts of the question. Essay must make some relevant reference to political, religious, and social factors. One document for each is sufficient to receive credit for this point.

4. Demonstrates understanding of the documents by using them to support an argument. (May misinterpret no more than one document.) A significant misinterpretation is one that leads to an inaccurate grouping or a false conclusion. Two “almost major errors” equal one major error. Errors in attempts to provide point of view should be judged less severely.

5. Analyzes bias or point of view in at least three documents. • Relates authorial point of view to author’s place (position, status, etc.) OR • Evaluates the reliability of the source OR • Recognizes that different kinds of documents serve different purposes OR • Analyzes tone or intent of documents—three weak attempts equal one point of view. • Point of view can be achieved collectively through analysis of motives of a group or explanations of reasons for group’s attitudes; counts as one point of view. • Attribution is NOT sufficient to demonstrate point of view.

6. Analyzes documents by grouping them in at least three groups. A group must contain at least two documents. A fallacious grouping receives no credit. Examples of possible groups (not exhaustive):

Political (1, 2,5, 6, 7, 10, 11) Religious (1, 2, 3, 4, 5, 7, 8, 12) Social (1, 3, 4, 5, 6, 7, 9, 10, 11) Religious figures (1, 2, 3, 5) Philosophers/scientists (1, 4, 5, 6, 7, 8, 9, 12) Political figures (10, 11)

2 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES (Form B)

Question 1—Document-Based Question (continued)

EXPANDED CORE: 0–3 points to a total of 9 points

Students must earn all 6 points in the basic core before earning points in the expanded core. A student earns points to the degree to which he or she does one or more of the following:

Examples:

• Has a clear, analytical and comprehensive thesis. • Uses all or almost all documents (using eight or nine of the documents is not unusual for this question). • Uses documents persuasively as evidence. • Shows careful and insightful analysis of the documents. • Analyzes bias or point of view in at least four documents cited in the essay. • Analyzes the documents in additional ways; e.g., has additional groupings or other forms of analysis, accurately discusses change over time. • Brings in relevant “outside” historical content.

3 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES (Form B)

Question 1 Document Summary

Document 1. Nicolaus Copernicus, Polish priest and astronomer, dedication to Pope Paul III in Copernicus’ book On the Revolution of the Heavenly Spheres, 1543. Does not seek to avoid criticism. Book dedicated to Pope Paul because of his importance and love of science. The Pope has influence to block slander of the work. Mathematicians will agree that the book is supportive of the Church. (political, religious, social)

Document 2. John Calvin, French Protestant theologian, Commentaries on the First Book of Moses (Genesis), 1554. Moses dealt with matters that were easily understood; astronomers study subjects that are much more complex. Such study should not be prohibited because critics do not understand it. Astronomy is useful to demonstrate the wisdom of God. (political, religious)

Document 3. Giovanni Ciampoli, Italian monk, letter to Galileo, 1615. Ciampoli urges deference to authorities in the Church in order to stop critics from imputing false claims to Galileo’s work. (religious, social)

Document 4. Francis Bacon, English philosopher of science, The Great Instauration (a plan to reorganize the sciences), 1620. Science has made little progress because it has not sought a proper goal—the improvement of human life. (religious, social)

Document 5. Marin Mersenne, French monk and natural philosopher, letter to his noble patron, 1635. Mersenne is willing to remove anything from his work to which the patron objects, though all statements are based on repeated experimentation and supported by witnesses to the experiments. (political, religious, social)

Document 6. Henry Oldenbury, Secretary of the English Royal Society, letter to Johannes Hevelius, German scientist, February 1663. Interaction among researchers is important to further development of learning. There is a need for a community of scientists. (political, social)

Document 7. Thomas Hobbes, English philosopher, Leviathan, 1668. Scientific discoveries that affect the interests of the powerful are called into question or suppressed when these ideas affect ambition, profit, or lust of the rulers. (political, religious, social)

Document 8. Walter Charleton, English doctor and natural philosopher, The Natural Philosophy of Epicurus, Gassendi, and Charleton, 1654. Creation and arrangement of matter depends upon existence of an “Infinite Wisdom and Power.” (religious)

Document 9. Margaret Cavendish, English natural philosopher, Observations on Experimental Philosophy, 1666. Cavendish would establish a school of natural philosophy if women were allowed to do so. Women’s intellect is at present less esteemed than was the case formerly. (social)

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Question 1 Document Summary (continued)

Document 10. Drawing to commemorate Louis XIV’s visit to the French Royal Academy, 1671. The drawing demonstrates interest of the powerful sovereign in supporting scientific enterprises. Depicted are scientific instruments and specimens used in astronomy, biology, navigation, geography, etc. (political, social)

Document 11. Jean Baptiste Colbert, French Finance Minister under Louis XIV, letter, 1676. Academies of letters and sciences have been established because they promote benefits to the state. (political, social, military)

Document 12. Gottfried Leibnitz, German philosopher, New System of Nature, 1695. God has arranged the world for the benefit of the human mind. The natural law governing minds transcends physical events. (religious)

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Question 2

Account for the growth and decline of European witch hunts in the period 1500 to 1650.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Explains at least two specific causes for growth of witch hunts. • Explains at least two specific reasons for decline of witch hunts. (Even the strongest essays are likely to contain more relevant historical evidence for growth, rather than decline.) • Makes some attempt to address chronological and geographic range in the supporting evidence.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Addresses cause(s) of growth but does not provide convincing supporting detail. • Addresses reasons for decline but does so with little specificity. • Has a limited geographic and/or chronological focus.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • May refer only to growth or decline. • Provides only general evidence as support. • Makes no attempt to address the scope of the question.

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Question 2 Historical Background

European belief in witches was widespread and predated Christianity. Witchcraft came to be considered a serious criminal offense in the latter part of the Middle Ages. Witchcraft trials were common in England, Scotland, Switzerland, Germany, France, the Low Countries, Spain, and Italy. Both Catholic and Protestant countries were affected, though the persecution of witches was most common in areas affected by religious controversy. The number of trials increased dramatically during the sixteenth and seventeenth centuries, and most of those placed on trial were convicted. Torture was commonly used to extract confessions, and execution by burning or hanging was the usual penalty. An overwhelming percentage of those accused of witchcraft were women, and most of them were single (or widowed) older women. Most of the accused were also from the lower classes.

Reasons for persecution varied somewhat from place to place, and the reasons for the growth of this phenomenon are not fully understood.

Some of the commonly cited reasons for the growth of the European witch hunts include the following:

Gender Misogyny was a commonly held belief, and religious beliefs often supported the inferior status of women. Belief in the inferiority of women made it easy to accept that women were susceptible to the temptations offered by the devil. Similarly, women were often viewed as sexually insatiable and, therefore, easily tempted. Some of the vocations of women (midwives, healers) were sometimes associated with the practice of magic; the need for scapegoats when things went poorly (stillborn children, for example) also undermined the position of women.

Social/political/economic factors The turmoil caused by wars, rebellions, and economic uncertainty may have caused a backlash in society, and people were often desperate for a scapegoat for the challenges that wreaked havoc upon society (the bubonic plague, for example). The social or economic stress caused by poor, single women may also have been a factor as communities searched for ways to deal with these marginal members of society. The witch hunts may also have allowed a means to attack nonconformity and provide a mechanism for control in uncertain times.

Religious Medieval Christianity connected a common belief in witchcraft to the activities of the devil, making witchcraft a heresy. Religious reformers emphasized the extreme powers of the devil, which may have exacerbated this factor. In the face of the religious uncertainty brought by the Protestant Reformation, there was some loss of respect for the institutional Church; thus, the persecution of witches and a desire to eliminate the belief in magic may have been attempts to regain power and conformity. Witchcraft also remained a means to explain the otherwise unexplainable at the time.

The reasons for the decline of the witch hunts include the following:

Intellectual The emergence of the Scientific Revolution ushered in a more scientific worldview that placed greater emphasis on reason and made it more difficult to believe in witches. There was declining support for superstition, especially among the upper and educated classes as they sought more rational explanations for events. The slow advancements taking place in the medical profession also eased the scapegoating of midwives and local healers.

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Question 2 Historical Background (continued)

Religious Religious conflict was slowly coming to an end; the Thirty Years War ended in 1648 and was the last of the major religious wars of the period. As Protestantism matured, there was a solidification of the concept of a supreme God that made the devil seem less powerful.

Social/political As witch hunts themselves grew in scope, they sometimes got out of control. Town leaders and even trial judges were sometimes accused of being in league with the devil. Thus, the trials actually became a destabilizing force in some communities as the accusations and trials got out of hand.

NOTE: Texts seem to contain more material on reasons for growth of witch hunts than they do on reasons for the decline of the phenomenon.

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Question 3

Compare and contrast Enlightenment and Romantic views of the relationship between God and the individual.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Describes both similarities and differences in views of the relationship between God and the individual, though differences (or similarities) may be more developed. • Refers to specific individuals, works, and/or doctrines as supporting evidence. • Indicates understanding of the Enlightenment and Romantic movements; may be contextual.

5–4: Mixed: • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Acknowledges (without development) both similarities and differences in views of the relationship between God and the individual OR may only focus on one aspect of compare/contrast. • Suggests some understanding of the two periods, though essay may be unbalanced (i.e., places heavier emphasis on one period over another). • May offer limited relevant evidence.

3–0: Weaker: (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • May ignore compare/contrast aspect of the prompt entirely. • Shows little or no understanding of the Enlightenment and Romantic movements. • Provides only general evidence or evidence that does not attempt to address views of the relationship between God and the individual.

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Question 3 Historical Background

The Enlightenment is a movement generally associated with the eighteenth century. The Newtonian world view that emerged from the Scientific Revolution emphasized a rationality that governed the physical world and, by extension, this reason could be applied to society.

John Locke was an important forerunner of the Enlightenment. His tabula rasa theory had important implications about human nature and undermined the Christian assertion that humankind was inherently sinful.

The eighteenth century brought a decline in superstition. A new skepticism was typified by the work of Pierre Bayle, who remained a Protestant while criticizing traditional religious attitudes. Bayle argued that religion and morality were not necessarily linked. In general, Enlightenment thinkers rejected acceptance of ideas by faith alone and advocated instead for rational, scientific ways of thinking.

Though the Enlightenment was a principally secular movement, prominent philosophes had strong religious views. Deism, a belief in a distant God who created the natural world and then stepped back from man’s daily life (a “divine watchmaker”), was advocated by thinkers such as Voltaire. Many philosophes also shared a common belief in religious toleration. Later philosophes were more radical in their religious beliefs; some, like David Hume and Baron d’Holbach supported atheism. These views did not represent the only approach to religion during the period, and many people continued to embrace more traditional views of religion. Other perspectives on God during the period produced powerful religious statements; for example, the influential religious music of Bach and Handel was generated during this period.

In the latter eighteenth century, other thinkers began to attack the Enlightenment’s faith in reason, progress, and moderation. Some, like Jean-Jacques Rousseau, strongly influenced the Romantic movement, which rebelled against Enlightenment thought. While Rousseau rejected some of the rigidity and dogma of organized Christianity, he maintained a belief in a more loving, personal God.

Romanticism, a movement in art, literature, and music, emerged in the nineteenth century as a reaction against the Enlightenment’s emphasis on reason. Romantics rejected the mechanical view of human nature and the physical world that had been embraced in the Enlightenment. The movement was marked by an emphasis on emotion, imagination, individualism, and spontaneity. Romantic writers and artists valued imagination and intuition as a means to perceive the world beyond the strictly rational. Romantics also embraced nature, expressed especially in the work of poets such as William Wordsworth; Romantics sometimes viewed nature as a means to reveal the glory of God. Some artists and writers believed that the imagination of the artist was a manifestation of God at work within the mind.

Embedded within the Romantic movement was a religious reaction to Enlightenment skepticism and traditional religious dogma; Romantics often turned instead to the inner emotions of humankind for religious inspiration. During the eighteenth century, a religious revival known as the Great Awakening took place among some Protestants. Its beginning included a Protestant revival known as Pietism, which began in Germany and was spread by the teachings of Count von Zinzendorf of the Moravian Brethren; Pietism emphasized an emotionalism in religious life that was believed to be lacking in more traditional approaches to Christianity.

The Moravians had a profound impact on John Wesley, who embraced the emotionalism of the movement. The Anglican Church rejected Wesley’s teachings; by the late eighteenth century, a separate movement known as Methodism had formed with Wesley as its founder. This evangelical movement rejected such concepts as Calvinist predestination and emphasized emotional, inner faith as a means to salvation.

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Question 3 Historical Background (continued)

Continental Europe also saw the spread of religious revivalism. Francois Rene de Chateaubriand wrote an influential work known as The Genius of Christianity that advocated “passion” as the foundation of true religious belief. This work helped to spark a Roman Catholic revivalism, especially in France.

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Question 4

Discuss the impact of industrialization and urbanization on working-class families from 1750 to 1900.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Explains impact of both industrialization and urbanization on working-class families. • Addresses changes that occurred over the time period specified in the question. • Utilizes specific and relevant supporting detail; the strongest essays may recognize distinctions between Great Britain and the Continent.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Mentions both industrialization and urbanization but develops one significantly more than the other or conflates the two terms. • May focus on the early industrialization and urbanization movements with little attention given to changes in latter part of the period specified in the question. • May offer only minimal or superficial evidence related to impact upon working-class families.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • May focus exclusively on industrialization or urbanization. • Offers little or no connection between industrialization/urbanization and working-class family life. • Contains little or no supporting evidence.

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Question 4 Historical Background

Relevant Concepts and Information (Pre-1850)

Urbanization • The earliest urban centers emerged in previously rural areas near water sources for power and transportation. • Cities were migration centers for unemployed rural workers, especially as the Enclosure Acts and other developments changed land ownership patterns. • Those in foundling hospitals and other charitable institutions were often sources of labor in the newly emerging cities. • Proper sanitation continued to be a dilemma in rapidly growing cities and living conditions were often substandard, especially among the poorest members of the citizenry. • Young women moved to towns, often seeking domestic work. Some of these young women fell into prostitution when other opportunities were not available. • Migrant labor was common; workers would travel to cities for part of the year and then return to their rural homes.

Industrialization • The domestic system of manufacturing was gradually replaced by the factory system. • In early industrialization, it was common for the entire family to work as a unit in the factory; in fact, home life and economic life were often inseparable. • In early industrialization, the father went to work in the newly emerging factories. Later, women and children were preferred, since they could be paid lower wages, were easier to control, and had the nimble fingers often necessary for factory work. • Children were often strictly disciplined. Discipline by parents at home was extended into the work setting. • Unemployment was often high among men, and alcoholism was a common problem. Criminal activity also increased. • The Factory Acts (1833) and other legislation curtailed child labor, which served to weaken the family unit as a working unit. • Marriages tended to occur earlier and large families were common. • Because of changing living patterns, there was an increase in illegitimate births; many infants were turned over to foundling hospitals. • Some working women engaged wet nurses so that they could continue to work. • Traditional work patterns and the nature of the work itself were altered as machines drove labor needs; in turn, this shaped family relations, since families no longer worked together. • High food costs affected the quality of working-class family life.

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Question 4 Historical Background (continued)

Relevant Concepts and Information (Post-1850)

Urbanization • Large urban centers emerged as industry was increasingly driven by new sources of power. By the mid-nineteenth century, half of England’s population was urban. • Rapidly growing cities were often marked by the emergence of slum districts for the working class (e.g., Manchester, London). • Improved sanitation and safer water supplies brought improvements to overall living conditions in cities. • Infant mortality rates decreased as a result of sanitation improvements and greater awareness of public health issues. • Wages rose for many workers after midcentury, improving access to better housing and food. • Opportunities to develop common class interests emerged socially and politically. • Workers turned to new institutions for support; democracy and a growing franchise brought the advent of mass political parties that increasingly recognized the power of the working class. • Trade unions were legalized in a growing number of countries by the latter part of the nineteenth century; their activities were aimed at improving working conditions and compensation. • Socialism also emerged as an ideology aimed at improving the lot of the working class.

Industrialization • The family declined as a work unit in both agriculture and industry. • Traditional marriage patterns changed as mutual selection became more common. Children of urban, working-class families often sought employment while living at home in order to save money before marriage. • There were an increased number of children conceived outside wedlock (pregnant brides). • Domestic service and sometimes even prostitution were stages in life for young women that were eventually followed by marriage. • The growing popularity of birth control led to smaller families. (Children were no longer permitted in the factories, so they were no longer economically advantageous in the short term.) • Working families were often nuclear, but they maintained strong kinship ties (especially during challenging times, such as illness, death, unemployment, etc.). • The overall number of hours that people worked decreased, allowing for increased time spent with family. • Childhood ended for many at age 8 or 9 due to apprenticeship or odd jobs; opportunities for basic education increased. • Young working-class women worked until marriage. Only the poorest women continued to work outside the home after marriage, though many engaged in piecework at home. • More prosperous working-class families sought to mirror the values of the middle class (respectability, cult of domesticity, etc.). • Social changes occurred gradually and unevenly as Western, Central, and Eastern Europe experienced urbanization and industrialization somewhat differently.

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Question 5

Discuss the economic policies and institutions that characterized mercantilist systems from 1600 to 1800.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Examines both policies (trade, monopoly, state control, warfare, etc.) and institutions (colonies, bureaucracy, etc.); treatment may be conflated. • Utilizes specific supporting evidence from more than one country OR offers multiple, well- developed examples from one country. (This latter approach is not sufficient for an essay to score in the 9–8 range.) • Demonstrates understanding of mercantilism; may be contextual.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Makes some attempt to discuss both policies and institutions, but treatment is very uneven and/or confused. • May have limited geographic and/or chronological scope. • Suggests superficial understanding of mercantilism.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • May focus exclusively on policies or institutions with no recognition of the scope of the question. • Contains very limited or general supporting evidence. • Demonstrates little or no understanding of mercantilism.

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Question 5 Historical Background

Mercantilism was a collection of governmental policies designed to regulate economic activity by and for the state. Conventional economic thought in the seventeenth and eighteenth centuries held that a nation’s power was measured by its wealth, specifically its gold supply. Because resources were limited and the amount of trade finite, state intervention was necessary to protect economic interests and to secure the largest part of limited resources. The accumulation of gold and silver was an important component of mercantilist theory. To accumulate precious metals, it was necessary for a nation to export more than it imported.

Warfare was sometimes a means to economic growth from a mercantilist point of view, since conquering another’s territory meant transferring wealth from one nation to another. The amassing of colonial lands was also an important component, since colonies provided markets and natural resources for the home country in exchange for military protection and political authority.

Tariffs and other trade laws were used to try to create monopolies within nations or colonial empires. In reality, however, the system was never as tight as it seemed in theory; colonies and home countries could not provide exclusive markets for each other, and the colonies themselves sometimes attempted to circumvent the system by trading with each other.

Governments sought to encourage skilled workers from one area to migrate to their own nations, while discouraging their own workers from taking advantage of the same opportunities, lest they take important trade secrets with them.

When individual merchants were not able to take advantage of opportunities on their own due to the need for capital or additional support, these merchants and government officials came together to form state- supported companies for transoceanic trade. By the early seventeenth century, a growing number of these companies existed; the British East India Company, established in 1600, was one such example. Some of these companies were failures, however, and shook the confidence of investors.

Adam Smith’s The Wealth of Nations was sharply critical of mercantilism, especially its emphasis on monopolies and protective tariffs.

Highlights from leading practitioners of mercantilism:

France King Louis XIV’s chief financial minister, Jean-Baptiste Colbert, became a leading proponent of mercantilism. Colbert advocated a favorable balance of trade for France, and he worked to take advantage of France’s vast claims in Canada. His goal was to make France self-sufficient, since he believed that trade led to inevitable conflict among nations. Colbert utilized state support of both existing and newly created industries to achieve self-sufficiency. For example, he granted royal privileges to luxury industries (lace making, tapestry weaving, etc.) to encourage growth, and he granted special privileges to skilled foreign craftsmen willing to immigrate to France.

To improve communication and transportation for trade, Colbert undertook massive public works projects to improve roads, canals, and bridges in France. He also abolished many domestic tariffs (the Five Great Farms created a free trade zone within France, for example) and simultaneously placed high tariffs on imported goods to reduce competition. Colbert also succeeded in creating a powerful merchant marine to transport French goods.

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Question 5 Historical Background (continued)

Great Britain The factor that separated the British practice of mercantilism from that on the Continent was the idea that government economic regulation could also serve the private sector; in France and elsewhere, mercantilist views put the needs of the state far above those of private interests. Another key feature of British mercantilism was the abolition of guilds, for they were viewed as conservative and a hindrance to economic growth.

The British relied heavily on their colonial empire to promote economic growth within the confines of mercantilist thought. The British East India Company was given exclusive rights to Asian trade and proved very successful. Other ventures, such as the Royal African Company, were less successful, however.

The Navigation Acts, established in 1651, remained in effect until 1786. British merchants and ship owners created a virtual monopoly on trade with their colonies. Colonists had to use British ships for their goods, and they were also expected to buy almost all of their European goods from Britain in order to provide British merchants and workers with profits and employment. The initial target of the Navigation Acts was the Dutch. Successful wars with France and Spain also resulted in British control of the West African slave trade, or asiento.

Netherlands The Dutch East India Company was established in 1602 to exploit the riches of Asia gained at the expense of Portugal. The company was initially enormously profitable, though the Dutch West India Company, established in 1621, was less successful.

Colonies were established in North America but were eventually lost to Dutch rivals in the New World. Warfare with Britain and France in the latter part of the seventeenth century undermined the Dutch commercial empire. However, the Dutch were more willing to treat gold as a commodity (rather than simply something for accumulation), so they were able to pioneer a lucrative triangular trade system and develop financial institutions that were critical to their commercial success. The Dutch merchant fleet was the largest in Europe during much of the period; indeed, mercantilist policies in France and Britain were initially designed to counter Dutch commercial success.

Other areas, including Spain, the German states, and Russia experimented with various aspects of mercantilism. Spain fought feverishly to maintain its colonies and acquire large amounts of gold and silver from them. Prussia welcomed Protestant and Jewish refugees as skilled laborers, and the Prussian government encouraged development of industry. Peter I of Russia had been deeply impressed with the mercantilist policies of Colbert in France and attempted to implement similar policies in Russia to spur economic growth.

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Question 6

Compare and contrast the victorious Allied powers’ treatment of Germany after the First World War with their treatment of Germany after the Second World War. Analyze the reasons for the similarities and differences.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Discusses treatment of Germany after both the First and Second World Wars using specific supporting evidence. • Describes both similarities and differences in treatment; one area may be more developed than the other. • Develops at least one reason for similarities and/or differences; essays in the 9–8 range will develop more than one reason.

5–4 Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Discusses treatment of Germany after both the First and Second World Wars but does so with limited supporting evidence. • May focus only on one aspect of compare/contrast OR offer only superficial treatment. • Offers superficial or vague reasons for similarities and differences in treatment.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • May contain little or no supporting evidence about treatment of Germany following one or both of the wars. • May ignore the compare/contrast aspect of the question entirely. • Offers little or no explanation of reasons for the similarities and differences in treatment.

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Question 6 Historical Background

Following World War I

The German government asked for peace at the end of World War I on the basis of the Fourteen Points put forth by Woodrow Wilson. Emperor William II abdicated, and a republican, socialist-led government signed the armistice. The German people were largely unaware that their army had been defeated; therefore, they expected a mild postwar settlement and felt betrayed by the Versailles agreements.

Wilson’s idealism came into conflict with the more practical war aims and secret treaties of the other victorious powers. The British and French people had been told that Germany would be made to pay for the war. France was eager to weaken Germany in order to preserve French superiority. Germany attempted to play on the fears about the spread of communism to get better terms, but the Allies (especially the French) were not swayed.

Germany was excluded from the peace negotiations; they were simply presented with a treaty and compelled to accept it, thus undermining the concept of “peace without victors” and giving justification to the complaint that the treaty had been dictated.

As a result of the peace treaties, France received Alsace-Lorraine as territorial compensation from Germany and gained the right to work the coal mines of the Saar for 15 years. The creation of the League of Nations was an essential part of the peace negotiations, yet Germany was originally excluded from membership. Germany west of the Rhine (and 50 km to the east) was made a demilitarized zone as a concession to French demands for a buffer zone; Allied troops were permitted on the west bank for 15 years. Germany also lost part of Silesia, and East Prussia was cut off from the rest of Germany by the Polish Corridor. German colonies were awarded to the League of Nations as mandates, though in reality they were administered by the Allied powers.

France and Britain demanded reparations to pay for civilian and military costs of the war and to offset their own debts to the United States. The war guilt clause was added as justification for huge reparation demands. The French invasion of the Ruhr in 1923 in response to failure to meet reparations demands exacerbated economic problems; the reparations were eventually renegotiated under the Dawes plan. The Locarno agreement solidified French and German borders, partially easing tensions between the two nations.

Following World War II

Germany surrendered in May 1945 with demands by the Allies calling for unconditional surrender.

Several meetings during the war (Atlantic Charter, Tehran, Yalta) had already laid some groundwork for a peace settlement. Great Britain, the USSR, and the U.S. had agreed on German disarmament, denazification, and division into four zones of occupation (to include France). Stalin also demanded $20 billion in reparations; this point was never agreed upon and eventually became a source of contention between the Soviets and the other Allies.

At Potsdam, the Soviet frontier was moved far into Poland and included most of German East Prussia. Poland gained East Prussia and part of Germany east of the Oder-Neisser River. Potsdam also solidified plans for four zones of occupation for Germany.

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Question 6 Historical Background (continued)

Allied powers continued to have some differences over the fate of post–World War II Germany. The Soviets feared a strong, self-sufficient Germany and took action to dismantle German industry in their zone of occupation. The other Allies (led by the United States) were more conciliatory, believing that restoring Germany’s industrial base would create a strong, self-sufficient economy that would be resistant to political turmoil and communism. When the Western powers agreed to go forward with a separate constitution for the western sectors in 1948, the Soviets refused to participate. They attempted an unsuccessful blockade of Berlin (within the Soviet sector but divided among all four powers).

Cold War tension led to a separation of Germany into West Germany (German Federal Republic) and East Germany (German Democratic Republic) until 1989. The Allies continued to oversee the development of political institutions in West Germany until 1951; the Soviets established East Germany as nominally independent by 1955, but it remained a satellite of the USSR.

The division of Germany became a major consequence of the emergence of the Cold War, marked by the policy of containment and the Marshall Plan. West Germany was one of the primary beneficiaries of the economic aid provided by the Marshall Plan. Eastern European nations (including East Germany) were invited to take part; the Soviets, however, refused to allow them to participate, fearing the erosion of control in their newly created satellite nations.

The NATO agreement was signed in 1949, and West Germany was permitted to join several years later. The Warsaw Pact was signed in 1955 among the Soviet satellites, including East Germany, and solidified the division of Europe into two unfriendly blocs. The Cold War hastened the acceptance by the Western powers of German rearmament; though France initially objected, West Germany was fully rearmed by 1955.

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Question 7

Analyze the factors responsible for decolonization since the Second World War.

9–6: Stronger • Has a clear, well-developed thesis. • Is well organized. • Addresses the terms of the question. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless. Indicators • Explains at least three factors responsible for decolonization (may be contextual within examples) OR may thoroughly discuss two relevant factors. • Provides specific evidence about individuals, colonies, and/or colonizers associated with the process. • Attempts to discuss factors that address a geographic or chronological range (e.g., British and French decolonization efforts).

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Provides uneven response to the question’s terms. • May contain errors, factual or interpretive. Indicators • Identifies three factors without offering explanatory details OR offers superficial discussion of only two factors. • Provides limited specific evidence of individuals, colonies and/or colonizers associated with the process. • May have limited geographic and/or chronological scope.

3–0: Weaker (Essays scored 1 or 0 may attempt to address the question but fail to do so.) • Thesis is confused, or absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors. Indicators • May identify only one relevant reason for decolonization. • Provides little or no specific supporting evidence about individuals, colonies, or colonizers. • Offers little or no analysis.

21 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES (Form B)

Question 7 Historical Background

Effects of World War II • Wartime weakening of colonial regimes and colonial powers; troops returned to Europe to participate in the war effort. • Japan’s wartime success in ousting Europeans and Americans as colonial powers. • Prewar and wartime promises regarding autonomy (e.g., Britain and India). • World War II Allied war aim for self-determination undermined the holding of colonies. • Allied, especially French, feelings of indebtedness to some of the nations of Africa for their role in World War II. • Wartime experiences and rapid economic development of the Middle East. • The need to focus resources on the rebuilding of Europe after the war, rather than on maintenance of colonial empires.

International Pressures and Factors • Pressure from the U.S. to push forward with decolonization efforts in light of growing civil rights movement. • Eclipse of Europe’s power (e.g., Suez Crisis of 1956). • Soviet and Chinese support for anticolonial movements. • Distraction caused by escalating Cold War tensions. • Easing of Soviet control over Eastern European satellites (an “informal” imperialism) and eventual break-up of the Soviet Union.

New Intellectual and Political Currents • New generation of nationalist leaders in colonies, some of whom had been educated in Europe (e.g., Kwame Nkrumah of Ghana, Jomo Kenyatta of Kenya); their names became known in the European press. • New attitudes among European leadership (e.g., British Prime Minister Harold MacMillan’s “Winds of Change” speech). • Loss of European self-confidence and feeling of moral superiority/justification. • Rising self-confidence among colonial peoples. • Democratization of European states (e.g., Portugal, Spain); Mozambique and Angola were liberated after a revolution in Portugal in 1974.

National and Colonial Resistance • Growing modern nationalist movements in many colonies. • Anticolonial warfare, including Communist resistance to the colonial nations (e.g., Algeria, Kenya, Vietnam, Indonesia, South Africa, Angola, Mozambique). • Passive resistance by colonized people (e.g., Gandhi, Nehru). • Mass political demands for liberation.

22 AP® EUROPEAN HISTORY 2005 SCORING GUIDELINES (Form B)

Question 7 Historical Background (continued)

Other Key Developments • Britain led the way in postwar decolonization. India was independent by 1947, and Burma and Sri Lanka gained independence in 1948. In some cases (Ghana, Nigeria) decolonization was planned, while in other cases (Malta, Cyprus, Middle East) it was under pressure. • The Dutch and the Belgians withdrew amid turmoil from the East Indies and the Belgian Congo, respectively. • The French tried to maintain their possessions, though they were driven out of Southeast Asia by 1954, Algeria by 1962; they lost their sub-Saharan colonies in a series of referendums on independence.

AP® European History 2006 Scoring Guidelines

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AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 1—Document-Based Question

How did Europeans perceive the role of organized sports in Europe during the period from 1860 to 1940?

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated, thesis that directly addresses all parts of the question. Thesis may not simply restate the question. The thesis must suggest a minimal level of analysis or context (drawn from the documents). It need not appear in the first paragraph.

2. Discusses a majority of the documents individually and specifically. The student must use at least seven documents—even if used incorrectly—by reference to anything in the box. Documents cannot be referenced together in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest . . . ”). Documents need not be cited by number or by name.

4. Supports the thesis with appropriate interpretations of a majority of the documents. The student must use at least seven documents, and the documents used in the body of the essay must provide support for the thesis. A student cannot earn this point if no credit was awarded for point 1 (appropriate thesis).

5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by • Relating authorial point of view to author’s place in society (motive, position, status, etc.), OR • Evaluating the reliability of the source, OR • Recognizing that different kinds of documents serve different purposes, OR • Analyzing the tone of the documents; must be well developed.

Note: Attribution alone is not sufficient to earn credit for point of view.

6. Analyzes documents by explicitly organizing them in at least three appropriate groups. A group must contain at least two documents that are used correctly. Groupings and corresponding documents (not inclusive) may include the following:

Nationalism/national unity 1, 2, 5, 6, 7, 9 Political 1, 2, 4, 5, 6, 7, 8, 11 Militarism/war 1, 5, 6 Spectator activity 3, 9 Health 3, 8, 9 10, 12 Social Darwinism/advancement 1, 3, 5, 7, 8

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 1 (continued)

Moral strengthening/lessons 3, 4, 7, 8 Team building/camaraderie 4, 6, 7 Women/feminism 2, 10, 12 Rivalry 1, 3, 4, 5, 11 Prowar propaganda 5, 6 Cultural revolution 1, 8

EXPANDED CORE: 0–3 points to a total of 9 points

Expands beyond the basic core of 1–6. The basic score of 6 must be achieved before a student can earn expanded core points.

Examples: • Has a clear, analytical, and comprehensive thesis. • Uses all or almost all of the documents (11–12 documents). • Uses the documents persuasively as evidence. • Shows understanding of nuances of the documents. • Analyzes point of view or bias in at least four documents cited in the essay. • Analyzes the documents in additional ways/additional groupings or other. • Brings in relevant “outside” information.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 1 Document Summary

Document 1: Miroslav Tyrs, commemorative speech as a cofounder, annual meeting, Czech National Gymnastics Organization, Prague, 1863 “We must create a new race . . . Combining a strong body with a strong will” that “will not depend on foreigners for its rights . . . this new race will create an unbreachable defense.”

Document 2: Extracts from the Czech National Gymnastics Organization official publication, The Czech Falcon, 1865–1912 Huge growth in number of clubs and membership between 1865 and 1910; women were counted for the first time in 1910.

Document 3: Sir Robert Baden-Powell, founder of the Boy Scouts, Scouting for Boys, London, 1908 Playing football is good for physical and moral development, unselfishness, and teamwork as training for any “game of life.” As a spectator sport, however, it is a “vicious game” that promotes poor health, betting, and hysteria.

Document 4: African delegate of a British colony to African Political Association, speech, “A Sound Mind in a Sound Body,” Cape Town, South Africa, 1910 “Great moral lessons can be learned on the cricket and rugby fields.” Rugby requires teamwork and “subordination of self” while cricket relies on “individual excellence.” Our young men are poor rugby players, a fact that also reflects our lack of union in the “battle of life.”

Document 5: Martin Berner, Berlin journalist, “The Olympic Idea in the World,” Soccer, Track, and Field Journal, Berlin, 1913 The Olympic Games are a way of glorifying the fatherland; they are not openly militaristic, but sports statistics provide insight into world ranking. The Games provide the Germans with a “symbol of world war.”

Document 6: British imperial government recruitment poster, First World War, 1914–1918 Poster uses a sports motif and an emphasis on teamwork to encourage young men to join “the game” of war.

Document 7: M. Fauré-Dujarric, “Practical Organization of a Sports Society,” Paris Encyclopedia of Sports, Paris, 1924 The activities of the young sportsman are good preparation for the “struggles of life.” Competition reminds us of the need for national solidarity and dependence on our fellow citizens and on the “great national team” to which we all belong.

Document 8: Nikolai Semashko, physician and first Soviet Health Minister, “Tenth Anniversary of Soviet Medicine in Physical Education,” Theory and Practice of Physical Education, Moscow, 1928 Sports are not about record breaking. The goal of physical education should be physical health, which is an integral part of the Soviet cultural revolution.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 1 Document Summary (continued)

Document 9: Y. Mihashi, Japanese traveler, account of a high school gymnastics exhibition in Ollerup, Denmark, unpublished article, Tokyo, 1930 People were “completely carried away” by the gymnastics exhibition; “the muscular, sweating bodies . . . looked like statues come alive.” The gymnasts rallied around the Danish flag “like victorious warriors,” leading to much applause among the spectators.

Document 10: Alice Profe, German physician, “Recent Observations regarding the Physical Education of Women,” Railroad Exercise and Sports Newspaper, Berlin, 1930 There is no scientific basis to support the claim that women need different exercises from men to achieve improved strength.

Document 11: British National Workers Sports Association, “Peace Through Sport,” Fifth Annual Report, Cardiff, Wales, 1935 Good sportsmanship leads to “friendly rivalry” in a match between Continental and English players and serves to promote “the cause of Peace.” This will make it “harder for capitalists and Dictators to stir up nations to war against each other.”

Document 12: Ingeborg Schröder, Swedish gymnast, autobiography recalling the beginning of Swedish gymnastics in the 1880’s, published in 1940 Young girls today cannot imagine the restrictions that were placed on women’s activity and clothing when they first began to pursue gymnastics. Despite perceived impropriety, women enjoyed the strength, courage, and agility that came from physical pursuits.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 2

Compare and contrast the relationship between the artist and society in the Renaissance/Reformation period to the relationship between the artist and society in the late nineteenth century.

Indicators for 9–8 • May discuss both differences and similarities; explicit comparisons. • Discusses the Renaissance/Reformation and the nineteenth century more or less evenly; may include discussion of Reformation art. • Supports the thesis with specific and substantial evidence; well-developed examples. • Demonstrates sophisticated analysis of the functions, patronage, and/or or status of artists in each period.

Indicators for 7–6 • Discusses differences or similarities; comparison may be implicit rather than explicit. • Has appropriate and more or less even discussion of the Renaissance/Reformation and the nineteenth century. • Supports the thesis with specific evidence; cites at least one artist, work of art, or artistic movement from each of the two periods. May discuss patronage or purchasers of art. • Discusses, even if briefly, the functions, patronage, and/or status of artists in each period.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Demonstrates uneven response to the question’s terms. • May contain errors, factual or interpretive.

Indicators • Addresses the question with generally accurate discussion but without specific mention of artists, artworks, or artistic movements. • Discusses differences in the art with only implicit discussion of the relationship of the artist to society. • Shows significant imbalance in the treatment of the Renaissance/Reformation and the nineteenth century. • May contain major errors but within a generally accurate and appropriate discussion. • Is descriptive rather than analytical.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 2 (continued)

3–0: Weaker • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators for 3–2 • Contains weak or muddled thesis, often suggesting false dichotomies. • Significant errors of chronology or discussion of art that are not mitigated by other accurate discussion; faulty analysis or comparisons; may discuss only one period. • Provides minimal discussion of differences or similarities in the Renaissance/Reformation and nineteenth century, or discussion of art, without even implicit reference to the relationship of the artist to society. • Offers limited evidence; may cite only one example or artist.

Indicators for 1–0 • Thesis is erroneous, absent, or mere restatement of the question. • Addresses only one period or cites examples of individuals who are not creative artists. • Offers minimal or no evidence.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 2 Historical Background

In terms of chronology, the two periods were defined as follows: the “Renaissance/Reformation” period beginning in the fifteenth century to the mid-seventeenth century [up to 1648, Peace of Westphalia]; the “late nineteenth century” beginning in the mid-nineteenth century up to the outbreak of World War I [1914].

One of the most important aspects of the Renaissance was its extraordinary efflorescence in the visual arts. Artists broke sharply with the Gothic style dominating the late medieval period, not so much in terms of the content of art—for most art in the Renaissance was religious—but in style, incorporating classical themes and principles of proportion, and using the newly rediscovered mathematical perspective. Two genres make their appearance first in Renaissance art: the portrait and the landscape. In addition, the new printing technology allowed for the development of woodcuts, which were particularly popular in northern Europe. Artists broke too from their artisanal status as usually anonymous guildsmen in the medieval era, now signing their works and becoming well known in their countries and even abroad. They often were very wealthy and traveled in the best circles. Artists were closely associated with the leading Renaissance intellectual movement, humanism, and many of them participated in humanist work in their search for art from antiquity. Artists also reflected in their art the attitudes that humanists fostered in their writings: individualism, secularism, and civic participation. Michelangelo’s David is a fine example of all three, although its civic role is less well known. In addition, Renaissance artists were often close to the patrons of humanistic studies who were also enthusiastic patrons of the visual arts, notably the Medici family in Florence. The Church in Rome as well as many individual churches and religious organizations, like confraternities, were major patrons of the arts as well. Guilds, merchants, and city-state governments were also important patrons. Most art produced in the Renaissance was commissioned. Leonardo da Vinci is a good example of the “universal man” so idealized in the Renaissance.

The artists of the Reformation period generally focused on religious themes. During the Reformation, satirical woodcuts were an effective means of disseminating Lutheran ideas. Rembrandt’s portraits of the staid Dutch burghers reflect Protestant sobriety as well as the successes of the Dutch Republic. His patrons were largely the merchant classes, although much of his work was not done on commission. The art of the Counter-Reformation is generally much better known. Bernini’s St. Teresa in Ecstasy is a good example of how the Counter-Reformation sought to win back or retain the Catholic faithful by highlighting the intense emotionality and mysticism encouraged in Catholicism and, generally speaking, anathema to Protestantism. The works of Rubens can be connected to both the Catholic resurgence and to the efforts to portray Catholic royalty and aristocracy in a positive light. Here, too, patronage of princes and the Church are crucial.

The late nineteenth century, beginning after the 1848 revolutions, saw a turn against Romanticism and the development of many new artistic styles, among which three stand out: Realism in the 1850’s, Impressionism in the 1880’s, and Cubism at the turn of the century. Artists were affected by the development of photography at the beginning of this period, and by cinema at the end; for many, they were no longer bound by the traditional function of art to portray people and places. The relationship of the artist became more varied, as some artists continued to paint portraits, while others were rebellious or had political agendas. Some artists, particularly the realists, sought to encourage reform by showing the conditions of the poor in both cities and the countryside. This is also true for the literary artists, many of whom saw as their subjects the downtrodden of society or sought to reveal the flaws of middle-class life. Much of the new visual art was vilified and attacked by both critics and the public, and while some artists lived well, others died poor and obscure; Van Gogh being the prime example of the latter. Patronage changed as art became public. Government-sponsored salons and museums attracted thousands of

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 2 Historical Background (continued)

viewers, while many of the nontraditional artists founded their own art galleries or sold their art privately. Much of the patronage came from newly enriched middle classes. Artists reflected the troubling feelings many had about the development of modern industrial cities and the social dislocations that accompanied that development. While Romanticism in the visual arts generally flourished before 1848, Romanticism in music blossomed in the second half of the century, with many composers playing an important role in the fostering of nationalism. Music halls, both vaudeville and classical, provided the urban masses with new opportunities to hear music.

Below are suggestions of points students might make, listed in random order. THIS IS NOT A CHECKLIST. Students might be expected to make one or two of these points for each period in a competent essay.

Renaissance/Reformation Period:

• Transformation of artisan to artist—the artist as professional, the artist as genius. • Patronage of wealthy merchant families like the Medici [Donatello]. • Patronage of the papacy [Michelangelo and the Sistine Chapel, Raphael]. • Patronage of kings [Francois I and da Vinci, Maximilian I and Durer, Titian painting Charles V four times]. • Patronage of princes or rulers of small states [Titian and Isabella d’Este, Gonzoli and the Medici]. • Patronage of city-state governments [Michelangelo’s David]. • Patronage of guilds [Ghilberti’s Bronze Doors, Orsanmichele]. • Artists reflect new attitudes in society toward the individual, secularism, etc. • Portraiture reflects the Renaissance stress on individualism; wealth and egoism of patrons. • Use of linear perspective reflects the practical merchant mentalities of the Italian city-states and new approaches in science. • Baroque art glorified Catholic religious figures [Bernini’s Ecstasy of St. Teresa of Avila]. • Dutch art reflects sobriety of Calvinism [early Rembrandt]. • Renaissance/Reformation art remains largely religious because of lots of church patronage. • Limited options for artists in terms of content and style of art; most works commissioned. • Renaissance artists began to be able to negotiate their right to create as they saw fit, evident in contracts of later period. • Reformation spread partially through use of caricatures (satirical drawings) of Catholic figures. • Renaissance artists often became wealthy, important, and highly regarded people in society. Generally, they were NOT poor. • Art market develops in Low Countries; substantial competition between artists. • Northern European artists interested in painting lives of peasants [Bruegel], showing them to be jovial and communal. • Renaissance artists reflected societal value of excellence in several fields [Da Vinci as universal man; Alberti as scholar and architect; Michelangelo as sculptor, painter, architect, poet, etc.]. • Both Lutherans and Catholics in the Counter-Reformation used music to spread their faith. • Women often portrayed as “trophy wives” or portrayed in their maternal roles.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 2 Historical Background (continued)

Late Nineteenth Century:

• New artistic genres/technologies challenge traditional roles of artists—e.g., photography in the mid century, cinema at end; artists respond by doing art that cannot be done by camera—e.g., impressionism, pointillism [Seurat]. • After 1848, artists began to reject Romantic portrayals of heroes and instead showed concerns for rural or urban poor, working class [Courbet]; concerned over political repression, economic change. Development of realism, painting of stark realities. • Artists portrayed Industrial Revolution—train stations and other industrial sites as well as impact of Industrial Revolution on workers; daily life. • Impressionists left studios and painted al fresco; interested in light in ordinary rural landscapes and urban scenes. • Some artists rejected Western society altogether [Gauguin going off to live in Tahiti]. • Artists often struggled, were poor or emotionally bereft; artists become defined as tortured geniuses [Van Gogh]. • Art salon shows, sponsored and juried by government officials, were attended by hundreds of thousands of people; artists no longer dependent on patronage of wealthy. • Artists rejected salons [government-sponsored art shows] and opened up their own gallery spaces to show their art. • Art becomes increasingly commercialized. • Realism parallels development of social sciences [sociology, positivism, anthropology]. • Artists play important role in developing nationalism, providing common images on which to build identity. • Musical arts play increasing important roles in leisure in mass society—opera, concert halls, vaudeville. • Artists and photographers reflect treatment of natives in the colonies and the brutalities of war, or, alternatively, prettied them up. • Caricature becomes important political tool in electoral competitions. • Artists interested in newly renovated/redesigned cities, e.g., Paris under Napoleon III. • Arts and Crafts Style rejects industrial in favor of artisanal production [Morris]. • Influence on artists and art of non-Western cultures as a result of imperialism. • Much of the subject matter of late-nineteenth-century art is the leisure time activities of middle and upper class; reflecting the economic impact of the Industrial Revolution [dance halls, race tracks, picnics in parks, cafes]. • Women doing ordinary activities are frequent subjects of late-nineteenth-century art, reflecting growing presence of women in the public sphere. • Artists interested in portraying mixes of social classes in the modern city, reflecting continuing urbanization in this period. • Indoor lighting in paintings reflects growing use of light bulbs. • Late-nineteenth-century Romantic composers—Tchaikovsky, Brahms, Berlioz, Wagner, et al.— played important roles in creating national consciousness or reflected national issues. • Opera in Italy becomes a force for national cultural identity creation [Puccini, Verdi]. • Writers [Dickens, Shaw, HG Wells, Zola] focused on social issues in their novels, reflecting impact of industrialization and social change.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 2 Historical Background (continued)

• Women have the opportunity to become artists [Cassatt] or important novelists [Eliot] reflecting growing liberation of women from traditional roles. • Artists may develop ideological focus, for example, socialist artists interested in increasing awareness of the consequences of capitalistic industrialization. • The establishment of art museums changes both the prestige of artists and their relationship to the public.

SIMILARITIES in the relationship of the artist and society in the two periods:

• Artists and the arts in both periods are important in society. • Individual portraiture is found in both periods. • Ordinary women are often subjects of art. • Artists reflect values of middle classes. • Artists are mostly men. • Artists are interested in portraying ordinary life, particularly peasants. • Artists reflect contemporary scientific knowledge and attitudes.

DIFFERENCES in the relationship of the artist and society in the two periods:

• Renaissance/Reformation artists are usually under patronage of church or prince; nineteenth- century artists paint and then try to sell works. • Renaissance artists are still just coming out of guild system, not yet fully independent; nineteenth-century artists are independent. Apprenticeships are typically replaced by Academy training. • Renaissance/Reformation artists often painted/sculpted neo-Platonist ideals; nineteenth- century artists are focused on portraying ordinary, real life. • Renaissance/Reformation artists exalt values of their society; nineteenth-century artists challenge them or portray their underside. • Renaissance/Reformation paintings are rarely on public view, nineteenth-century paintings are typically shown to public. • Renaissance/Reformation artists are often quite wealthy, important figures in society; some nineteenth-century artists are marginalized or poor. • Image of genius changes from universal [Da Vinci] to tortured [Van Gogh].

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 3

Analyze the aims, methods, and degree of success of the Catholic Reformation (Counter-Reformation) in the sixteenth century.

Indicators for 9–8 • Fully engages with the terms of the question, explicitly linking aims, methods, and degree of success of the Catholic Reformation (Counter-Reformation). • Analysis recognizes complexity of issues and events (e.g., doctrinal, political, military). • Discussion is drawn from the sixteenth century and the context of the Catholic Reformation (Counter-Reformation).

Indicators for 7–6 • Fully engages with the terms of the question. • Links aims, methods, and degree of success with minimal conflation of terms. • Analyzes issues and events (e.g., doctrinal, political, military). • Discussion is drawn from the sixteenth century and the context of the Catholic Reformation (Counter-Reformation).

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms. • May contain errors, factual or interpretive.

Indicators for 5–4 • Addresses all parts of the question, perhaps in general terms. • May conflate aims and methods or fail to distinguish adequately between the two. • Discussion may be more descriptive than analytical. • May contain factual errors (chronology, events, etc.) that affect interpretation.

3–0: Weaker • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 3 (continued)

Indicators for 3–2 • Responds to the question with a description of the causes of the Protestant Reformation or the status of the Catholic Church. • Essay describes events with only superficial analysis. • May not address all parts of the question. • May contain serious errors of fact or interpretation.

Indicators for 1–0 • May attempt to address the question but fails to do so. • May not contain specific evidence. • May contain significant errors of fact or interpretation.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 3 Historical Background

The terms Catholic Reformation and Counter-Reformation are used interchangeably by most students in responding to this essay. Counter-Reformation refers to the Catholic Church’s response to the Protestant movement of the sixteenth century. Some are also familiar with the Catholic Reformation in the context of the conciliar movement beginning in the early fifteenth century; however, this distinction is not necessary for this question, and students may use either term in their responses.

The question topic is well covered in commonly used textbooks, and, when paired with the Protestant Reformation, often comprises a major unit in the AP European History course in terms of amount of time spent and depth of content. The question asks students to analyze three related elements: the aims, methods, and degree of success of the Catholic Reformation (Counter-Reformation) in the sixteenth century. This creates a useful organizing schema and suggests topics for the primary task, analysis. Student responses generally engage with the question’s required elements and include a variety of evidence drawn from Catholic belief and practice, political rivalry, and international relations. The most frequently cited evidence was various accounts of the Catholic response to Luther, the Council of Trent, and the founding of new orders, especially the Jesuits.

Evidence used by students follows, divided into the categories provided by the question: aims, methods, and degree of success. Items are placed in the categories where they are most often used by students. Depending on the context established in the essay, much of this material can properly appear as either aims or methods.

AIMS:

Note: Aims may be expressed as those of the papacy, the Curia, conciliar movement, monarchs, and/or the faithful.

• Define and clarify Church doctrine and practices. • Respond to or contain the Protestant challenge. • Eliminate Protestantism. • Reform Church practices including: indulgences, simony, absentee Church office holders, monastic corruption, pluralism, incompetent or immoral clergy. • Exert political authority over monarchs, princes. • Monarchs used religion as an expression of their rule. o Charles V (Holy Roman Emperor, aka Charles I of Spain) “world monarchy . . . towards the gathering of all Christendom under a single shepherd.” o Philip II (Spain)—saw his reign as justified by religion—Catholic above all else. o Ferdinand and Isabella (Spain) —Spanish Inquisition, religious conformity, Moriscos and Marranos. o Francis I (France) title included “the Most Christian king.” o Henry IV (Henry of Navarre) French Wars of Religion, “Paris is worth a mass,” Edict of Nantes, politique, changed his religion in order to rule. o Henry VIII, broke with the papacy, established monarchical authority over papal authority. o Mary Tudor, restored Catholicism in England, returned Church from monarchical authority to papal authority. o Elizabeth returned Church from papal authority to monarchical authority; thwarted Philip II at every turn, defeated the Armada Católica.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 3 Historical Background (continued)

• Popes of the sixteenth century sought to reaffirm papal authority over Catholicism, Curia, conciliar movement, monarchs, international Catholicism. • Cardinals sought to affirm power of the conciliar movement as superior to that of the pope. • Curia sought to reaffirm power of the institutional structure of the Church. • Deepening of religious and spiritual experience among faithful Catholics. • Missionary and humanitarian work in Europe, Africa, Asia, Americas. • Movement to modernize the Church by returning to early, simpler Church practices.

METHODS:

Methods for accomplishing aims may be categorized as Catholic reforms or changes in religious practice, anti-Protestant responses, assertions of Church or papal power, or political actions.

• Council of Trent (1545, periodically until 1563): review, reform, enunciation of Church doctrine and practice o Review and enunciation of doctrine: Justification by faith and good works Equal weight to tradition and scripture Transubstantiation Seven sacraments Special status of the priest Priest participation in confession and absolution Purgatory o Reform of some practices: Indulgences curtailed Rules for holding Church offices Education of priests (e.g., seminaries, printing press may be cited, improved preaching) o Reassertion of most practices: Vulgate (St. Jerome) Bible Latin as the language of worship Key role of priests in worship and the religious experience Veneration of saints; adoration of Mary Use of images, relics, pilgrimages Celibacy of clergy and monasticism upheld

• Political o Church: strengthened and reaffirmed central authority of the Church; high papalism o Diplomatic: involvement in national and international politics o Government: (Where Catholics retained control of governments, Protestants tended to dwindle into small minorities. Where Protestants won control of government, people became Protestant.) o Direct and indirect involvement in international politics o Military action Spain, Catholic crusade in Europe; Armada (Armada Católica) French Wars of Religion Schmalkaldic War

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 3 Historical Background (continued)

• Virtually no concessions to Protestantism, especially after 1541 • Missionary work, conversion and reconversion, in Europe, Africa, Asia, Americas • Mysticism—St. Theresa of Avila, et al. • New Catholic Orders: Jesuits, Ursulines, Oratorians • Inquisitions o Spanish o Roman • Reforming popes: Paul III, Leo X, Paul IV • Censorship of books (Index of Forbidden Books) • Art—the Baroque

DEGREE OF SUCCESS:

Successes: Cup half empty or half full? • Church survived. • Maintained all beliefs. • Many who left returned to Catholicism. • Deepened and reinvigorated religious experience. • Pope’s role reasserted. • Central authority of the Church as an institution reasserted. • Education of priests and others given added importance. • Where Catholics retained control of governments, Protestants became in time small minorities. • Missionaries, Francis Xavier.

Failures: • Religious divisions became a permanent reality in European culture. • May have led to a gradual secularization of modern societies. • Peace of Augsburg, 1555, gave German princes right to choose religion. • Charles V gave up after 35 years, abdicated, and retired to a monastery. • Philip II: o Stupendous failure of his Catholic crusades . o English, Dutch, and the French Huguenots’ causes undeterred . o Spain bankrupted, virtually destroyed. • Religious divisions destroyed the expectation of peacefulness within homes and communities. • May have strengthened nationalism. • Where Protestants won control of government, people became Protestant.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 3 Historical Background (continued)

Commonly Cited Evidence:

Paul III 1534-49 Council of Troubles ( . . . Blood) Julius III 1550-55 Francis I 1515-47 Paul IV 1555-59 Henry II 1547-59 Pius IV 1559-65 Charles IX 1560–1674 Pius V 1566-72 French Wars of Religion 1562-98 Gregory XIII 1572-85 St. Bart’s Day Massacre 1572 Sixtus V 1585-90 Henry IV (Henry of Navarre) 1589–1610 Peace of Augsburg 1555 Edict of Nantes 1598 Luther, 95 Theses 1517 Ignatius Loyola Spiritual Exercises 1491–1556 Diet of Worms 1521 Jesuits 1540 Augsburg Confession 1530 Teresa of Avila 1515-82 Council of Trent 1545-47; 1551-52, 1562-63 Ursulines Charles V 1519-56 Capuchins—Franciscans, simplicity, poverty, direct preaching Philip II 1556-98 Benedictines, Dominicans—reformed/renewed Henry VIII 1509-47 Mary Tudor 1553-58 Theatines, 1524, reformers, orphanages and Elizabeth I 1558–1603 hospitals Sack of Rome 1529 Oratory of Divine Love, Italy, clergy and laymen Lepanto 1571 (1497) Spanish Armada 1588 Francis Xavier, 1506-52—began as Jesuit—to Catholic League 1580’s East Union of Arras 1579

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 4

Analyze the effects of the Columbian exchange (the interchange of plants, animals, and diseases between the Old World and the New World) on the population and economy of Europe in the period 1550 to 1700.

Indicators for 9–8 • Thesis demonstrates understanding of the Columbian exchange. • Discusses examples from at least two prompts; minimal references to other examples, such as minerals and humans. • Analyzes effects of Columbian exchange on both the population and economy of Europe.

Indicators for 7–6 • Discusses at least one example from prompts but also should consider other plants/animals or their by-products; may also discuss the impact of humans and minerals. • Focuses on the period in question, 1550–1700, but may include some material from earlier and later periods. • Examines effects of Columbian exchange on the population and economy of Europe.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Demonstrates uneven response to the question’s terms. • May contain errors, factual or interpretive.

Indicators • Discussion of the Columbian exchange and its effects may be conflated. • Uneven treatment of examples of Columbian exchange; may lack specificity. • Discussion may be more descriptive or narrative than analytical. • May contain errors (chronology, features, or effects) that affect interpretation.

3–0: Weaker • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators for 3–2 • Thesis is confused, absent, or merely restates the question. • Weak consideration of the Columbian exchange or no significant discussion of its impact. • Reflects paucity of examples from either component of the Columbian exchange, or ignores them. • May not address all parts of the question. • Contains significant or numerous errors of fact or interpretation.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 4 (continued)

Indicators for 1–0 • Essays scored 0 or 1 may attempt to address the question but fail to do so. • May not contain specific evidence. • May contain a number of serious errors.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 4 Historical Background

There was a “Columbian Exchange,” and there was a Columbian exchange. In 1972 Alfred Crosby characterized the meeting of Europe and the Americas during the fifteenth to seventeenth centuries as an exchange that affected both regions. His “Columbian Exchange” was a transfer (interchange) of organisms. From Europe migrated not only conquerors with superior military technology but also such animals as horses, cattle, goats, and sheep; grain plants and sugar cane; and fateful diseases like smallpox, dysentery, and diphtheria. For its part the New World provided a host of sustaining crops that could be cultivated in Europe, such as potatoes, maize (corn), tomatoes, squashes, and varieties of beans; foods that appealed to European tastes, such as cacao (chocolate), avocados, and chilies; and other products that served a growing demand, such as tobacco, indigo, and cotton. Few New World animals of consequence migrated to Europe during this period, but possibly the venereal disease syphilis first reached Europe from the Americas. Before and since the publication of Crosby’s work, students of European expansion have not neglected his factors but have also pointed to the interregional migration of people and their cultures and metals (iron from Europe and silver and gold from the Americas).

The student must discuss the impact of the Columbian exchange on the population and economies of Europe. For example, this might include the effects of transferred food crops on diet and population growth in Europe, potatoes and corn as factors in the agricultural revolution, the economic effect of cane sugar and tobacco production on European economies (e.g., wealth produced by the New World plantation systems for Europe, the stimulation that agriculture gave to international commerce and later industrialization, the need for large-scale labor for sugar and tobacco plantations and thereby the triangular trading system and trans-Atlantic slavery), the establishment of a “mercantilist” system of trade, the export of grain, meat, leather and animal hides to Europe, or the spread of syphilis among many Europeans. The exchange can easily be linked to the establishment of colonial societies and the exploitation of the Americas. Mention of the impact on Europe of European emigration to the Americas is not a rare response.

Some crops transferred (transplanted) from the New World (Americas) to the Old World (Europe): Potatoes (from the Andes regions; popular in sixteenth-century Europe initially among lower classes) Maize (Indian corn) Tomatoes (cultivated in Europe by mid-sixteenth century) Squashes (includes pumpkins and gourds) Beans (haricots and others) Chiles

Agricultural products: Avocados Cacao (chocolate from Mexico) Peanuts Cotton (raw and finished textiles)—cotton was native to both Old and New World, but New World cotton varieties eventually became more important (well after 1700). Tobacco Indigo (dye) Vanilla

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 4 Historical Background (continued)

Some crops transferred (transplanted) from the Old World to the New World: Coffee (from Africa/Arabia; cultivated in the Americas but only after 1700) Cane sugar (originally from Asia, later cultivated in Mediterranean; major plantation crop in Brazil in sixteenth century, then also in Caribbean; refined mostly in Europe, made into rum and molasses) Wheat (to temperate zones of the Americas)

Some animal species transferred (transplanted) from the Old World to the New World: Cows Horses Pigs Sheep Goats Chickens

Organic commodities available from the New World following European colonization: Furs and hides (beaver and others) Leather (cow); sheep skins Tallow (from cows, for candles) Meat (beef mostly) Fish (banks off Nova Scotia) Cinchona bark (source of quinine) Timber

Metals and minerals taken from New World: Silver Gold Precious stones

Diseases from the Old World: Smallpox Measles Diptheria

Diseases from New World: Syphilis—may have come from the New World

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 5

Compare and contrast the social and economic roles of the state in seventeenth- and eighteenth-century Europe (before 1789) to the social and economic roles of the state in Europe after the Second World War.

Indicators for 9–8 • Essay covers both time periods and both roles. • Stronger essays may concentrate on capitalism, socialism, or communism in later time period. • A strong essay that focuses on theoretical issues or generalizes without giving abundant factual evidence may be placed in this category. • Thesis may emerge from the contents or appear at the end.

Indicators for 7–6 • Essay covers both time periods and both roles. • An essay that covers both halves of the question but slights either economic or social issues in one time period may be placed in this range. • Thesis may emerge from the contents or appear at the end.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms. • May contain errors, factual or interpretive.

Indicators • Attempts to answer both halves of the question. • May focus almost entirely on one time period with only vague information about the other. • May discuss either economic or social issues in both time periods.

3–0: Weaker • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators for 3–2 • May answer only one half of the question. • May contain only information outside of time periods—French Revolution, Fascism.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 5 (continued)

Indicators for 1–0 • Essays scored 0 or 1 may attempt to address the question but fail to do so. • May include only one or two solid points of evidence. • May contain a number of serious errors. • Even a zero may contain pertinent information.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 5 Historical Background

Most of the major texts scatter information about the seventeenth to eighteenth centuries through several chapters. Social and economic information is interspersed with politics, as can be expected. Information on the post–World War II era is usually in at least two chapters with the fall of the Soviet Union being the general demarcation between chapters.

The focus of the question for the first time period is public order, social hierarchy, and mercantilism resulting in warfare and protectionist economies; for the second time period it is individualism, the welfare state, the growth of the super state (European Union), and/or the dismantling of the Communist system.

A summary of the information found in the most complete texts is included below.

1. Kagan, Ozment, Turner The Western Heritage

Chapter 13 discusses the rise of England and France into parliamentary monarchy and absolutism, respectively. Social, religious, and economic issues are covered. Mercantilism is explained. Chapter 15 mentions the development of the Dutch Republic as an urban, tolerant, and prosperous commercial society whose power declined in the early eighteenth century, but whose role in international financial affairs preserved its standing to some extent. The development of the corrupt English electoral system is mentioned, as are both financial bubbles in England and France. The Ottoman Empire, Poland, and Prussia are touched on. Chapter 16 discusses the major features of old regime life in both England and France, comparing nobility, peasantry, and the family economy before industrialism. Chapter 17 is a detailed discussion of the effects of mercantilism and the plantation system.

For the post–World War II era, chapter 30 has a political focus, although things like the suppression of churches in the Soviet Union, collectivization, and domination of education are mentioned but not in detail. Khrushchev’s retreat from Stalinism toward consumer goods and decentralized economic planning is briefly covered. Eastern European protests are mentioned but again mostly politically. Chapter 31 focuses on Western Europe, covering population trends, the development of the welfare state, feminism, and the development of a consumer society.

2. Kishlansky, Geary, O’Brien Civilization in the West

Information in this text is condensed. Chapter 16 discusses the origins of absolutism vs. the English Revolutions of the seventeenth century. The religious right to resist is mentioned, as is the theory of society as a covenant espoused by Milton (and later philosophes). Absolutism is regarded as the “zenith” of the royal state, and Peter the Great as an Eastern absolutist is mentioned. Chapter 17 discusses science and the rise of the mercantile philosophy. The development of worldwide commerce is discussed: new banking methods, new products, mercantilism, and tulipmania in the Netherlands are covered. Chapter 18 discusses the evolution of the eighteenth-century British state and the creation of its international trading empire set against the wars of the century, which are seen as largely commercial. Chapter 19 shows the effects of this change: enlightenment thinking; the rise of intellectual cultural pursuits like opera, salons; and the increasing wealth, which created a top-heavy society. The bourgeoisie is mentioned, as is European urbanization. Companionate marriage and the change of family life are portrayed. New products, including those that harmed (gin), are mentioned.

Chapter 29 covers the post–World War II period. The focus of the chapter is economic recovery and the development of the welfare state; there is the relevant political information, but this text does not spend as much time on politics as it does on things like the rise of youth culture, the sexual revolution, women at

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 5 Historical Background (continued) work, and consumer economics. Chapter 30 covers the end of the Cold War, discussing in some detail the Soviet economy and the grassroots protests in Eastern Europe.

3. Palmer, Colton, Kramer A History of the Modern World

This text is focused on political developments with some recent additions of social issues. It first looks at France in chapter 4, then the Netherlands. Religious toleration in the Netherlands is mentioned as is the banking system. The discussions of both the Stuart monarchies and the development of absolutism are almost wholly political in nature. Versailles and Colbert’s economic and social policies are discussed. Chapter 5 contrasts with Eastern European developments. Chapter 7 talks about the elite and popular cultures, the developing eighteenth-century global economy, and the resulting economic rivalry, which culminated in the Peace of Paris of 1763. Health issues, etiquette, and some entertainment issues are discussed, as is Carnival. An excellent selection of art complements the discussion.

For the post–World War II period, there is some emphasis on the economic and political reconstruction of Western Europe and the growth of the welfare state. Britain’s Labour government and its issues as well as the French Republics are covered. The development of a global economy in the 1960s and ‘70s ends the parameters of this question, and finding information about Russia’s breakdown or other pertinent issues becomes difficult because of the global focus of the end of the book.

4. Spielvogel Western Civilization

Chapter 14 covers the discovery of the New World through the development of the mercantile system and empire building. Chapter 15 talks about state building and gives a bit of brief information about social trends, witchcraft, and population increases, etc. French absolutism is covered in detail, and all states are at least touched on in some fashion, including Sweden. The development in England of limited monarchy is briefer, but there is some information about European culture, concentrating on art and theater. Chapter 18 covers the European states in the eighteenth century and talks of economic expansion and social change.

The last two chapters in the book talk about the post–World War II era—the Cold War and the end of colonialism take center stage. All the major states are covered briefly, with criticism of their systems, the creation of the welfare state, the new culture of youth protest, and women’s liberation. Here, too, the focus is political, but there is some discussion of popular culture.

5. Chambers, Hanawalt, Rabb, et al. The Western Experience

Chapter 16 introduces Baroque art, social changes, urbanization. Chapter 17 covers the European state system with a detailed explanation of French absolutism, Eastern absolutists, and the English system. On England, text emphasizes growth, stability. Chapter 18 analyzes “The Wealth of Nations” and includes industry, agriculture, and empire building. As a contrast, eastern European serfdom is detailed. Mercantilism and the beginning of the British Empire end the chapter. Chapter 19 on the Enlightenment has information about religious toleration developing and the new culture of travel, reading, art, magazines, schools, and recreation.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 5 Historical Background (continued)

Postwar issues are covered in a chapter devoted to the war itself and focus on the East–West split. There is some information on the development of the British welfare state, the Soviet Union under Stalin, and France, but not much. The final chapter in the text focuses on the last 40 years of the century, again very briefly.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 6

In the period 1815–1900, political liberalization progressed much further in western Europe than in Russia. Analyze the social and economic reasons for this difference.

Indicators for 9–8–7–6 • Has a relevant thesis. • Analyzes social and economic reasons; evidence prior to 1815 may be used. • Links political liberalization to social and economic factors. • Provides evidence for Russia and the West; 6’s and 7's may primarily focus on one or the other.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Demonstrates uneven response to the question’s terms. • May contain errors, factual or interpretive.

Indicators • Has a thesis. • Contains superficial discussion of social and/or economic factors. • Hints at connection between political liberalization and social and/or economic factors. • Identifies characteristics of Russia and/or the West.

3–0: Weaker • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators for 3–2 • Has an ineffective thesis or has thesis that remains totally unsupported. • Makes no connection between social and economic factors and political liberalization.

Indicators for 1–0 • Essays scored 0 or 1 may attempt to address the question but fail to do so. • Minimal or no reference to social or economic factors. • Irrelevant or unfocused response.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 6 Historical Background

In the post-Napoleonic period, Europe went through decades of conflict between the forces of conservatism, or reaction, and those who sought political, economic, and social change. This question asks students to identify social and economic differences between Russia and the West that account for the differing degrees of political liberalization that had been achieved by each.

Economic reasons for the West’s greater political liberalization:

• Earlier Agricultural Revolution decreased the number of people needed in agrarian production. • Industrialization and urbanization: populations shifted from countryside to cities with greater concentrations of people. • Economic power shifted from the landed aristocracy to the new capitalists (or middle classes). This new group demanded political power reflective of its economic power. • Increased prosperity enhanced educational possibilities. • Less restrictive trade practices increased the wealth of western European nations and their industrialists.

Social reasons for the West’s greater political liberalization:

• Creation of capitalist class (or middle class) and an urban working class, disgruntled and easily organized. • Increased literacy and rapid spread of liberal ideas among groups; daily newspapers proliferated in Western cities in the second half of the nineteenth century. • Creation of unions and labor parties with greater demands for liberal programs. • Greater social fluidity or mobility as opportunity increased.

Historical developments that might be included in discussion of the West’s advantages:

• July revolution of 1830 in France: liberals, supported by bankers, industrialists, and the urban middle class replaced the reactionary Charles X with the “Bourgeois King,” Louis Philippe; revolutionary workers were instrumental in the revolt. This influenced revolutions in Belgium (successful) and Poland (unsuccessful). • Reform Bills in England (1832, 1867, 1884) all of which expanded the franchise and contributed to political liberalization; students may emphasize the role of Parliament. • Poor Laws of 1834, and the repeal of the Corn Laws in 1846, represented the supremacy of the English bourgeoisie, an expression of political liberalization. • The Chartist movement and demands for working-class participation in the political process, many of which were eventually incorporated into the English system. • Revolutions of 1848: sparked by the February Revolution in France, virtually every capital in continental Europe (Moscow excepted) was rocked by liberal, nationalist, or radical revolutions, the aims of which typically included demands for political liberalization. • Prussian Constitution of 1850 expanded representation to powerful industrialists. • 1860’s French unions become legal and win the right to organize and strike. • Bismarck’s compromises with socialists and other workers, including expansion of suffrage and other political rights, in the 1860’s and 1870’s.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 6 Historical Background (continued)

• The evolution of the Conservative and Liberal Parties in England during the 1870’s and 1880’s under Disraeli and Gladstone; expanded the franchise by turns, and passed laws granting and protecting enhanced workers’ rights. • The formation of the third French Republic in the 1870’s, including universal manhood suffrage. • Social legislation in Bismarck’s Germany during the 1880’s provided various forms of insurance for the working classes. • Creation of the British Labour Party in 1900.

Economic reasons for Russia’s limited political liberalization:

• Lack of industrialization; genuine industrialization was delayed until the very late portion of the period in question. • The economy was more feudal than capitalistic. • As Russia began to industrialize late in the nineteenth century, much of the capital was provided either by the state or foreigners (French, British, and German). • Russia was an exporter of grain but lacked the resources to purchase capital goods from the West; thus there was limited commercial interaction between the regions. • Poverty and famine were prevalent at various times during the nineteenth century.

Social reasons for Russia’s limited political liberalization:

• With very limited industrialization, no real middle class developed that would agitate for greater voice in policy. • There was no large urban working class that might organize and rally to demand rights and protections. • Oppressive serfdom continued to exist during the first portion of the period in question; their “liberation” brought little real change in their condition as they remained a poor peasant class with limited opportunity. • The great mass of Russian people remained illiterate; educational opportunities of the West were mostly unavailable. • The Russian Intelligentsia was a small class with little identity beyond an interest in ideas; they subscribed to a wide range of ideologies from liberalism to socialism, anarchism, and nihilism.

Historical developments that might be included in discussion of Russia’s limitations in political liberalization:

• Russia’s role in Congress Europe (1820’s) as Alexander I shifted from liberal to reactionary under Metternich’s tutelage. • The Decembrist revolt of 1825 and the ultrareactionary Nicholas I. • Impact of the Crimean War (1850’s), demonstrated Russian weaknesses in confronting Western powers. • The Emancipation of the serfs in 1861 by Alexander II; while no longer “owned” they remained a desperately poor peasantry with little real freedom of movement or opportunity.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 6 Historical Background (continued)

• Alexander’s other reforms of the 1860’s (zemstvos, courts) and their limited impact on liberalization. • The assassination of Alexander II in 1881; he was succeeded by the more reactionary and autocratic Alexander III who applied brutal repression to calls for political liberalization.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 7

Considering the period 1933 to 1945, analyze the economic, diplomatic, and military reasons for Germany’s defeat in the Second World War.

Indicators for 9–8 • Provides appropriate analysis and detail for all three sets of factors. • Specifically addresses entire period from 1933 to 1945.

Indicators for 7–6 • Chronological introduction may stand in place of thesis. • May discuss interwar period in general, prior to more detailed discussion of war years.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Uneven response to the question’s terms. • May contain errors, factual or interpretive.

Indicators for 5–4 • Contains a thesis, possibly simplistic or a restatement, sustained by organization. • Chronological introduction may stand in place of thesis. • Responds to question unevenly but with specific examples; may omit one set of factors.

3–0: Weaker • Thesis is confused, absent, or merely restates the question. • Misconstrues the question or omits major tasks. • May contain major errors.

Indicators for 3–2 • Responds to question incompletely with limited specifics. • May contain multiple errors.

Indicators for 1–0 • Essays scored 0 or 1 may attempt to address the question but fail to do so. • May not contain specific evidence. • May contain a number of serious errors.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 7 Historical Background

Economic Factors:

• May 1933: German Labor Front replaces trade unions. • 1935 Nuremberg Laws and later loss of Jewish expertise and talent weaken German economy. • 1936 “Four-Year Plan” largely failed: steel, iron, fuel, rubber all heavily dependent on imports. • Food shortages continue until 1936, although rearmament did lead to economic recovery. • German exploitation of economic resources of conquered states effective in short-run. • Diversion of resources to pursuit of genocide proves costly. • Allied bombing highly destructive, although German industrial capacity continues to expand. • Soviet industrialization (5-Year Plans) underestimated. • U.S. economic might underestimated: Lend–Lease program; “Arsenal of democracy.” • Hitler’s refusal to commit to full war economy prior to 1943 is detrimental.

Diplomatic Factors:

• Hitler repudiates Versailles Treaty and League of Nations. • March 7, 1936: Hitler remilitarizes Rhineland. • October 1936: Germany allies with Italy, followed by Anti-Comintern Pact with Japan. • September 1939: Having agreed to the absorption of the Czech Sudetenland the previous year, Chamberlain signed Munich agreement promising “peace in our time.” • April 6, 1939: Following invasion of Czechoslovakia, Britain signed defense pact with Poland. • May 1939: Germany and Italy enter military alliance, Pact of Steel. • August 23, 1939: Germany and Soviet Union sign Molotov–Ribbentrop Pact. • France and Britain declare war on Germany. • German invasion of Soviet Union in June 1941 invalidates Molotov–Ribbentrop Pact. • December 11, 1941: Germany declares war on United States, following Pearl Harbor. • Hitler unable to shake solidarity of Big Three (U.S., U.S.S.R., G.B.)

Military Factors:

• Hitler announces military expansion in 1935. • March 12, 1938: Anschluss brings Austria under German control. • March 16, 1939: Germany invaded Czechoslovakia, occupying Prague. • September 1, 1939: Germany invades Poland with 1.5 million troops—Blitzkrieg. • Spring 1940 saw defeat of Norway and Denmark, Netherlands, and Belgium. • June 14, 1940: Paris occupied, with Pétain signing armistice on June 22. • Britain, however, evacuates troops from Dunkirk and also survives the blitz. • June 22, 1941: Germany invades Soviet Union with 3 million troops. • Two-front war, German overextension. • Stalingrad, February 1943 leaves 300,000 German soldiers dead. • Allied technological and industrial capacity surpasses that of Germany. • Submarine warfare in Atlantic proves ineffective. • North African front collapses after El Alamein in November 1942.

AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES Question 7 Historical Background (continued)

• July 20, 1944: Disenchantment with Hitler’s military leadership leads to failed assassination attempt by Stauffenberg. • German preparation for D-Day invasion is misdirected.

Note: Many of the examples listed above fit under several of the headings. For instance, a student might correctly discuss the invasion of Russia as either a diplomatic or a military factor. The foregoing guide is just that, a guide. It is NOT a checklist.

AP® European History 2006 Scoring Guidelines Form B

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AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 1—Document-Based Question

Analyze the ways in which national and cultural identity in Alsace-Lorraine were perceived and promoted during the period from 1870 to 1919.

BASIC CORE: 1 point each to a total of 6 points

Note: Attribution alone is not sufficient to earn credit for point of view.

2 AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 1 (continued)

Politicians 1, 3, 5, 7, 8 Published 2, 3, 4, 8, 9, 10, 11, 12 Germans 1, 3, 4, 6, 8, 9, 10 Official documents 2, 3, 6 Chronological groupings Speeches: 2, 5, 7 Alsatians 2, 5, 7, 11, 12 Memoirs/autobiographies 11, 12

EXPANDED CORE: 0–3 points to a total of 9 points Expands beyond the basic core of 1–6. The basic score of 6 must be achieved before a student can earn expanded core points.

3 AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 2

How and to what extent did the Commercial Revolution transform the European economy and diplomatic balance of power in the period from 1650 to 1763?

9–6: Stronger These essays will illustrate the following qualities with varying degrees of effectiveness. • Has a clear, well-developed thesis. • Is well organized. • Supports the thesis with specific evidence. • May contain minor errors; even a 9 need not be flawless.

Indicators for 9–8 • Has a balanced discussion of BOTH economics and diplomacy of the era. • Specifically addresses the shifts in economy and diplomacy for the period.

Indicators for 7–6 • May use additional examples outside the time period. • Demonstrates less balanced treatment of either economy or diplomatic balance of power.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Responds to the question unevenly: task(s), evidence, chronology. • May contain errors, factual and/or interpretive.

Indicators: • Mentions both economic and diplomatic aspects but develops only one. • Offers few specific examples of change relating to the Commercial Revolution. • May be very generalized with little chronological connection.

3–0: Weaker These essays demonstrate the following qualities to varying degrees. • Thesis is confused, unfocused, absent, or simply restates the question. • Misconstrues the question, or omits major tasks. • May contain major errors.

Indicators for 3–2 • May completely ignore one of the question’s tasks (economy or diplomacy). • Contains vague/incorrect statements about the Commercial Revolution and economic/diplomatic effects.

Indicators for 1–0 • May attempt to address the question but fails to do so. • May not contain specific evidence. • May contain serious errors.

4 AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 3

Describe and analyze economic policies in Eastern and Western Europe after 1945.

Indicators for 9–8 • Correctly describes BOTH Eastern and Western European economic policies after 1945/World War II. • Has a balanced analysis to both regions with several examples.

Indicators for 7–6 • Has a less balanced approach (more on one region than the other). • Eastern economics may stress U.S.S.R. over other Eastern regions.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Responds to the question unevenly: task(s), evidence, chronology. • May contain errors, factual and/or interpretive.

Indicators: • Mentions both European areas but may develop only one sufficiently. • Offers little analysis in relation to the two policies. • May be very generalized with weak supporting evidence.

3–0: Weaker These essays demonstrate the following qualities to varying degrees. • Thesis is confused, unfocused, or absent, or simply restates the question. • Misconstrues the question, or omits major tasks. • May contain major errors.

Indicators for 3–2 • May completely ignore either one of the two regions’ economic policies. • May focus on political aspects of the Cold War or factors other than economics.

Indicators for 1–0 • May attempt to answer the question but fails to do so. • Provides minimal or no evidence; may contain serious errors.

5 AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 4

Analyze anti-Semitism in Europe from the Dreyfus affair in the 1890’s to 1939.

Indicators for 9–8 • Discusses anti-Semitism in Europe within the time limits given. • Covers the entire period using specific examples and analysis.

Indicators for 7–6 • Covers Dreyfus and Hitler well but is less detailed on period in between. • Analysis is less specific.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Responds to the question unevenly: task(s), evidence, chronology. • May contain errors, factual and/or interpretive.

Indicators of 5–4 • May tend to discuss only Dreyfus and the Hitler-era and nothing in between. • Indicates an unclear understanding of the Dreyfus affair or the time frame. • May be very generalized with little chronological connection.

Indicators of 3–2 • Mentions Dreyfus and Hitler with minimal analysis. • Demonstrates tendency to stress Holocaust (out of time frame).

Indicators of 1–0 • May attempt to address the question but fails to do so. • May not contain specific evidence. • Contains serious errors in content or analysis.

6 AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 5

How and to what extent did the methods and ideals of Renaissance humanism contribute to the Protestant Reformation?

Indicators of 9–8 • Discusses BOTH methods and ideals of Renaissance humanism and clearly establishes their impact on the Protestant Reformation. • Includes specific analytical examples that indicate a knowledge of both the methods and ideals of humanism.

Indicators of 7–6 • Discusses both methods and ideals but is less balanced in approach. • Makes basic connections between humanism and the Reformation.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Responds to the question unevenly: task(s), evidence, chronology. • May contain errors, factual and/or interpretive.

Indicators of 5–4 • Mentions both methods and ideals of humanism but develops only one sufficiently. • May conflate the terms, methods, and ideals. • Offers fewer examples connecting the Renaissance to the Reformation. • May be imprecise or very generalized with little analytical clarity.

3–0: Weaker These essays demonstrate the following qualities to varying degrees. • Thesis is confused, unfocused, or absent, or restates the question. • Misconstrues the question, or omits major tasks. • May contain major errors.

Indicators of 3–2 • Makes minimal connection between the Renaissance and the Reformation or humanism. • Focuses almost solely on the Renaissance or the Reformation.

Indicators of 0–1 • May attempt to address the question but fails to do so. • Is off task or may contain serious errors. • Is lacking in connection between the two movements.

7 AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 6

Analyze the intellectual foundations of religious toleration in eighteenth-century Europe.

Indicators of 9–8 • Connects more than one intellectual concept to eighteenth-century religious toleration. • Uses specific examples to analyze the connection between the two movements.

Indicators of 7–6 • Clearly connects one major intellectual movement to eighteenth-century religious toleration. • Supports the connection with analytical evidence.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Responds to the question unevenly: task(s), evidence, chronology. • May contain errors, factual and/or interpretive.

Indicators of 5–4 • Describes the intellectual foundations of toleration with little analysis. • May treat an intellectual movement well but has minimal connection to its impact on religion. • Is generalized or imprecise with few specific examples.

Indicators of 3–2 • Contains vague or incorrect statements about intellectual movements. • Demonstrates little awareness of the connection between intellectual ideas and toleration.

Indicators of 0–1 • May attempt to address the question but fails to do so. • Misunderstands the definition of intellectual, foundation, or religious toleration, and composes an essay based on that misunderstanding. • Contains serious errors; provides minimal or no evidence.

8 AP® EUROPEAN HISTORY 2006 SCORING GUIDELINES (Form B) Question 7

Discuss how the two structures (Arch of Triumph, Paris, 1806–1836, and the Crystal Palace, London, 1850–1851) reflect the societies and cultures that produced them.

Indicators for 9–8 • Explains how each structure is reflective of BOTH the social and cultural environment of their era. • Has a balanced approach to both structures and to the environment.

Indicators for 7–6 • May conflate the terms society and culture. • Less balanced explanation either on monuments or social/cultural explanations.

5–4: Mixed • Contains a thesis, perhaps superficial or simplistic. • Responds to the question unevenly: task(s), evidence, chronology. • May contain errors, factual and/or interpretive.

Indicators of 5–4 • Mentions both monuments but effectively analyzes only one. • Offers little analysis of the monuments to society/culture. • Offers generalized information on society, culture, or monuments.

Indicators of 3–2 • Contains vague statements about the monuments and their social/cultural environment. • Shows heavy dependence on mere description; minimal connection to question tasks.

Indicators of 1–0 • May attempt to address the question but fails to do so. • Shows almost total dependence on description. • Includes serious errors that indicate no understanding of the eras or the monuments.

AP® European History 2007 Scoring Guidelines

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AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 1—Document-Based Question

Identify the various assumptions about children in early modern Europe, and analyze how these assumptions affected child-rearing practices.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis may not simply restate the question. The thesis must make some effort to address both assumptions and practices (with examples), though it may do so unevenly. The thesis must suggest a minimal level of analysis or context (drawn from the documents). It need not appear in the first paragraph.

2. Discusses a majority of the documents individually and specifically. The student must use at least seven documents—even if used incorrectly—by reference to anything in the box. Documents cannot be referenced together in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest …”). Documents need not be cited by number or by name.

5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by • Relating authorial point of view to author’s place in society (motive, position, status, etc.) OR • Evaluating the reliability of the source OR • Recognizing that different kinds of documents serve different purposes OR • Analyzing the tone of the documents; must be well developed

Note: (1) Attribution alone is not sufficient to earn credit for point of view. (2) It is possible for students to discuss point of view collectively (e.g., Locke and Rousseau taken together), but this counts for only one point of view.

© 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 1—Document-Based Question (continued)

6. Analyzes documents by explicitly organizing them into at least three appropriate groups. A group must contain at least two documents that are used correctly. Groupings and corresponding documents may include the following (not exclusive):

Treasure and worthy of love 1, 2 Insufferable and annoying 4, 6 Traditional/harsh 3, 4, 6, 8 Corporal punishment 3, 8 Reason 9, 10, 11, 12 Religious/spiritual 2, 7, 10 Obey their parents 2, 7, 10 Gentle 1, 2, 9, 10, 11, 12 Progressive 10, 11, 12 Education 1, 3, 8, 9, 10, 11, 12 Parents 1, 2, 4, 8, 10 Patriarchal 1, 7, 8, 10 Philosophers 6, 11, 12 Detached 4, 6, 12 Inferior 4, 6

EXPANDED CORE: 0–3 points to a total of 9 points

Expands beyond the basic core of 1–6. The basic score of 6 must be achieved before a student can earn expanded core points. Credit awarded in the expanded core should be based on holistic assessment of the essay. Factors to consider may include the following:

• Has a clear, analytical, and comprehensive thesis • Uses all or almost all of the documents (11–12 documents) • Uses the documents persuasively as evidence • Shows understanding of nuances of the documents • Analyzes point of view or bias in at least four documents cited in the essay • Analyzes the documents in additional ways (e.g., develops more groupings) • Recognizes and develops change over time • Brings in relevant “outside” information

Question 1—Document-Based Question (continued)

A CLOSER LOOK AT POINT OF VIEW IN THE 2007 DBQ

Students must make a reasonable effort to address point of view in at least three documents, and there were many means by which they could demonstrate point of view in the 2007 DBQ. However, readers did not award credit for “canned” or formulaic attempts at point of view that did not show some degree of analysis as required in the core scoring guidelines.

Examples of ACCEPTABLE point-of-view analysis

Relating authorial point of view to author’s place in society “As a preacher and moralist, the advice that Jean Benedicti gives in his A Summary of Sins seems fairly predictable, since it is likely important to him as a moralist that children learn obedience and respect while it is important to him as a preacher that children learn to honor God (doc 7).”

“Cavendish, as both a woman and a member of the nobility, would likely hold this view since she may have been raised in privileged circumstances (doc 9).”

Evaluating the reliability of the source “John Locke can speak authoritatively on the subject of child-rearing since presumably, as both a philosopher and physician in the Enlightenment, he would have spent some time studying the issue before publishing an essay on education (doc 11).”

“Although Scheurl’s notes may be biased because they are of his own son, he is a perfect example of a parent who has pride in his son (doc 1).”

Recognizing that different kinds of documents serve different purposes “Since Martin Luther is expressing his grief and even his failure to find comfort in his religion in a letter to a friend, it is reasonable to assume that this document contains more heartfelt and honest sentiments than a more official public document (doc 2).”

Examples of UNACCEPTABLE point-of-view analysis

“Margaret Cavendish, Duchess of Newcastle, in a letter from the 1620s that describes her upbringing, explains that her mother avoided terrifying her children with threats (doc 9).” Why is this unacceptable? This is merely attribution with no attempt at further analysis beyond the stated information from the document itself.

“Margaret Cavendish, Duchess of Newcastle, recalls fond memories of the times when she was a child. She reminisces about past memories and views her mother with care and love for she was a devoted parent. Cavendish’s letter is truly reliable, for it is a primary source and thus her comments are factual.” Why is this unacceptable? It restates the document’s content and does not explain why Cavendish held these views; the comment about reliability is simply formulaic.

“Because this statement was made by a philosopher and physician, it reflects the attitudes of this time period.” Why is this unacceptable? Again, it is really just attribution, as the student makes no effort to explain how or why Locke’s position as a philosopher and physician reflects the attitudes of the period.

Question 1—Document-Based Question (continued)

“Michel de Montaigne’s essay from 1580 is biased when he says that newborn children have neither mental activities nor recognizable body shape by which to make themselves lovable (doc 6).” Why is this unacceptable? This statement merely asserts that Montaigne is biased, with no attempt to explain why he may be inclined toward bias; the second part of the statement is simply a reference to the content of the document.

“Christoph Scheurl wrote annual notes on the progress of his son, and he claimed that his son delighted in learning. These were personal notes to himself.” Why is this unacceptable? Although it may be relevant that these were notes Scheurl wrote for himself, this statement makes no attempt to explain why this may be significant in the interpretation of the document.

Question 1 Document Summary

Document 1: Christoph Scheurl, Nuremberg jurist and diplomat, annual notes to himself on his son Georg’s growth and progress, Nuremberg, Germany 1538 Scheurl reports that his six-year-old son is growing fast, likes to learn, and is reciting the Donat from memory. He says grace and “keeps his hands clasped so that he is not looked on as a child.” He chatters away, drinks new wine, and leaps about the house. “He holds his father dearer than his mother and his brother. . . .”

Document 2: Martin Luther, Protestant reformer, letter to a friend on the death of Luther’s thirteen-year-old daughter Magdalene, Wittenberg, Germany, 1542 “. . . [W]e are unable to refrain from . . . grieving. The features, the words, and the movements of our . . . obedient and respectful [daughter] remain engraved in our hearts; even the death of Christ is unable to take all this away as it should. You, therefore, please give thanks to God in our stead.”

Document 3: The Domostroi, a Russian manual on household management, Moscow, 1550s “A man who loves his son will whip him often so that . . . he may be a joy to him. He who disciplines his son will . . . take pride in him. . . . He who gives his son a good education will make his enemy jealous and will boast of him among his friends.”

Document 4: Benvenuto Cellini, metal crafter and sculptor, autobiography, Florence, Italy, 1550s Cellini went to see his two-year-old natural son, who was being nursed by the wife of one of his workmen, and he comments: “I found the boy in very good health. Sad at heart, I kissed him; . . . [the boy] refused to let me go, . . . breaking into a storm of crying and screaming. . . . [T]his was beyond belief. I detached myself . . . and left him crying his eyes out.”

Document 5: Pieter Brueghel, the Elder, detail from Children’s Games, Spanish Netherlands, 1560 The painting depicts children engaged in games and activities.

Document 6: Michel de Montaigne, published essay, Bordeaux, France, 1580 “I cannot abide that passion for caressing newborn children, which have neither mental activities nor recognizable bodily shape by which to make themselves lovable, and have I never willingly suffered them to be fed in my presence.”

Document 7: Jean Benedicti, Franciscan preacher, moralist, and professor of theology, A Summary of Sins, Lyon, France, 1584 The child is obligated to obey the command of the father “except in matters that are against his conscience and the honor of God. . . . Likewise, if the father or the mother . . . [sells] the honor of their daughter, [and] commands her to submit to intercourse . . . , [she] must definitely not obey them, but rather suffer death, however poor her parents may be.”

Document 8: King Henry IV, letter to Madame de Montglat, governess to the king’s six- year-old son, Louis, Paris, 1607 “I have a complaint to make. . . . I . . . command you to whip [my son when] . . . he is obstinate or misbehaves, knowing . . . that there is nothing in the world which will be better for him than that. I know this from [my own] experience, . . . for when I was his age I was often whipped. That is why I want you to whip him and make him understand why.”

Question 1 Document Summary (continued)

Document 9: Margaret Cavendish, Duchess of Newcastle, letter describing her upbringing, Colchester, England, 1620s “We were bred tenderly, for my mother . . . did strive to please and delight her children” rather than to terrify them with “threats, or lashing them with slavish whips. . . . [I]nstead . . . , reason was used to persuade us, and . . . deformities of vice were discovered, and the graces and virtues were presented unto us.”

Document 10: William Blundell, English Catholic gentleman, “An Exercise for the Children to Embolden Them in Speaking,” a dialogue performed by Blundell and his nine- year-old daughter, Lancashire, England, 1663 This is a conversation between a father and daughter about the father’s obligation to correct his daughter through God by praying and mending, rather than by using the rod. The daughter is grateful, because she expected much worse.

Document 11: John Locke, English philosopher and physician, “Some Thoughts Concerning Education,” London, 1693 Even though children are rational creatures, “I talk of reasoning with children . . . as is suited to . . . [their] capacity and apprehension. Nobody can think a boy of three or seven years should be argued with as a grown man. . . . [Y]ou should make them sensible by the mildness of your carriage” and show that what you do is reasonable and not done “out of caprice, passion, or fancy. . . .”

Document 12: Jean-Jacques Rousseau, philosophe, Émile or On Education, Amsterdam, 1762 “An excess of rigor and an excess of indulgence are both to be avoided. If you let children suffer, you expose their health . . . [and] make them miserable. . . . If by too much care you spare them every kind of discomfort, you are preparing great miseries for them; you make them delicate, sensitive.”

Question 2

Analyze the impact of the rise of militarism and the Second World War on the lives of European women. In your answer consider the period 1930 to 1950.

8–9 Points • Thesis is explicit and fully responsive to the question. • Thesis is supported with substantial evidence and well-developed examples. • Major topics suggested by the prompt are all covered at some length (militarism, Second World War, full 1930-50 period). • Essay is well balanced and demonstrates understanding of the diversity of experience of European women during the entire period. (This is most commonly expressed through distinctions between or among nationality, region, or military alliances.) • Analyzes at least two types of women’s roles and or impacts on women (e.g., military, domestic, agricultural, or professional). • Understands militarism as a prelude to the Second World War but need not deal explicitly with the concept. • May contain errors that do not detract from the argument.

6–7 Points • Contains a thesis that is responsive to the question. • Each major assertion is supported by at least one piece of relevant evidence. • All major topics suggested by the prompt are covered at least briefly. • Essay is balanced and contains some understanding of the experiences of European women either chronologically or geographically. (This is most commonly expressed through discussion of either one geographic region, military alliance, or country through the entire time period or two geographic regions, military alliances, or countries through a portion of the time period.) • Contains some analysis of types of women’s roles or impacts on women (military, domestic, agricultural, or professional). • May deal with militarism in a limited fashion. • May contain an error that detracts from the argument.

4–5 Points • Thesis is relevant but may not address militarism (addresses question with generally accurate but limited specific information). • Contains a limited discussion of at least one portion of the time period with limited understanding of the diversity of women’s experiences. (This is most commonly expressed through reference to one geographic region, military alliance, or country. May largely discuss Europe in general or deal exclusively with the Second World War.) • Contains at least one specific reference to a type of women’s role or impact on women (military, domestic, agricultural, or professional). Analysis may be limited. • Essay shows some imbalance; may focus only on militarism or the Second World War. • May contain errors that detract from the argument.

Question 2 (continued)

2–3 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective; does not support analysis. • Offers very limited specific evidence concerning the experiences of European women; may cite only one nongeneric example. • Conflates militarism and World War II. • May contain numerous errors that detract from the argument.

0–1 Point • No discernable attempt at a thesis. • No discernable organization. • Addresses the question only in general terms not specifically relevant to the period. • Only notes that women worked and/or suffered without providing specific evidence. • May contain significant errors that detract from the argument.

Question 2 Historical Background

The peace settlement at the end of the First World War was more of a truce, or cease-fire, than a genuine “peace agreement.” The children of those who had fought the “Great War” would fight the Second World War, following a decade of virulent militarism. By the 1930s, several of the major powers were committed to overturning the Peace of Paris and thus began to rapidly increase military production (in violation of the terms of several treaties in some cases). The Great Depression of the 1930s provided further incentive for some European nations to begin militarization in earnest as a way of creating employment opportunities.

Between 1930 and the outbreak of the Second World War, every European country, including democratic ones, had concerns about what the falling birth rates would do to the supply of soldiers, if war should break out. Women were also trained, long before the outbreak of the war, in civil defense units, as every government expected future wars to involve a far more extensive use of airpower than previous ones. In the first half of the 1940s, during the hostilities, most nations had committed their civilian populations to “total war.” Even in nations such as Italy and Germany, where women of the early 1930s had been encouraged to remain at home, providing their nations with more numerous progeny, women began to enter the workforce, but usually only to increase agricultural production, while men engaged in battle. Their presence in industrial workplaces was still discouraged, especially in Germany. Women also contributed directly to the war effort by serving in field hospitals as nurses and medics or by transporting goods and weapons to the troops. In the Soviet Union, some women even participated in combat, most notably in the Soviet Air Force.

Following the war, many women remained active in the workforces of European countries, as the total devastation of many regions virtually required their participation in Europe's reconstruction. In France and Italy, women finally gained the franchise in 1945, in recognition of their contributions to civil society, and their political rights.

Specific Information Relevant to Question 2

Note: The list that follows is suggestive, not prescriptive, and is not intended to be exhaustive. It is organized largely by geography, because this is the way many students approached the question with respect to specific examples, but other organizational structures are possible and were used by some students.

Russia Night witches (combat pilots) and snipers; women in combat, resistance Active in farms and factories in 1930s Stalin reduced women’s rights in Russia from revolutionary gains Holocaust Starvation and food shortages (Leningrad, Stalingrad) Women depicted in posters and art as motivators Women utilized in the workplace to strengthen the state

Eastern Europe Women remain in factories after war Holocaust In Balkans, women revert to prewar status and rights

Question 2 Historical Background (continued)

Germany Lebensborn program; women as breeders Women on a pedestal; glorification of motherhood Loss of positions in professions Nazis do not want women to work, but they go to work in factories anyway, especially late in the war Women as motivators through propaganda, including posters Militarism seen as German rearmament Suffering in concentration camps, bombing, occupation

Italy Mussolini and “Battle for Births,” but birth rate goes down No factory work wanted for women Women gain rights after WWII

France Suffrage won in 1945; women vote Simone de Beauvoir, The Second Sex, after WWII Resistance fighters: rescued British pilots, hid Jews, engaged in sabotage, and served as spies and messengers Women lose jobs in the Depression

Britain Women lose jobs after WWI (Depression era) Women in factories again to manufacture various war materials Sending children out of London during the Blitz Propaganda posters as motivators Nurses in Battle of Britain help wounded Take over traditional male jobs owing to mobilization/military service/deaths of men Role in food rationing, using substitutes, doing without items such as gasoline, rubber, and nylons Women in noncombat military roles European equivalents of “Rosie the Riveter” as role models and propaganda devices (note that Rosie herself is American and not appropriate) Further rights, opportunities won to complement suffrage gained after WWI

Combat Areas Threatened by bombing, military attacks Serious shortages Work in dealing with air raids; wardens in blackouts Food shortages, starvation, family disruption

Jewish Women Die in Auschwitz Survive to tell stories Protect their children

Question 2 Historical Background (continued)

Aspects of Militarism Stockpiling weapons/rearmament Gearing up factories for war production Societal acceptance of military mindset Physical education programs for youth Propaganda to promote nationalism/militarism: posters, film, print media Cult of domesticity/baby production to create future soldiers Nationalism Development of technology for military purposes Glorification of soldiers, war, and “masculine virtues” Emphasis on role of women in supporting state/race/ideology Reduction of women’s rights/opportunities

Many other examples were used, despite the appearance that they were drawn from experiences of Americans or Europeans during nineteenth-century or earlier wars, ranging from the Crimean War to World War I. These items were not considered as effective specific evidence, because they were not European or not responsive to the question, which dealt with the period 1930-50.

Question 3

Considering the period 1953 to 1991, analyze the problems within the Soviet Union that contributed to the eventual collapse of the Soviet system.

8–9 Points • Thesis explicitly identifies and defines the problems within the Soviet Union in the period 1953-91 that contributed to the collapse of the Soviet system. • Essay is clearly organized, consistently followed, and effective in support of the argument regarding the problems within the Soviet Union that led to the collapse of the Soviet system. • Essay is balanced, analyzing at least TWO major problems within the Soviet Union AND how and why such problems led to the collapse of the Soviet system; essay takes into account the chronological parameters required by the question. • At least TWO major problems within the Soviet Union that led to the collapse of the Soviet system are supported with multiple pieces of relevant evidence. • May contain errors that do not detract from the argument.

6–7 Points • Thesis is explicit and responsive to the question but may not fully define the problems within the Soviet Union that contributed to the collapse of the Soviet system. • Essay is adequately organized, supportive of the argument, but may on occasion stray off task in terms of the prompts of the question (analysis, problems within the Soviet Union, linkage of such problems to the collapse of the Soviet system, coverage of the period 1953-91). • Essay analyzes at least TWO major problems within the Soviet Union AND how and why such problems led to the collapse of the Soviet system but not in equal depth; essay may concentrate on the post-1985 period but suggests at least some awareness of the broader chronology required by the question. • At least TWO major problems within the Soviet Union that led to the collapse of the Soviet system are supported by at least ONE piece of relevant evidence each. • May contain one error that detracts from the argument.

4–5 Points • Thesis explicitly addresses the question but may provide no development of its arguments. • Essay is organized but may not always address the requirements of the question (analysis, the period 1953-91, problems within the Soviet Union, linkage to the collapse of the Soviet system). • Essay shows some imbalance; some of the major topics suggested by the prompt may be neglected: (1) may only provide effective analysis for only one problem within the Soviet Union that led to the collapse of the Soviet system; (2) may describe MULTIPLE problems within the Soviet Union that led to the collapse of the Soviet system; (3) may focus exclusively on the period after 1985. • At least ONE of the problems within the Soviet Union is supported by at least one piece of relevant evidence. • May contain more than one error that detracts from the argument.

Question 3 (continued)

2–3 Points • Contains no explicit thesis OR the thesis provided may be irrelevant OR inaccurate OR is simply a paraphrase of the question. • Essay lacks organization and may wander off task repeatedly; fails to respond effectively to the question by focusing on the Cold War OR Soviet relations with its Eastern European satellites OR Russian and/or Soviet history before and/or after the time period 1953-91. • Essay shows serious imbalance, because most major topics suggested by the prompt are neglected (may simply describe problems, either within or outside the Soviet Union, may provide no linkage between the problems within the Soviet Union and the collapse of the Soviet system, may demonstrate no knowledge of the chronology). • Most assertions may be generalized OR rarely supported by relevant evidence. • May contain several errors that detract from the argument.

0–1 Point • Essay lacks any discernable thesis OR is simply a paraphrase of the question OR an irrelevant AND inaccurate thesis. • Disorganized response suggests little or no understanding of the question. • Essay may be polemical rather than analytical OR may not attempt to discuss problems and/or collapse in any effective way OR shows no knowledge of the proper chronology. • Offers little or no supporting evidence. • May contain numerous errors of interpretation and/or fact that detract from the argument.

Question 3 Historical Background

Material in this section is derived from the following texts:

Hunt et al., The Making of the West (2nd edition, 2005) Kagan et al., The Western Heritage (8th edition, 2004) McKay, A History of Western Society (8th AP edition, 2006) Palmer, Colton, and Kramer, A History of the Modern World (9th edition, 2002) Spielvogel, Western Civilization (5th edition, 2003)

In addition, textbooks by Coffin and Stacey, Hollister, Levack, Hause and Maltby, and King and Chambers were scanned. They do not appear to provide anything that cannot be found in the textbooks listed above.

CENTRAL TOPICS

Late Stalinism (1945-53)

All of the textbooks offer some discussion of the Soviet regime’s foreign and domestic policies between the end of the World War II and Stalin’s death, with Palmer providing the most thorough treatment. Most texts take note of the tremendous devastation experienced by the USSR as a result of World War II, although no consensus exists regarding the extent of the damage, especially when noting the loss of life (generally placed at between 20 million and 25 million dead.) Some textbooks indicate that the Soviet population hoped the Soviet regime would reward the public’s heroic efforts during the war with greater freedom and more consumer goods. Hunt notes that some peasants expected an end to collectivization, while Kagan indicates that public expectations included less repression and more consumer goods. Stalin, however, moved quickly to reassert control over society and the economy. Palmer emphasizes the growth of the Gulag during and after World War II, describing “tighter ideological restrictions” and xenophobia. McKay also speaks of purges and “cultural conformity” and the emphasis on heavy industry and the military to the relative neglect of consumer goods, agriculture, and housing. Spielvogel likens Stalin’s postwar policies to those of the 1930s, writing of growing political and cultural repression, as well as the focus on heavy industry and the military, with low levels of consumption and continued housing shortages. Kagan writes that with recovery and reassertion of authority as his principal objectives Stalin continued purges until his death in 1953. Hunt, while not denying that Stalin emphasized economic recovery and greater collectivization, also describes the creation of a welfare state, with the regime offering child care, family allowances, and maternity benefits, as well as modest national health care. All of the textbooks describe Stalin’s imposition of Communist regimes in Eastern Europe between 1945 and 1948, linking the process to the Cold War. The Eastern European satellites adopted, to varying degrees, Soviet economic, social, and political policies in the years after World War II.

Nikita Khrushchev and De-Stalinization (1953-64)

Stalin died in 1953, leaving a distinctive legacy to his successors. Palmer identifies industrialization, victory in World War II, expansion into Eastern Europe, and the establishment as a military and nuclear superpower, pointing out that such an achievement came with “a heavy human cost.” Initially a collective leadership, the regime was eventually led by Nikita Khrushchev, although the books offer different dates for his unquestioned domination of his colleagues. Despite his background, Khrushchev eventually challenged aspects of the Stalinist legacy. Palmer characterizes the Khrushchev era as an “abortive effort at reform,” and McKay states that the party leadership acknowledged the need for reform and that de- Stalinization was “genuine.” Kagan characterizes Khrushchev’s policies as a “retreat from Stalinism but

Question 3 Historical Background (continued)

not authoritarianism,” whereas Hunt notes that cultural freedom was “erratic and uneven,” although Khrushchev is viewed as more sympathetic to urban and rural complaints. All of the books mention Khrushchev’s denunciation of some aspects of Stalinism in his “Secret Speech” delivered before the Twentieth Party Congress in 1956, even if certain terms (“cult of personality,” “Secret Speech,” “thaw,” and “Twentieth Party Congress”) do not appear in every textbook. The books also vary in their coverage of the Khrushchev reforms. Some of the authors indicate that under Khrushchev the prison system known as the Gulag began to release its prisoners (Spielvogel, Hunt). Agricultural reform is treated most thoroughly by Palmer, who uses the term “virgin lands” in Central Asia and judges Khrushchev a failure because he did not alter the bureaucratic system of collectivization. Spielvogel and Kagan offer less detail: Spielvogel writes of failed efforts to grow more corn and the cultivation of lands east of the Urals, while Kagan indicates greater grain cultivation but “ultimate failure” and the need to import grain from abroad. He credits Khrushchev with the removal of some restrictions on private cultivation but offers no details. McKay limits his remarks to greater spending on agriculture, while Hunt merely notes greater spending by the state on consumer goods. All of the textbooks mention the unrest in Eastern Europe that followed the “Secret Speech” and the differences in the Soviet responses to Poland and Hungary. Treatment of Khrushchev’s administrative and party reforms tends to be sketchy and not very developed. Spielvogel refers to attempts by Khrushchev to limit the privileges of the party elite and links such efforts at least in part to the fall from power in 1964; Kagan speaks of limited economic decentralization but offers no details; McKay notes that Khrushchev “shook up” the party and added new members. Hunt indicates that the courts operated in a less repressive manner with some limits placed on the secret police. Palmer also writes of “restraints” on the secret police; he is more precise in identifying economic decentralization and adds that some central planning ministries were moved from Moscow, with their authority granted to regional economic councils. Regarding the party, he credits Khrushchev with an unsuccessful effort to introduce term limits for some party posts, an effort defeated by the concerted opposition of government and party bureaucrats. All of the textbooks discuss the greater degree of cultural freedom known as the “thaw,” although not all authors use the term. Four of the authors address the issue of inconsistency in cultural policy by comparing the regime’s treatment of Boris Pasternak and Alexander Solzhenitsyn; the exception is Spielvogel, who only refers to the publication of Solzhenitsyn’s One Day in the Life of Ivan Denisovich in 1962. Miscalculations in foreign policy along with failed domestic policies and attacks on the privileges of the apparatchiks ultimately contributed to the removal of Khrushchev by his colleagues in 1964.

The Brezhnev–Andropov–Chernenko Era (1964-85)

Palmer indicates that the new Soviet leadership intended to rebuild Soviet military strength at all costs without much regard to the impact of such a policy on the Soviet economy. Ultimately, the regime pursued détente with the United States in the 1970s in part to gain access to Western aid in order to deal with the economic problems caused by the arms race. That assistance took the form of technology, credits, and grain. Brezhnev displayed no tolerance for any deviation in Eastern Europe; in 1968 Soviet and Warsaw Pact forces crushed Czechoslovakia’s “Prague Spring,” justifying intervention by the so-called Brezhnev Doctrine. The Soviet leadership felt confident enough of its authority to sign the Helsinki Accords in 1975, despite its pledges to respect human rights. Palmer indicates that the pledge would encourage Soviet dissenters to challenge repression within the USSR. Ultimately more serious was the decision in 1979 to prop up a neighboring Communist regime in Afghanistan, which plunged the Soviet Union into a prolonged war that the text likens to Vietnam. By the 1980s, the country was in deep trouble, a reality acknowledged even by the leadership who in desperation selected Mikhail Gorbachev leader of the Soviet state.

McKay claims that Brezhnev pledged to maintain the status quo and rejected the previous campaign of de- Stalinization. “Re-Stalinization” took place under a collective rather than an individual dictatorship; © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 3 Historical Background (continued)

coercion replaced terror. Dissidents were generally blacklisted rather than executed. Soviet citizens experienced a gradual improvement in the standard of living despite continuing shortages of basic commodities. Brezhnev also took care to preserve the privileges enjoyed by the party elite. The party increasingly identified itself with Russian nationalism, fearful of possible demands for greater autonomy or even independence from Eastern Europe and the ethnic minorities living within the Soviet Union. The text mentions the arms buildup of the 1960s without Palmer’s assessment of the impact of such a policy on the Soviet economy. A tight grip was maintained on Eastern Europe (the text mentions the invasion of Czechoslovakia in 1968 and the Brezhnev Doctrine) and the Helsinki Accords’ pledges on human rights were ignored. The troublesome critic Alexander Solzhenitsyn was expelled from the Soviet Union and went into exile. To many observers, the Soviet Union of the 1970s appeared a stable society. McKay takes note of the “social revolution” that occurred during the Brezhnev era—the continued urbanization of the country, the growth of educated experts who desired greater intellectual freedom and the emergence of a “civil society” that began debating “nonpolitical” issues. At the time of Brezhnev’s death in 1982, the new Soviet leader, Yuri Andropov, recognized the existence of some social problems (the text mentions the apathy among the masses), but the Communist party appeared solidly in control. The decision to invade Afghanistan in 1979, however, served to rekindle the Cold War.

Spielvogel cites Brezhnev’s pledge of “no experimentation” as evidence of a party leadership that intended to promote stability. The regime stamped heavily on dissent (the text mentions Czechoslovakia in 1968 and the punishment of Andrei Sakharov). Spielvogel points out that Brezhnev continued the emphasis on heavy industry, a policy that eventually resulted in the gradual decline of economic growth. He concludes that centralized planning put in place a bureaucracy that “discouraged efficiency and reduced productivity.” The economic system of guaranteed employment and the absence of incentives produced “apathy, complacency, absenteeism, drunkenness” among the workers. The ruling order was based on patronage, which led to “inefficiency and corruption.” The nation’s inability to feed itself was concealed by purchases of grain from the United States. Spielvogel says little about the Helsinki Accords except that the Soviets signed despite its pledge to respect human rights. The invasion of Afghanistan in 1979 is likened to Vietnam in its effect on the USSR. By 1980, the declining economy, rising mortality rates, a surge in alcoholism, and loss of belief in the system had created demands for reform within the party.

Kagan describes the Brezhnev domestic policies as a return to Stalinism. He emphasizes greater repression (the expulsion of Alexander Solzhenitsyn in 1974) but also shows awareness of the emergence of a dissident movement (Andrei Sakharov and the calls to respect the Helsinki Accords). Nevertheless, the emphasis is on repression (harassment of Soviet Jews, use of psychiatric hospitals against dissidents and house arrest). The party is described as becoming more rigid and corrupt, demoralizing younger members of the party about to enter the Soviet bureaucracies. By the early 1980s, the Soviet Union had reached nuclear parity with the United States, but the regime was faced with a variety of foreign policy problems. The Soviet invasion of Afghanistan in 1979 (likened to Vietnam) demoralized the USSR; Eastern Europe was restive (Solidarity and the declaration of martial law in Poland in 1981); and the arms buildup undertaken by the Reagan administration (SDI is specifically mentioned) created formidable challenges. Kagan concludes that the American military buildup contributed to Soviet economic problems by forcing the Soviets to increase their military spending and thus helped bring about its collapse.

Hunt views the Soviet difficulties after Khrushchev as part of a global competition that challenged the legitimacy of the Soviet system. A rigid bureaucracy hindered Soviet scientific research, and the Soviet public by the 1970s showed increasing interest in the world beyond Soviet Russia (as measured by their television viewing habits). The regime is depicted as initially favoring reform, as evident in greater emphasis on the production of consumer goods (televisions, household appliances, cheap housing) and the efforts to encourage plant managers to earn a profit. In addition, cultural and scientific contacts with the West were easier. Repression returned, however, in the late 1960s and early 1970s (the invasion of © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 3 Historical Background (continued)

Czechoslovakia and the Brezhnev Doctrine in 1968, the expulsion of Alexander Solzhenitsyn in 1974, the use of psychiatric hospitals as prisons for dissidents, various forms of discrimination against Soviet Jews). Nevertheless, one of the consequences of the repressive measures was the growth of a dissident movement (samizdat culture.) At the end of the 1970s, the Soviet Union became involved in a costly war in Afghanistan. By the early 1980s, the Soviet Union faced a series of profound problems. Hunt identifies a deteriorating economy, corrupt political and economic management, a declining standard of living as evidenced by housing and food shortages, and increasing alcoholism that affected productivity and morale. Efforts to reform the system occurred at a time of growing protests by workers, artists, and intellectuals; instead of stabilizing the system, reform created greater rebellion.

Mikhail Gorbachev and the End of the Soviet Union (1985-91)

Palmer characterizes the collapse of the Soviet Union and Soviet rule in Central and Eastern Europe as an “implosion” with relatively little violence in Eastern Europe, with the exception of Romania. Gorbachev introduced a series of reforms that were intended to save Communism by reform. Perestroika is described as a “cautious” approach that was designed to eliminate restraints on the economy in order to address consumer demands. Gorbachev hoped to raise productivity, and improve the quality of goods by decentralization, extending self-management to economic enterprises, removing bureaucratic control over production, and providing incentives for greater productivity. In agriculture, he offered a limited transfer of land to entrepreneurs. Unfortunately, the economic problems of the nation intensified, as even these modest steps encountered considerable opposition from entrenched interests. In the end, most economic reforms existed only on paper. Glasnost was designed to allow Soviet citizens greater freedom in their investigations of Soviet society and history. The process ended the Communist party’s monopoly on power, as censorship gradually disappeared. Soviet citizens now learned the truth about poor harvests, inefficient state enterprises, and the Chernobyl accident. Gorbachev freed Andrei Sakharov from house arrest, permitted emigration by Soviet Jews, and took a more tolerant attitude toward religion. Once again, Stalin’s legacy came under criticism. Democratization followed, and Soviet citizens elected a Congress of People’s Deputies in 1989. In 1990, Gorbachev was elected president of the USSR by the Congress. By the late 1980s, however, the absence of economic progress resulted in growing criticism of Gorbachev for his failure to undertake a more radical reform program. Looser controls also led to nationalist upheaval in Eastern Europe and within the Soviet Union. In the satellite countries, long-time party oppression, the absence of a “civil society,” economic stagnation, environmental degradation, and debts to Western banks eventually resulted in a relatively nonviolent transfer of power in 1989 (Romania is identified as the exception to this pattern). Within the Soviet Union, greater freedom resulted in what Palmer identifies as “long-suppressed” ethnic rivalries (Georgia, the Baltic republics, and Azerbaijan versus Armenia are specifically mentioned). As the economic situation worsened and as the Baltic republics threatened secession, Gorbachev temporarily shelved reform (the 500 Days economic plan and pressure on Lithuania are mentioned). Democratic reformers viewed such measures with alarm and increasingly turned to other political leaders. Boris Yeltsin, expelled from the Communist leadership in 1987, was elected president of Russia in 1991. Hard-liners, faced with the possible breakup of the Soviet Union, attempted to seize power in a failed coup in August 1991. Eventually, leaders of some of the republics agreed to create a loose federation, the Commonwealth of Independent States (CIS). Gorbachev, who is called “crucial in the destruction of the Soviet system,” resigned in December 1991.

McKay argues that the Gorbachev reforms contributed to the collapse of the Soviet Union, despite the fact that destruction of the system was not Gorbachev’s intention. Gorbachev gained office as the economy worsened in the mid-1980s. Initially, he attacked corruption and incompetence within the bureaucracy and alcoholism in society, although the text does not offer any specific examples. Perestroika, which the text describes as “timid,” meant the abandonment of some price controls, greater independence for state enterprises, and the establishment of some profit-seeking cooperatives. Glasnost, viewed as “bold and far- © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 3 Historical Background (continued)

reaching,” led to a reduction of censorship and renewed criticism of Stalin. Finally, democratization resulted in an attack on corruption within the Communist party and free elections in 1989 for the Congress of People’s Deputies. One consequence of democratization was increased demands for autonomy and/or independence (Georgia in 1989). Revolutions in Eastern Europe in 1989, which began with Solidarity and Poland, ended Communist rule in most of Eastern Europe in a relatively peaceful manner (Romania is identified as the exception). By 1990, some of the non-Russian republics within the Soviet Union demanded independence (Lithuania is mentioned). Gorbachev, who had been chosen president, experienced continuing erosion of his authority and proved reluctant to risk full elections. He faced criticism from those who felt he was proceeding too slowly (Boris Yeltsin) and hard-liners, who executed a futile coup in August 1991 in order to save the Soviet Union. The USSR, which ended in December, ultimately lost the “will and the means to be a superpower.”

Spielvogel states that Gorbachev came to power in 1985, succeeding an ailing leadership. The clear decline in the standard of living was evident in the growing technological gap between the Soviet Union and the West (computers are specifically identified). Perestroika involved a reordering of economic policy, offering limited free enterprise and some opportunities for the ownership of private property. The limited progress persuaded Gorbachev to expand his reform program to include changes in the social and political order of the country. Glasnost encouraged a frank and open discussion of problems within the Soviet system. Political reform permitted non-Communist groups to compete in the 1989 elections for the Congress of People’s deputies. In 1990, Gorbachev was elected president of the Soviet Union. Confronted with revolutions in Eastern Europe in 1989, Gorbachev chose not to interfere with the removal of Communist regimes. More seriously, the period 1988-90 witnessed the emergence of nationalist movements and ethnic violence within the Soviet Union (Georgia in 1988, Lithuanian independence in 1990). Spielvogel notes that the USSR contained 92 nationalities and 112 recognized languages. As the regime tottered, Gorbachev struggled with opposition from the new democratic forces led by Boris Yeltsin and the “old guard,” who opposed reform. The 1991 August coup carried out by conservative forces within the KGB, military, party, and government failed and accelerated the collapse. Ukraine declared independence later that year; eventually Russia, Ukraine, and Belarus proclaimed the creation of a voluntary federation, the Commonwealth of Independent States (CIS).

Kagan defines the collapse of the USSR as an “implosion.” A variety of problems (economic stagnation, party corruption, the war in Afghanistan) weakened Soviet authority, but “what brought those forces to a head and began the dramatic collapse of the Soviet Empire was the accession to power of Mikhail Gorbachev in 1985.” Attempts at reform released forces that ultimately destroyed the Soviet Empire. Gorbachev took office confident that the Soviet system could be reformed, but his reforms released social forces he proved unable to control. Perestroika was introduced in order to revive the economy and raise the standard of living. The size and authority of centralized economic ministries was reduced, better wages and greater liberties were promised (Kagan mentions the 1989 coal miners’ strike in Siberia), and in 1990, Gorbachev advocated recognition of the principle of ownership of private property and “liberalization” of the economy. The modesty of early attempts at economic reform pushed Gorbachev to endorse more radical political reforms. Glasnost reduced the level of censorship and encouraged an open discussion of Soviet history and institutions. Democratization resulted in relatively free elections in 1989 to the Congress of People’s Deputies and the eventual selection of Gorbachev as president. In the face of the 1989 revolutions in Eastern Europe, Gorbachev refused to interfere militarily as the former satellites moved toward independence. The most devastating problem faced by the Soviet regime between 1986 and 1991, however, proved to be the nationalities question within the Soviet Union. Ethnic violence erupted (Georgia in 1989, Azerbaijan and Lithuania in 1990, the Central Asian republics of Azerbaijan and Tajikistan in 1990-91). As Gorbachev reduced the size of the Soviet military, some of the Soviet republics began to establish their own military forces. Resistance to conscription by some republics provided further evidence of growing opposition to central Soviet authority. As the Communist party abandoned its monopoly on © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 3 Historical Background (continued)

power, Gorbachev faced criticism from the “old guard,” which fought to preserve the structures of the Soviet system; democratic forces led by politicians like Boris Yeltsin, who demanded an acceleration of efforts to establish democratic institutions and a market economy; and regional unrest as the Baltic republics pushed in the direction of independence. The effort by hard-liners in August 1991 to halt changes in the constitutional arrangement failed, and the Soviet Union ceased to exist in December 1991.

Hunt credits Gorbachev with recognition of the country’s problems. His aim was reform not the elimination of socialism. By the mid-1980s, the Soviet Union suffered from low fertility rates; massive grain imports, because 20 to 30 percent of Soviet grain rotted in the fields, owing to the inefficient state-directed economy; industrial pollution; a huge bureaucracy that prevented innovation and failed to produce a decent standard of living; staggering military spending that at 15 to 20 percent of GNP reduced the availability of resources for consumer goods; and a cynical younger generation with no memory of Stalin or World War II. Hunt places these problems within the context of the 1960s, an era that saw criticism of certain features of postindustrial society—the concentration of bureaucratic power, environmental degradation that resulted from an emphasis on industrialization, and social inequality. Neither the Soviet Union nor the satellites ever addressed these concerns. Perestroika sought to raise the standard of living by promoting productivity, greater investment in modern technology and encouraging some market reforms like prices and profits. Glasnost, stirred in large part by the mishandling of the 1986 Chernobyl nuclear accident, led to criticism of party officials, existing social problems, and, ultimately, the Soviet past. In local elections held in Moscow in 1989, not a single Communist was elected—a sign of the nation’s alienation from the regime. Gorbachev is credited for refusing to intervene militarily in the Eastern European revolutions of 1989 and with reducing Cold War tensions, withdrawing from Afghanistan, for instance, in 1989. By the end of the decade, nationality groups within the Soviet Union demanding political and/or cultural autonomy were increasingly challenging Soviet authority. Hunt compares such pressures with the difficulties experienced by the Habsburg Empire at the beginning of the twentieth century. The Soviet leadership was confronted by more than 100 ethnic groups and 50 million Muslims. Throughout its history, the Soviet Union had attempted to create a Russian and Soviet identity while still respecting some local cultural traditions, but the efforts failed. Furthermore, perestroika failed to halt the breakdown of the economy (inflation, unemployment, and shortages of basic commodities). The system collapsed in 1991 in the face of ethnic violence (Tajikistan, Armenia, Azerbaijan), secession (the Baltic republics’ declaration of independence), the election of Boris Yeltsin as president of Russia, and a bungled coup in August by hard- liners (the latter is blamed for accelerating the collapse). Twelve of the 15 republics proclaimed the creation of a new federation, the Commonwealth of Independent States (CIS), and the Soviet Union dissolved on January 1, 1992.

Question 4

Analyze the problems and opportunities associated with rapid urbanization of western Europe in the nineteenth century.

8–9 Points • Thesis is explicit and responds fully to the prompt, addressing both problems and opportunities; engages directly with nineteenth-century urbanization; and demonstrates or supports an analytical approach. • Organization is clear, consistently followed, and effective in support of the argument and may follow a variety or combination of approaches: by task (problems, opportunities), chronological/change over time, or thematic (political, social, cultural, everyday life, comparison/contrast). • Essay is well balanced; both topics are covered at length, and the essay is consistently focused on urbanization, while other topics, when referenced, are directly linked to the question’s tasks and do not detract from the primary focus on urbanization. • Major assertions and generalizations are supported by multiple pieces of relevant, specific evidence linked to urbanization. • Preponderance of analysis and evidence are clearly linked to urbanization. • The essay is predominantly analytical in its approach. • May contain errors or brief off-topic content that do not detract from the argument.

6–7 Points • Thesis is explicit and responds to both problems and opportunities; engages with nineteenth- century urbanization; and demonstrates analysis, perhaps with terms that are less sophisticated and more generalized than those that would earn 8 or 9 points. • Organization is clear and supports the argument, but may be more implicit than in essays that score higher. • Both major tasks are discussed within the context of urbanization, perhaps unevenly. Specific evidence is used, more frequently and more effectively in an essay scored a 7 than in one scored 6. • Major assertions in the essay are supported by relevant evidence, and the bulk of analysis and evidence are linked to urbanization, more clearly in a 7 essay than in a 6. The essay may at times describe rather than analyze, but it is mostly analytical. • May contain an error or off-topic discussion that detracts but does not significantly interfere with the essay tasks.

4–5 Points • Thesis is explicit, but less effectively expressed because it may not fully respond to the question, OR it may satisfactorily respond to one task but not to the other, OR a substantial portion of the thesis may be off-topic, OR although more than a restatement of the prompt, it largely relies on the prompt’s assumptions. • Organization is apparent but inconsistently followed. • Essay may show imbalance by insufficiently responding to a major task, OR it introduces outside information without linking it to the tasks, OR problems and opportunities are explicitly discussed, but one or both may be discussed in general terms, lacking specificity. • Attempts to respond to the tasks are mostly narrative rather than analytical, and analysis may be broadly stated (limited or superficial linking between evidence and analysis for a 5; mostly ineffective attempt at linking in a 4). • May contain significant errors or off-topic discussions that detract from the argument. © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 4 (continued)

2–3 Points • No relevant thesis or a thesis that merely repeats/paraphrases the prompt. Organization is unclear and ineffective; it merely supports a narrative of events, and it may contain significant off-topic material. • Essay shows serious imbalance in treatment of the two tasks by ineffectively developing one of them. • There are few assertions supported by relevant evidence. Essay may contain accurate facts about cities, but these are ineffectively linked to analysis dealing with urbanization’s problems and opportunities, OR problems, opportunities, and/or urbanization are misconstrued. • May contain several errors or off-task discussion that detracts from the essay’s purpose.

0–1 Point • No discernable attempt at a relevant thesis. • Organization does not contribute to the essay’s purpose. • Events or evidence related to urbanization, if present, lack pertinent context. • One or none of the major topics suggested by the prompt is addressed. • Little or no supporting evidence is effectively used. • May contain numerous errors or off-topic discussion.

Question 5

Analyze the factors that prevented the development of a unified German state in the sixteenth and seventeenth centuries.

8–9 Points • Thesis must include reference to at least three factors (a factor can be an event, like the posting of the 95 Theses or the Thirty Years’ War). • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; at least three factors are discussed and analyzed (even briefly). • Three factors in the essay are supported by multiple pieces of specific evidence. • Must refer to factors in both centuries (may even go beyond 1648). • Contains no major errors; may contain minor errors that do not detract from the argument. (It is a major error to say that the Peace of Augsburg ended the Thirty Years’ War; however, this is a minor error if the essay later appropriately places the war in the seventeenth century. Another major error is asserting that Germany was a multiethnic state when the phrase is used in a nineteenth- and twentieth-century sense, and especially when groups such as Serbians and Italians are named.)

6–7 Points • Thesis must include reference to at least two factors. • Organization is clear, effective in support of the argument, but not consistently followed. • Essay is balanced; at least two factors are discussed and analyzed. • At least two factors in the essay are supported by at least one piece of specific evidence. • Refers to factors in both centuries (may even go beyond 1648). • May contain one major error or several minor errors that detract from the argument.

4–5 Points • May contain an explicit thesis that refers to only two factors or one that is not fully responsive to the question. (An essay in this range may also have a strong thesis with three factors.) • Organization is apparent but is ineffective or inconsistently followed. • Essay shows some imbalance; facts are listed rather than analyzed. • Most of the major factors in the essay are supported by least one piece of relevant (possibly generalized) evidence. • May refer to factors in only one century. • May contain errors or misleading overgeneralizations that detract from the argument.

2–3 Points • May contain a weak or invalid thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance, most factors that could be discussed are neglected or treated cursorily. • The essay lists rather than analyzes factors. • Only one or two factors are supported by relevant evidence. • May contain several errors that detract from the argument.

Question 5 (continued)

0–1 Point • No discernable attempt at a thesis. • Little or no discernable organization. • One or none of the major factors that could be discussed is mentioned. • Little or no supporting evidence used. • May contain numerous errors that detract from the argument.

Question 5 Historical Background

This is a straightforward, mainstream question. The necessary information is covered in all the standard textbooks, although it is usually broken into several sections: the Reformation, religious warfare in the sixteenth century, Thirty Years’ War, early modern absolutism, the wars initiated by France, and the rise of Brandenburg-Prussia. The information needed to answer this question is by no means obscure, but the question does require students to assemble a response from different sections of the textbook. Below are the factors students could discuss. Although these factors are grouped, each group is not a factor—so a student could discuss two political factors or two religious factors, and each would be counted separately.

Political: The Holy Roman Emperor (HRE; Charles V will appear most often) was a weak monarch, thanks to the fact of his being elected and not controlling a strong army or administrator; Germans lived in approximately 300 small principalities, duchies, princedoms, and independent cities that were only weakly unified under the HRE; German rulers did not want to submit to a strong ruler; after 1648, Prussia began to be transformed into an absolutist, more powerful state; Germany’s problems were complicated by the fact that the HRE also ruled Spain and had to deal with other problems, including the Ottoman Empire. Some students might note that, beginning with the reign of Frederick William, the Great Elector of Brandenburg Prussia (1640-88), the long-term foundations of German unity in the nineteenth century were laid, as Frederick William effectively used the techniques of absolutism.

Religious: Luther challenged the HRE’s religious as well as political power; Protestantism supports keeping power fragmented within the numerous principalities; several different forms of Christianity, especially Calvinism, limit unity in a world where each state must share a religion; Calvinism also threatens any state’s political power because it seeks theocracy. Anabaptists were based in Moravia after their persecution following the Peasants’ Wars. Religious conflicts led to military conflicts: see below.

Military: German wars of religion divide Germans among themselves (1524-55; Peasants’ War, 1524-25; Schmalkaldic Wars, 1546-55); foreign powers (France, Ottoman Empire) intervened. These wars were settled by the Peace of Augsburg, which reinforced the power of princes by allowing them to choose the religion of their realm (cuius regio, eius religio). The Thirty Years’ War, which began with the rebellion against Ferdinand Habsburg (who became HRE in 1619) in May 1618 (the Defenestration of Prague) ultimately decimated the population through disease, famine, and combat. In 1600, the population of Germany was 15 million; in 1650 it was 11 million. This period of warfare was also characterized by foreign involvement: Denmark, Sweden, and France. The Thirty Years’ War was ended by the series of agreements known as the Treaty of Westphalia (1648), which decisively limited the political, military, and diplomatic powers of the HRE. In particular, the German states of Bavaria and Brandenburg emerged as strong counterweights to the HRE. Louis XIV’s wars kept much of German Europe in costly fighting through the War of Spanish Succession (1701-13).

Economic: Many principalities made economic growth slower because of trade barriers, different coinage and so forth; opening of the Atlantic moved trade away from cities on the Baltic and slowed the economy; Treaty of Westphalia hurt the economy of all Germany by giving control of mouths of rivers to Holland and Sweden.

Social/Cultural: Linguistic and cultural differences (which some students overstate, making Germany “multiethnic”); Germans had a local rather than a “German” identity until the development of nationalism in the late Enlightenment and early Romantic era; no one state is big enough and strong enough to provide the nucleus of a new state until after the Treaty of Utrecht in 1714, which “upgrades” Prussia to a kingdom.

Question 5 Historical Background (continued)

Geographical: German was made up of several hundred territorial states: princely states, ecclesiastical principalities, free imperial cities. They owed loyalty to the HRE, but had a great deal of independence.

Important Dates

1517: Luther posts his 95 Theses 1524-25: Peasants’ War 1529: Marburg Colloquy (Luther–Zwingli debates on the Eucharist) 1530: Diet of Augsburg 1546-55: Schmalkaldic Wars (ended by the Peace of Augsburg) 1555: Peace of Augsburg 1556: Abdication of Charles V 1617: Archduke Frederick Habsburg elected king of Bohemia 1618: Defenestration of Prague 1618-25: Bohemian phase of the Thirty Years’ War 1625-29: Danish phase of the Thirty Years’ War 1630-35: Swedish phase of the Thirty Years’ War 1635-48: Franco–Swedish phase of the Thirty Years’ War 1640-88: Reign of Frederick William, the Great Elector of Brandenburg Prussia 1648: Peace of Westphalia 1688: Accession of Frederick as elector of Prussia; becomes king of Prussia in 1701 1688-97: War of the League of Augsburg/War of the Grand Alliance begins with the French attack on the Palatinate

Question 6

Britain and France were engaged in a geopolitical and economic rivalry during the eighteenth century. Identify the factors that contributed to this rivalry, and assess the results for both countries over the period 1689 to 1789.

8–9 Points • Thesis is explicit, clearly identifies the factors, and assesses the results for both countries. • Organization is clear with consistent and effective analysis in support of the argument (may either assess the results throughout the essay or assess the results in a separate paragraph). • Essay identifies BOTH the geopolitical and economic factors AND assesses the results for BOTH countries at some length (students often use geographical, political, or territorial factors instead of geopolitical ones). • Identification of factors and assessment of results are supported by multiple pieces of relevant evidence. • Specifically addresses how the rivalry between Britain and France led to changes in the period between 1689-1789 for both countries. • May contain errors that do not detract from the argument.

6–7 Points • Thesis is explicit, identifies the factors and assesses the results for both countries. • Organization is clear with less effective analysis in support of the argument than in an essay scoring higher. • Essay identifies BOTH the geopolitical and economic factors AND assesses the results for BOTH countries at least briefly. • Identification of factors and assessment of results are supported by at least one piece of relevant evidence. • Specifically addresses how the rivalry between Britain and France led to changes in the period between 1689 and 1789 for both countries. • May contain an error that detracts from the argument.

4–5 Points • Thesis is explicit, but may put more emphasis on factors or results. • Organization is apparent but not consistently followed or not effective. • Essay shows some imbalance; mentions BOTH the geopolitical and economic factors AND assesses the results for BOTH countries but develops only one. • Most of the factors and assessment of results are supported by at least one piece of relevant evidence. • May be very generalized with little chronological connection. • May contain a few errors that detract from the argument.

2–3 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay may completely ignore one of the question’s tasks (identify the factors OR assessment of results). • The factors and/or assessment of results are supported by at least one or two pieces of relevant evidence. • May contain several errors that detract from the argument.

Question 6 (continued)

0–1 Point • No discernable attempt at a thesis. • No discernable organization; may attempt to answer the question but fails to do so. • One or none of the major topics suggested by the prompt is mentioned (may suggest a rivalry but supports it with evidence that is out of the time period). • Little or no supporting evidence used. • May contain numerous errors that detract from the argument.

Question 7

Identify the grievances of the groups that made up the Third Estate in France on the eve of the French Revolution, and analyze the extent to which ONE of these groups was able to address its grievances in the period from 1789 to 1799.

8–9 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. It addresses the 1789-91 period and may have awareness of events up to 1799. • Essay is well balanced; all major topics suggested by the prompt are covered at some length. In addition, it responds to the tasks of the question (grievances, groups, and extent to which ONE group addressed its grievances) and identifies at least TWO specific groups and at least TWO specific grievances. The groups and grievances need not be linked. • All major assertions in the essay are supported by multiple pieces of relevant evidence. The essay analyzes the ability of one group to address its grievances through the application of at least THREE examples of relevant evidence. • May contain errors that do not detract from the analysis.

6–7 Points • Thesis is explicit and responsive to the question. • Organization is clear, effective in support of the argument, but not consistently followed. It addresses the 1789-91 period and may have awareness of events up to 1799. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. In addition, it responds to the tasks of the question (grievances, groups, and extent to which ONE group addressed its grievances) and identifies at least TWO specific groups and at least TWO specific grievances. The groups and grievances need not be linked. • All major assertions in the essay are supported by at least ONE piece of relevant evidence. The essay analyzes the ability of ONE group to address its grievances through the application of at least ONE example of relevant evidence. It may refer to more than ONE group and support that reference with at least ONE piece of relevant evidence. • May contain an error that detracts from the analysis.

4–5 Points • Thesis is explicit, but not fully responsive to the question. The essay may omit ONE task of the question (grievances, groups, and extent to which ONE group addressed its grievances). • Organization is apparent but not consistently followed or ineffective; chronology may be limited or confused. • Essay shows some imbalance; some major topics suggested by the prompt are neglected. It may identify at least ONE specific group and at least ONE specific grievance, OR may identify the ability of ONE group to address its grievances with the identification of at least ONE example of relevant evidence. • May contain errors that detract from the argument.

Question 7 (continued)

2–3 Points • No explicit thesis or thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective; awareness of chronology may be absent. • Essay shows serious imbalance; major topics suggested by the prompt are neglected. It inadequately responds to tasks of the question (grievances, groups, extent of address) AND/OR refers to a single grievance AND/OR refers to a single example of the ability of the Third Estate to address a grievance. • May contain several errors that detract from argument.

0–1 Point • No discernible attempt at thesis. • No discernible organization; chronology may be merely repetition of the prompt. • One or none of the major topics suggested by the prompt is mentioned; little or no supporting evidence used. The essay refers to Third Estate as a single group OR refers to a single grievance of the Third Estate OR refers to a single example of the ability of the Third Estate to address a grievance. • May contain numerous errors.

Question 7 Historical Background

Material in this section is derived from the following texts:

Chambers et al., The Western Experience, 9th ed. Hunt et al., The Making of the West, 2nd ed. Kagan et al., The Western Heritage, 9th ed. Kishlansky et al., Civilization in the West, 6th ed. McKay et al., A History of Western Society, 8th ed. Merriman, A History of Modern Europe, 2nd ed. Palmer et al., A History of the Modern World, 10th ed.

“ . . . [T]he Old Regime had ceased to correspond with social reality by the 1780s. Legally, society was still based on rigid orders inherited from the Middle Ages. In reality, France had already moved far toward being a society based on wealth and education, where an emerging elite . . . was frustrated by a bureaucratic monarchy that continued to claim the right to absolute power” (McKay, 699).

Groups in the Third Estate

The population of France on the eve of the French Revolution consisted of three estates: the first (clergy), second (nobility), and third (commoners). The Third Estate, which constituted approximately 95 to 97 percent of the population, was highly diverse: it included the bourgeoisie, or “middle class”; the peasants (perhaps 80 percent of the total population of France); and the urban, or working, poor, who lived in all of the cities and towns of France, and were particularly influential in the city of Paris. Paris was by far the largest city in France, with a population of perhaps 600,000 people.

These groups were, in their turn, diverse as well. Many of the bourgeoisie were very wealthy, and many were well educated. Members of this group were lawyers, bankers, financiers, industrialists, scientists, and landowners. By the eighteenth century, serfdom no longer existed in France. To be sure, many peasants lived in poverty and had to obey remnants of feudal obligations, but many peasants were prosperous and owned their own land, and all peasants were legally free. Peasants were usually opposed to local authority, particularly the local nobility, but they tended to be vaguely royalist and fervently Catholic. The urban poor ranged from ordinary shopkeepers, skilled laborers and artisans, through all of the various forms of unskilled labor. Many were desperately poor. The working poor are often described as the sans culottes (without breeches). That phrase accurately describes the daily dress of the urban poor, but the concept more properly refers to a political philosophy that embraced radical (for the eighteenth century) forms of popular sovereignty, economic opportunity, and social interaction (types of dress and terms of address.) Some members of the bourgeoisie—Robespierre, for example—were closely allied with the sans culottes. Women were, at the time, not considered a separate group, but most modern textbooks consider them so, particularly urban women. These texts usually mention universal lack of political representation, economic hardship (price of bread), group action (march on Versailles, October 1789), and political theory or ambition (Olympe de Gouges, The Rights of Women, 1791) as unifying principles of this group.

Grievances of the Groups

A financial crisis of epic proportion—it developed over the course of more than a century—gripped France by the 1780s. The principal causes were a lack of income, based on an archaic system of taxation, and overspending. The monarchy was blamed for the over spending (Queen Marie Antoinette was known colloquially as “Madame Deficit”), but the more significant expense was the cost of more than a century of warfare and military spending. By the late 1780s, military spending constituted about 25 percent of the annual budget, and about 50 percent of the annual budget was applied to the interest on the accumulated debt (and not on retiring the principal). Perhaps 6 percent went to the monarchy, and that left only about © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 7 Historical Background (continued)

20 percent to run the entire nation. The principal grievance was the “seemingly unwarranted privileges held by nobles and other corporate groups” (Merriman, 453), which meant the Catholic Church. The nobles were exempt from many forms of taxation, and the Church and clergy were exempt from all forms of taxation. The Third Estate bore the burden of taxation, and collections did not meet the expenses of the government. Many groups, particularly the bourgeoisie, resented the political structure of France. The authority of the French monarchy (theoretically, an absolute monarchy) and of the nobles’ councils (parlements) opposed the concepts of popular sovereignty embraced by the educated and the liberal. There was a general resentment of the privileges of the first two estates, as privilege opposed the concepts of “equality before the law” and “equality of opportunity.” Many bourgeoisie were well educated and had been imbued with an “enlightened” distrust of monarchy, religion, and tradition, which, they considered, were neither “rational” nor “natural.” The resentment of privilege naturally focused on the most privileged: the monarchy. Monarchial incompetence—Louis XVI was considered lazy, stupid, and naive; Marie Antoinette profligate, devious, and treasonous—was widely blamed for national problems. Finally, a series of unsuccessful wars resulted in a humiliating loss of territory in North America, the Caribbean, and India.

A series of poor harvests in the 1780s affected all groups, but particularly the peasants. The government subsidized the price of grain, but there was less food and more economic instability. The peasants were subject to all taxes, and, in addition, to “feudal” obligations, such as the corvée (state labor) and “banalités” (payments to the lord). Peasant resentment resulted in widespread attack on noble property in the summer of 1789; this became a major factor in “the Great Fear.” Higher food costs also affected the urban poor, some bourgeoisie (employers), and housewives. In fact, the famous “women’s march on Versailles” began as a protest against the rising cost of bread. Political issues were also among the grievances of women. None of the several constitutions of the Revolution granted any political rights to any women, and most of the textbooks mention Olympe de Gouges, whose The Rights of Women was published in 1791. As the Revolution continued, the urban (working) poor became more committed to popular sovereignty and radical democracy; this was particularly significant in the Reign of Terror (1793-94).

Ability to Address Grievances, 1789-99

General Political Context of the French Revolution

Louis XVI responded to the financial crisis by summoning an Estates General, which met at Versailles in May and June 1789. Members of all three estates selected representatives, and Louis XVI allowed the “doubling of the third,” although he adamantly maintained the traditional principle of “vote by order.” The Third Estate overwhelmingly selected members of the bourgeoisie as its representatives. The collection of the famous cahiers de doléances and the publication of radical tracts, particularly What Is the Third Estate?, raised expectations of significant reform. This did not happen: the Estates General never recommended any reform to the king, who eventually attempted to turn out the representatives of the Third Estate. This led immediately to the convening of the National Assembly and adoption of the Tennis Court Oath (June 1789). The National Assembly enacted many important reforms, such as the Declaration of the Rights of Man and Citizen (August 1789), the abolition of privilege (August 1789), and the Constitution of 1791, which established the next government, the Legislative Assembly. This unicameral legislature, which defined “passive citizens” (those with civil rights) and “active citizens” (those who could vote and hold office), lasted only a little more than a year; it failed by August 1792, owing in no small part to political inexperience and the role of the urban poor. The next government, the Convention, ruled in theory from 1792 to 1795, but it had become ineffectual by the spring of 1793, doomed by war and political partisanship, particularly between two radical factions, the Girondins and the Jacobins. The ascendancy of the Jacobins led to the infamous Reign of Terror (1793-94), a violent dictatorship based on the principles of Jean-Jacques Rousseau, in which the role of the urban poor was significant. The excesses of the Jacobins led to their downfall in the “Thermidorian Reaction” of July 1794; this led directly to the last government of © 2007 The College Board. All rights reserved. Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents). AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES

Question 7 Historical Background (continued)

this period, the Directory (1795-99.) The Directory included a bicameral legislature elected by all male taxpayers, although only “men of property” could vote or hold office. It was an unstable government that survived all but the last of several coups d’état, that of Brumaire, Year VIII (November 1799). Napoleon Bonaparte was one of the conspirators in this plot.

Ability to Address Grievances (by Group)

BOURGEOISIE (“MIDDLE CLASS”)

Specific grievances Extent of ability to address grievances

Eliminate noble and clerical privilege Estates General (May–June 1789) Tax exemption National Constituent Assembly (1789-91) Political authority Tennis Court Oath (June 1789) Religious toleration Destruction of privilege (August 1789) Civil/political rights Declaration of the Rights of Man (August 1789) Protection from nobility Constitution of 1791 Legislative Assembly (1791-92) Limited monarchy (unicameral legislature) “Active” and “passive citizens” Religious toleration Confiscation of church property National Convention (1792-95) Monarchy abolished (First Republic) Universal male suffrage Reign of Terror (June 1793–July 1794) “Republic of Virtue” Directory (1795-99) “Men of property” Restriction of the urban poor

PEASANTS

Specific grievances Extent of ability to address grievances

Taxes, feudal obligations Attack on châteaux (July–August 1789) Agricultural problems/high price of bread Civil/political rights (limited) Protection from nobility “Great Fear” (August–September 1789) Protection from political radicalism Destruction of privilege (August 1789) Declaration of the Rights of Man (August 1789) Constitution of 1791 “Passive citizens” National Convention (1792-95) Monarchy abolished (First Republic) Universal male suffrage Rural revolt (1793)

Question 7 Historical Background (continued)

URBAN POOR (“SANS CULOTTES”)

Specific grievances Extent of ability to address grievances

High grain prices, unemployment Public demonstrations, attack on Bastille Civil/political rights (limited) Destruction of privilege (August 1789) Protection from nobles Declaration of the Rights of Man (August 1889) Democracy (1793-95) Constitution of 1791 “Passive citizens” Attack on Tuilieres (August 1792) September massacres (September 1792) Convention (1792-95) Monarchy abolished (First Republic) Universal male suffrage Reign of Terror (June 1793–July 1794) “Republic of Virtue”

WOMEN

Specific grievances Extent of ability to address grievances

High grain prices, unemployment March on Versailles (October 1789) Civil/political rights (limited) Constitution of 1791 “Passive citizens” Some civil rights (divorce, property, financial support) Olympe de Gouges, The Rights of Women (1791)

AP® European History 2007 Scoring Guidelines Form B

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AP® EUROPEAN HISTORY 2007 SCORING GUIDELINES (Form B)

Question 1—Document-Based Question

Describe and analyze concepts of nobility in France over the period from the late sixteenth century to the late eighteenth century.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis may not simply restate the question. The thesis must suggest a minimal level of analysis or context (drawn from the documents). It need not appear in the first paragraph.

2. Discusses a majority of the documents individually and specifically. The student must use at least seven documents—even if used incorrectly—by reference to anything in the box. Documents cannot be referenced together in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest …”). Documents need not be cited by number or by name.

3. Demonstrates understanding of the basic meaning of a majority of the documents (may misinterpret no more than one). A student may not significantly misinterpret more than one document. A major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping or a false conclusion. Generally, errors in attempts to use point of view should not be judged as major errors.

5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by • Relating authorial point of view to author’s place in society (motive, position, status, etc.) OR • Evaluating the reliability of the source OR • Recognizing that different kinds of documents serve different purposes OR • Analyzing the tone of the documents; must be well developed

Note: (1) Attribution alone is not sufficient to earn credit for point of view. (2) It is possible for students to discuss point of view collectively (e.g., La Primaudaye and Molière taken together), but this counts for only one point of view.

Question 1—Document-Based Question (continued)

6. Analyzes documents by explicitly organizing them into at least three appropriate groups. A group must contain at least two documents that are used correctly. Examples of possible (not exclusive) groupings include the following:

Nobility as birthright (3, 9, 11, 12) Nobility as burden (1, 4) Nobility as virtue (2, 4, 6, 8) Nobility bestowed (1, 4, 7, 11) Nobles as soldiers (1, 5, 11) Behavior vs. birth (2, 8) “False” nobles (5, 12) Money issues (1, 4, 11) Parliament related (3, 7) Authorship: sword noblemen (1, 2, 4, 9, 11) Authorship: kings (6, 10) Authorship: “others” (3, 5, 7, 8, 12, all non-nobles) Time periods (sixteenth century: 1–3; seventeenth century: 4–10; eighteenth century: 11–12)

EXPANDED CORE: 0–3 points to a total of 9 points

Question 2

Evaluate the influence of Renaissance humanism on Catholic reforms and the Protestant Reformation.

8–9 Points • Explicit thesis responds fully to all prompts: humanism, Catholic reforms, and the Protestant Reformation. • Consistently clear organization supports the argument. • Discusses Catholic reforms and the Protestant Reformation with multiple supporting details. • Clearly links Renaissance humanism to both Catholic reforms and the Protestant Reformation. • Well-balanced discussion among all prompts. • Errors do not distract from the argument.

6–7 Points • Explicit thesis is responsive to the question, perhaps less fully than the 8–9 category. • Organization is clear but may not be consistently followed. • Essay is balanced, with humanism, Catholic reforms, and the Protestant Reformation all covered at least briefly. • All assertions are supported by at least one piece of specific information. • Linkage of humanism to Catholic and Protestant reforms is attempted. • Errors may detract from the overall essay.

4–5 Points • Thesis is explicit but may not respond fully to the entire question. • Organization is less effective than in essays scored higher. • Essay shows some imbalance. Some major topics (humanism, Catholic reforms, or the Protestant Reformation) may be seriously neglected or have minimal specificity. • Most of the major topics are supported by at least one relevant piece of evidence. • Suggests linkage between humanism and Catholic/Protestant reforms.

2–3 Points • Thesis is not explicit or merely rephrases/repeats the question. • Unclear, ineffective organization. • Serious imbalance—major topics are neglected (e.g., discussion of the Protestant Reformation but no information on Catholic reforms). • No clear linkage between humanism and both reform movements. • Several distracting errors.

0–1 Point • No discernable attempt at a thesis. • No discernable organization. • One or none of the prompts (humanism, Catholic reforms, or the Protestant Reformation) is mentioned. • No understanding of humanism or any linkage to Catholic/Protestant reforms. • Little or no supporting evidence. • Numerous errors that distract from the thesis.

Question 3

Referring to specific individuals or works, discuss the ways in which TWO of the following expressed the concept of nationalism in the nineteenth century. Artists Composers Writers

8–9 Points • Explicit thesis responds fully to all prompts: nationalism and at least two example categories. • Consistently clear organization supports the argument. • Shows clear understanding of nationalism (may be contextual). • Clearly links the two chosen areas with nineteenth-century nationalism. • Uses specific and relevant examples from the two chosen areas. • Well-balanced discussion among all prompts. • Errors do not distract from the argument.

6–7 Points • Explicit thesis is responsive to the question, perhaps less fully than in the 8–9 category. • Organization is clear but may not be consistently followed. • Discussion of nationalism and the two chosen areas is balanced, although perhaps stronger in one area than the other. • All assertions are supported by at least one piece of specific information. • Attempts an understanding of nationalism. • Linkage between nationalism and the two chosen areas is suggested. • Errors may detract from the overall essay.

4–5 Points • Thesis is explicit but may not respond fully to the entire question. • Organization is less effective than in essays scored higher. • Essay shows some imbalance. Some major topics (nationalism or one of the two chosen areas) may be seriously neglected or have minimal specificity. • At least one of the chosen areas is supported by one relevant piece of evidence. • Attempts some linkage between nationalism and the two chosen areas but with a simplistic or unconvincing explanation.

2–3 Points • Thesis is not explicit or merely rephrases/repeats the question. • Unclear, ineffective organization. • Serious imbalance—major topics are neglected (e.g., uses only one of the example categories). • No clear linkage between nationalism and the chosen areas. • Overly generalized information. • Several distracting errors.

Question 3 (continued)

0–1 Point • No discernable attempt at thesis. • No discernable organization. • Only one or none of the prompts (nationalism or one of the two areas) is mentioned. • No understanding of nationalism or shows no linkage to the chosen areas. • Little or no supporting evidence. • Numerous errors that distract from the thesis.

Question 4

Using the two Dutch paintings above and your historical knowledge of the period, discuss how the paintings reflect the economy and culture of the Netherlands in the seventeenth century.

8–9 Points • Explicit thesis responds fully to both prompts: Dutch economy and culture. • Consistently clear organization supports the argument. • Shows clear understanding of both Dutch economy and culture. • Clearly links both topics with the two paintings. • Uses specific and relevant examples about both Dutch economy and culture. • Well-balanced discussion among all prompts. • Errors do not distract from the argument.

6–7 Points • Explicit thesis is responsive to the question, perhaps less fully than in the 8–9 category. • Dutch economy and culture may be conflated as concepts or within the details. • Organization is clear but may not be consistently followed. • Essay includes discussion of both Dutch economy and culture, though perhaps far more on one than the other. • All assertions are supported by at least one piece of specific information. • Linkage between the paintings and Dutch economy and culture is suggested. • Errors may detract from the overall essay.

4–5 Points • Thesis is explicit but may not respond fully to the entire question. • Organization is less effective than in essays scored higher. • Essay shows some imbalance. Some major topics (economy and/or culture) may be seriously neglected or have minimal specificity. • Makes some reference to the paintings and Dutch economy or culture. • May demonstrate some confusion chronologically or geographically.

2–3 Points • Thesis is not explicit or merely rephrases/repeats the question. • Unclear, ineffective organization. • Serious imbalance—weak attempts at discussing either the economy or culture. • No clear linkage between the paintings and the topics. • Overly generalized information; may rely exclusively on description of paintings. • Several distracting errors.

0–1 Point • No discernable attempt at a thesis. • No discernable organization. • Only one or none of the prompts (Dutch economy or culture) is mentioned correctly. • No understanding of the connection between the paintings and the topics. • Little or no supporting evidence. • Numerous errors that distract from the thesis.

Question 5

To what extent did the structure of Russian government and society affect its economic development in the eighteenth and nineteenth centuries?

8–9 Points y Explicit thesis responds fully to all prompts: Russian government, society, and economic development. y Consistently clear organization supports the argument. y Demonstrates an understanding of Russian government and society during the period. y Clearly links both Russian government and society to economic development in this era. y Evidence connecting government and society to economics is explicit. y Errors do not distract from the argument.

6–7 Points y Explicit thesis is responsive to the question, perhaps less fully than in the 8–9 category. y Organization is clear but may not be consistently followed. y Essay is balanced, with equal emphasis on Russian government and society (perhaps conflated) and economic developments of the eighteenth and nineteenth centuries. y All assertions are supported by at least one piece of specific information. y Linkage of Russian government and society to economics is attempted. y Errors may detract from the overall essay.

4–5 Points y Thesis is explicit but may not respond fully to the entire question. y Organization is less effective than in essays scored higher. y Essay shows some imbalance. Some major topics (Russian government/society and economic development) have little specificity. y May be almost totally dependent on an analysis of government OR society. y May venture outside the time period or ignore one of the time periods. y Most of the major topics are supported by at least one relevant piece of evidence. y Suggests linkage between government/society and economic development.

2–3 Points y Thesis is not explicit or merely rephrases/repeats the question. y Unclear, ineffective organization. y Shows little knowledge of Russian government and/or society for the period. y Shows little knowledge of Russian economic development during the period. y Serious imbalance—major topics are neglected. No clear linkage between Russian government/society and economic development. y Almost totally outside the time period. y Several distracting errors.

Question 5 (continued)

0–1 Point y No discernable attempt at a thesis. y No discernable organization. y Only one or none of the prompts (eighteenth- or nineteenth-century government, society, or economics) is mentioned. y No understanding of any of the question’s prompts. y Significant chronological errors and does not address the given time period. y Little or no supporting evidence. y Numerous errors that distract from the thesis.

Question 6

“In the second half of the nineteenth century, most European governments were conservative.” To what extent is the quotation above an accurate statement? Use specific examples from at least TWO countries.

8–9 Points • Explicit thesis responds fully to all parts of the prompt. • Consistently clear organization supports the argument. • Demonstrates an accurate understanding of conservatism as it related to nineteenth-century Europe. • Clearly develops two relevant and specific examples. • Evidence connecting examples and conservatism is specific. • The concept of “extent” of the quote’s accuracy is addressed in the argument. • Errors do not distract from the argument.

6–7 Points • Explicit thesis is responsive to the question, perhaps less fully than in the 8–9 category. • Organization is clear but may not be consistently followed. • Suggests an understanding of nineteenth-century conservatism (may be contextual). • All assertions are supported by using at least two countries (one assertion may be more developed than the other). • “Extent” of accuracy may be more implied than specific. • Errors may detract from the overall essay.

4–5 Points • Thesis is explicit but may not respond fully to the entire question. • Organization is less effective than in essays scored higher. • Demonstrates a simplistic understanding of nineteenth-century conservatism. • Utilizes relevant examples, but examples lack specificity. • Makes some attempt to link the quote to chosen examples, but linkage is tenuous or underdeveloped.

2–3 Points • Thesis is not explicit or merely rephrases/repeats the question. • Unclear, ineffective organization. • Shows little knowledge of nineteenth-century conservatism. • Fails to generate relevant examples in one or two countries. • Serious imbalance—makes little attempt to connect the examples to the quote. • Several distracting errors.

Question 6 (continued)

0–1 Point • No discernable attempt at a thesis. • No discernable organization. • Little or no understanding of nineteenth-century conservatism. • Does not correctly use two examples of European countries. • Little or no supporting evidence. • No attempt to explain the relationship of conservatism and the given examples, or has false linkage. • Numerous errors that distract from the thesis.

Question 7

Analyze how the Balkan crises from 1903 to 1914 and the crises in central and eastern Europe from 1935 to 1939 threatened Europe’s balance of power.

8–9 Points y Explicit thesis responds fully to all prompts: Balkan crises, central/eastern European crises, balance of power. y Consistently clear organization supports the argument. y Discusses specific and relevant information about the Balkan crises and the crises of central/eastern Europe. y Demonstrates clear understanding of balance-of-power relationships during both periods. y Provides specific evidence that links crises to threats in Europe’s balance of power. y Well-balanced discussion among all prompts. y Errors do not distract from the argument.

6–7 Points y Explicit thesis is responsive to the question, perhaps less fully than in the 8–9 category. y Organization is clear but may not be consistently followed. y Discussion is balanced among Balkan crises and central/eastern crises, with perhaps more information on one era. y All assertions are supported by specific information. y Shows an understanding of balance of power of the two eras, but with less specificity than in the 8–9 category. y Attempts linkage between the two crises and the effect on balance of power. y Errors may detract from the overall essay.

4–5 Points y Thesis is explicit but may not respond fully to the entire question. y Organization is less effective than in essays scored higher. y Essay shows some imbalance. May fail to develop one or both periods with adequate specificity. y Suggests an understanding of balance of power, but may depend on generalities. y Superficial linkage of crises with threats in balance of power.

2–3 Points y Thesis is not explicit or merely rephrases/repeats the question. y Unclear, ineffective organization. y Offers little specific information about crises in either time period. y Does not demonstrate a clear understanding of balance of power. y Makes little attempt to link crises to balance of power. y Several distracting errors.

0–1 Point y No discernable attempt at a thesis. y No discernable organization. y Minimal supporting evidence. May ignore one aspect of the question entirely. y No understanding of balance of power. y Makes no attempt to link crises to balance of power. y Numerous errors that distract from the thesis.

AP® European History 2008 Scoring Guidelines

The College Board: Connecting Students to College Success

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© 2008 The College Board. All rights reserved. College Board, AP Central, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Permission to use copyrighted College Board materials may be requested online at: www.collegeboard.com/inquiry/cbpermit.html.

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AP® EUROPEAN HISTORY 2008 SCORING GUIDELINES

Question 1—Document-Based Question

Analyze the causes of and responses to the peasants’ revolts in the German states, 1524–1526.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must make some effort to address both causes and responses with some degree of specificity (beyond general analytical categories) for at least one part of the prompt. The thesis must suggest a minimal level of analysis or context drawn from the documents. The thesis need not appear in the first paragraph.

2. Discusses a majority of the documents individually and specifically. The student must be discuss at least seven documents—even if used incorrectly—by reference to anything in the box. Documents cannot be referenced together in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest …”). Documents can be cited by number or by name, or they can be referenced in other ways that make it clear which document is being discussed.

5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by: • Relating authorial point of view to author’s place in society (motive, position, status, etc.) OR • Evaluating the reliability of the source OR • Recognizing that different kinds of documents serve different purposes OR • Analyzing the tone of the documents; must be well developed

Note: (1) Attribution alone is not sufficient to earn credit for point of view. (2) It is possible for students to discuss point of view collectively, but this counts for only one of the three point of views.

Question 1—Document-Based Question (continued)

6. Analyzes documents by explicitly organizing them in at least three appropriate groups. A group must contain at least two documents that are used correctly and individually. Groupings and corresponding documents may include the following (not exclusive):

• Causes: o Dissatisfaction/demands in general: 1, 2, 3, 4, 6, 8 o Revolt against princes: 1, 2, 3, 5, 6, 8, 10, 11 o Oppression by lords and princes: 2, 3, 8, 9 o Religious influences: 1, 3, 4, 6 o End to serfdom: 2, 3, 4 o Economic relief: 2, 3, 8

• Responses: o Condemnation: 1, 7, 8, 10, 11, 12 o Riots/plundering: 5, 6, 7, 11 o Peasants’ responses: 2, 3, 6 o Towns’ responses: 4, 5, 9 o Nobles’ responses: 8, 10, 11, 12 o Lay religious figures/favorable responses: 2, 6 o Religious authorities/negative responses: 5, 7, 8 o Empathy: 2, 5, 9 o Appeasement: 4, 10, 11 o Favorable: 2, 3, 6, 9 o Unfavorable: 1, 5, 7, 8, 9, 10, 11, 12

EXPANDED CORE: 0–3 points to a total of 9 points

Question 1—Document-Based Question (continued)

A CLOSER LOOK AT POINT OF VIEW IN THE 2008 DBQ

There are many means by which a student can demonstrate point-of-view analysis in the 2008 DBQ. Students must make a reasonable effort to address point of view by referring to at least three documents.

Examples of ACCEPTABLE point-of-view analysis

Relating authorial point of view to author’s place in society “Leonard von Eck, as a chancellor, would likely hold this view since as a government official he is probably very concerned with preserving order and the stability of the political structure (doc. 1).”

“Since Martin Luther had been deemed a heretic and was dependent upon local princes for protection, it is not surprising that he would be so vehement in condemning events that many linked to him and that were causing such civil unrest (doc. 7).”

Evaluating the reliability of the source “Lichtenstein may not be a completely reliable source, however, since he was pleading his own case and clearly had something to gain (doc. 10).”

“Since Caspar Nutzel is a local government official writing to a superior, his acknowledgement of ‘excessive’ actions by authorities seems credible since it may have been somewhat risky to offer criticism of authority during this time period (doc. 9).”

Recognizing that different kinds of documents serve different purposes “It is important to note that Lorenz Fries is commenting in a secret report probably not meant for publication; therefore, he is likely able to be more frank and honest than he might have been in a public document (doc. 8).”

“The demands of the Peasant Parliament of Swabia were announced in Articles of the Peasants of Memmingen to the Town Council; since these demands came from a group of peasants, it is reasonable to assume that these were widely held views among the peasantry of this area (doc. 3).”

Analyzing the tone of the documents: “The passionate tone of Muntzer’s open letter was clearly designed to incite further reaction among an already agitated peasant population” (What counts here is not merely the mention of “tone” but a clear link to the intention of the author).

Examples of UNACCEPTABLE point-of-view analysis: “Count Wilhelm von Hennenberg, in a letter to Duke Albert of Prussia, noted that nobles were surprised when peasants turned from attacking priests and monks to the property of the nobility (doc. 11).” Why is this unacceptable? This is merely attribution with no attempt at further analysis beyond the stated information from the document itself; the statement does not explain why Hennenberg held these views.

“Because this is a statement written by two preachers, it accurately reflects the attitudes of the people during this time period (doc. 5).” Why is this unacceptable? Again, this is really just attribution, since the statement makes no effort to explain how or why these two preachers would be authoritative voices of the people.

Question 1—Document-Based Question (continued)

“The reply of the Memmingen Town Council to the Articles of the Peasants of Memmingen was biased when they stated that serfdom is no hindrance to salvation (doc. 4).” Why is this unacceptable? This statement merely asserts that the Town Council is biased, with no attempt to explain why they may hold a biased view; the second part of the statement is simply a reference to the content of the document.

“Lorenz Fries writes a secret report to the archbishop to explain that a peasant assembly in Wurzburg believed that the rich should share with the poor (doc. 8).” Why is this unacceptable? While it may be relevant that this was a secret report, this statement makes no attempt to explain why this may be significant in the interpretation of the document.

Question 1 Document Summary

Document 1: Leonhard von Eck, Chancellor of Bavaria, report to Duke Ludwig of Bavaria, February 15, 1525 “This rebellion has been undertaken to repress princes and nobility and has its ultimate source in Lutheran teaching, for the peasants relate the majority of their demands to the Word of God … The peasants are blinded … and made witless.” The peasants cannot be trusted.

Document 2: Sebastian Lotzer, craftsperson and lay preacher, and Christoph Schappeler, preacher from Memmingen, Twelve Articles of the Swabian Peasants, March 1, 1525 “We will no longer allow ourselves … to be oppressed by our lords. … We will let them demand only what is just and proper according to the agreement between lords and peasants. Lords should no longer try to force more services or other dues from peasants without compensation. Peasants should … help lords … at proper times and for a suitable compensation.”

Document 3: Peasant Parliament of Swabia to the Memmingen Town Council, from Articles of the Peasants of Memmingen, March 3, 1525 We have been your serfs despite the redemption of Christ for us just as for the Emperor. We do not “reject all authority. We will be obedient to all authority appointed by God … we do not doubt that as Christian lords you will release us from serfdom.”

Document 4: Reply of the Memmingen Town Council to the Articles of the Peasants of Memmingen, March 15, 1525 We have “purchased” your serfdom “for a considerable sum … and … serfdom is no hindrance to … salvation. …” As a gesture of “good will,” we will “absolve” you of your “serfdom” in exchange for “reasonable” payment.

Document 5: Pastor Johann Herolt, report of the events at Weinsburg, April 16, 1525 The peasants “unexpectedly” captured the count’s family and “plundered the castle” while he was away. When the peasants “appeared before the town,” the townsfolk supported the peasants and “opened” the town “gates … to … let them in.”

Document 6: Thomas Müntzer, preacher and theologian, open letter to the people of Allstedt, April 27, 1525 “How long are you going to resist God’s will? The whole of Germany, France, and Italy are awake. Four abbeys were laid waste during Easter week. More peasants in the Black Forest have risen. … Hammer away on the anvils of princes and lords.”

Document 7: Martin Luther, theologian, Against the Murdering, Thieving Hordes of Peasants, Wittenberg, May 1525 The peasants are out of control and “raging like mad dogs.” Their “assertions” in the “Twelve Articles were nothing but lies presented under the name of the Gospel.” This is the “work of that devil, Thomas Müntzer. … The peasants are not content with belonging to the devil themselves; they force … [others] to join. … Anyone who consorts with them goes to the devil with them and is guilty of … [their] evil deeds.”

Document 8: Lorenz Fries, chief advisor to the Archbishop of Würzburg, secret report regarding a peasant assembly, June 1, 1525 “[P]easants occupying Würzberg” believe “the rich should share with the poor, especially those” who profited from the poor. Similar ideas were heard in the “countryside,” causing many “prosperous” men to begin expressing concern over the uprisings.

Question 1 Document Summary (continued)

Document 9: Caspar Nützel, Nürnberg town councilor, letter to Duke Albert of Prussia, August 5, 1525 “May God grant that the peace be preserved. … [I]gnorant peasants have overstepped the mark with their unseemly behavior” though “the authorities” have also been unreasonable, “unchristian,” and excessive to those “whom they should aid … rather than fleece.”

Document 10: Christoffel von Lichtenstein, nobleman, legal plea for leniency to Count Wilhelm von Hennenberg, August 24, 1525 “Many … nobles … joined the peasants” in order to save their lives and property. “I begged that the peasants should not force me to swear an oath of allegiance” since I had “done them no harm … [but] I had to swear the oath.”

Document 11: Count Wilhelm von Hennenberg, letter to Duke Albert of Prussia, February 2, 1526 “At first the nobility … [were] pleased … that the rebellion attacked the priests and monks,” but they were caught unawares when the peasants turned upon the houses of the nobility, taking everything they found and burning houses to the ground.

Document 12: Decree of the Imperial Diet of Speyer, August 27, 1526 “[H]is Imperial Majesty … commanded … [an] examination” of the recent “rebellion … so that such disturbance … [could] be prevented in the future.” Despite the violent actions of the “common man,” each authority has the “power to restore to their … estate[s] … those subjects who have surrendered unconditionally” in order to demonstrate grace and compassion.

Question 2

Analyze the methods and degrees of success of Russian political and social reform from the period of Peter the Great (1689–1725) through Catherine the Great (1762–1796).

9–8 Points • Thesis is explicit and responds fully to the prompt; thesis may not appear in the opening paragraph. o Methods and degrees of success are explicitly defined. o Thesis demonstrates or supports an analytical approach by noting the complexity of the methods and/or degrees of success of the reforms. • Organization is clear and consistently followed, is effective in support of the argument, and may follow a variety of analytical approaches: o Chronological (coverage extends beyond the reign of a single monarch). o Tasks of the prompt (methods of reform and degrees of success of the reforms). o Type of reform (political reform, social reform). • Essay is relatively balanced; all topics are covered at length. o Provides longer discussion of the reforms of one monarch but also includes adequate coverage of the entire era. o Other topics/policies (e.g., territorial expansion during the time period) are directly linked to methods and/or the degrees of success of reform. • Major assertions regarding the methods and degrees of success of political and social reform are supported with multiple pieces of evidence. o Specific evidence (policies) is clearly linked to methods and/or degrees of success of political and social reforms. • May contain errors or off-topic content that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. o Methods and degrees of success of reform are identified but with language that is less sophisticated and/or more generalized. • Essay is organized and supports the argument but may on occasion stray off task. o May at times describe reforms but contains some analysis. o May conflate political and social reforms. • Essay is relatively balanced; all major topics suggested by the prompt are covered at least briefly. o Discusses methods and degrees of success unevenly but must touch upon both. o May give greater emphasis to the reforms of one era or monarch but contains some discussion of the reforms beyond the reign of a single ruler. o May conflate political and social reforms but discusses at least one reform from each category. • Major assertions regarding the methods and the degrees of success of the political and social reforms during the period are supported by at least ONE piece of relevant evidence. • May contain an error or off-topic discussion that detracts from the argument but does not significantly interfere with the tasks of the essay (e.g., the emancipation of the serfs and/or the degrees of success of the reforms).

Question 2 (continued)

5–4 Points • Thesis is explicit but not fully responsive to the question. o It may not explicitly address all relevant prompts (methods and degrees of success of the reforms, the period from the late seventeenth through the late eighteenth centuries); OR o It may respond satisfactorily to one task but not the other (analysis of methods and degrees of success of political and social reforms); OR o A substantial part of the thesis lists policies without attempting to address the prompts of the question. • Essay is organized but may not always address the requirements of the question. o May provide an account of events of the period with minimal efforts to link to the concept of reform. o Attempt to respond to the tasks is narrative rather than analytical. o Analysis may be broadly and superficially stated. o May include off-task information or discussion of policies and/or events. • Essay shows some imbalance; some major topics suggested by the prompt are neglected. o May focus on one of the tasks (analysis of methods of reform and degrees of success of reform) and neglect or ignore the other task. o May only consider one type of reform (political, social) and neglect the other. o May provide evidence and information about the reforms of part of the period only. o Linkage between accurate information on policies and the concept of reform is minimal. • Most major assertions regarding the political and social reforms of the period and the methods and the degree of success of the reforms are supported by at least one piece of relevant evidence. • May contain a few errors and off-task discussions that detract from the argument.

3–2 Points • Contains no explicit thesis OR the thesis may be irrelevant OR inaccurate OR largely a paraphrase of the prompts of the thesis. • Essay is poorly organized and ineffective. o Essay may devote much attention to the personal lives of monarchs and contain a significant amount of off-topic material. o Essay may simply be a narrative of events. • Essay shows serious imbalance, since most major topics suggested by the prompt are neglected. o May demonstrate little or no knowledge of the chronology. o May not provide linkage between policies and the concept of reform. • Few assertions are supported with relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • Essay lacks any discernable attempt at a thesis, OR the thesis fails to address the specific prompts of the question. • Disorganized response that suggests little or no understanding of the question. • Ignores most of the major topics suggested by the question. • Offers little or no relevant supporting evidence. • May contain numerous errors that detract from the argument.

Question 2 Historical Background

Material in this section is derived from the following texts:

Cannistraro and Reich, The Western Perspective (2nd edition, 2004) Hunt, The Making of the West (2nd edition, 2005) Kagan, The Western Heritage (9th edition, 2007) Kishlansky, Civilization in the West (7th edition, 2008) McKay, A History of Western Society (9th edition, 2008) Merriman, Modern Europe from the Renaissance to the Present (2nd edition, 2004) Spielvogel, Western Civilization Since 1300 (6th edition, 2006)

Reforms of Peter the Great (1689–1725): generally placed within the context of the development of absolutism and/or state-building during the seventeenth and eighteenth centuries.

• Military reforms—“Peter’s greatest reforms were military” (Kishlansky). o The creation of a standing army along western models and trained by foreign officers. o The development of a Russian navy originally trained by foreign officers. o Great Northern War (1700–1721): victory over Sweden made Russia the leading power in the Baltic and a force in European politics. o Lifetime service in the military (sometimes simply described as lifetime service to the state) demanded from nobles and peasants (one text notes the term of service for the peasants was 25 years). o The establishment of schools of artillery, engineering, and military medicine. o The disbanding of the old military units (streltsy).

• Administrative reforms o The creation of a new capital, the city of St. Petersburg, begun in 1703; usually cited as evidence of Peter’s determination to integrate Russia into the rest of Europe. o The employment of foreigners in the Russian bureaucracy, although the emphasis in the textbooks is on the role of foreigners in the training of the Russian military. o The establishment of the Table of Ranks (1722), a hierarchy of posts in the military and civil administration, with promotion based on merit (one major textbook describes the reform without identifying it by name). o Creation of the Senate, a committee of administrators who governed the country during Peter’s absence and supervised other agencies of government. o Creation of government bureaus called colleges to deal with specific aspects of policy. o Division of the empire into 50 provinces.

• Ecclesiastical reform o The abolition of the patriarch, the religious head of the Russian Orthodox Church. o The establishment of the Holy Synod to administer the Church as the state desired (Kagan describes the reform as “the most radical transformation of a traditional institution in Peter’s reign”). o The Orthodox Church lost its independence; the position of patriarch remained absent after 1700, church property was administered by the state, and priests became state employees. o The Orthodox Church was secularized and much of its wealth seized by the state. o The state gained control of the clergy while still supporting established religion; bishops pledged not to interfere in state affairs.

Question 2 Historical Background (continued)

• Economic and fiscal reforms o The monarchy imposed a “soul” or poll tax on all males (one textbook mentions only the serfs). o Higher taxes were imposed on the population (two texts mention a three-fold increase in taxation). o The state raised revenues through a variety of indirect taxes and state monopolies; tobacco, rhubarb, and dice are often offered as examples. o The state promoted economic growth in order to raise revenue by the adoption of mercantilist policies (texts vary on the degree of specificity). Mining, as well as the effort to export manufactured goods, is noted by some sources. o The state introduced the cultivation of new products like the potato. o The state began construction of a merchant fleet.

• Educational reforms o The monarchy established a number of schools designed to supply the regime with trained officers and bureaucrats. The degree of specificity varies from broad statements about military and engineering schools to the School of Navigation and Mathematics (founded in 1701) in Moscow and the Academy of Sciences (established in 1725) in St. Petersburg. o Sons of the nobility were sent abroad to study in western universities. o A noble was required to receive a five-year education away from home. o Translations of western classics were commissioned by the state. o First Russian newspaper was issued in 1703.

• Russian aristocracy o Peter imposed the concept of lifetime and compulsory service to the state. o Peter began the process of westernization of the Russian nobility (e.g., the shaving of beards and the imposition of western clothing). o Aristocratic women were required to attend social functions; women no longer were required to wear veils in public. o A book on proper etiquette was published by the Russian state. o A noble was required to receive a five-year education away from home.

• Russian peasantry—“Peasantry was the most abused in Europe” (Kagan). o Lifetime service was imposed on all Russians by the tsar’s government. o Peasantry was drafted for military service. o Peasantry was conscripted for the construction of St. Petersburg, costing the deaths of thousands of peasant workers.

• Opposition/degrees of success—“Absolute rule was never as powerful in practice as it was in theory” (Kishlansky). o After Peter’s reforms, Russia became a European power. o Reforms increased the burdens of the lower classes who came to distrust westernization as a result. o Opposition to the tsar’s reforms existed within Russian society (the tsar’s heir, some aristocrats, some clergy, peasants, traditionalists). o Government remained inefficient and corrupt. o Succession was not assured; palace coups plagued Russia after Peter’s death. o Some historians see westernization as a “sham” because it only affected the nobility.

Question 2 Historical Background (continued)

The period 1725–1762 is given minimal treatment in western civilization textbooks; some describe the era as one that was characterized by palace coups and ineffective rulers.

Reforms of Catherine the Great (1762–1796): reforms and policies are generally placed within the context of the Enlightenment and/or enlightened despotism.

• Military reforms o Textbooks do not associate Catherine with any reforms of the Russian military. They credit her with continuing the policy of territorial expansion, sometimes explicitly noting the link to Peter the Great. o Catherine played a vital role in the three partitions of Poland. o Territorial expansion in the South (such as the Crimea) came at the expense of the Ottoman Empire.

• Administrative/legal reforms o Catherine corresponded with philosophes (Voltaire, Denis Diderot). Her Instructions to the Legislative Commission borrowed heavily from the writings of philosophes like Charles Montesquieu and Cesare Beccaria. The Instructions advocated equality before the law and questioned serfdom, torture, and capital punishment. o The Legislative Commission was summoned to codify Russian law and reform the governance of the country. No code of laws or radical reform took place. o In 1775, the empress undertook reform of local government. The empire was divided into about 50 provinces, and local administration was left in the hands of the nobility.

• Ecclesiastical reforms o Catherine secularized all church land and made the clergy servants of the state, a development not mentioned in many western civilization textbooks. o The empress ended the persecution of the Old Believers, an Orthodox sect created in the mid- seventeenth century during the Great Schism. o After the First Russo–Turkish War (1768-74), Catherine claimed to serve as the protector of Orthodox Christians living in the Ottoman Empire.

• Economic and fiscal reforms (little mention in the textbooks) o One textbook identifies Catherine’s economic policies as a continuation of Peter’s work. Exports (grain, flax, furs, naval stores) increased, and internal barriers to trade were removed. o A second textbook simply states that Catherine and other eighteenth-century monarchs attempted to collect enough tax revenues to support their standing armies.

• Educational reforms o The empress attempted to provide formal education for women (one text specifies the daughters of the nobility). o The government established provincial elementary schools, engineering schools, and a college intended to train teachers for Russia’s new schools. o Catherine allowed for the publication of more books during her reign, although the French Revolution resulted in a sudden shift. The regime tightened censorship in its last years.

Question 2 Historical Background (continued)

• Nobility o In 1785 the empress issued the Charter of the Nobility (1785), acknowledging the rights and privileges of the Russian aristocracy. Nobles were exempted from taxation, granted “considerable” or “complete” control over their peasants, and released from compulsory state service (although some texts indicate that local service was now expected). The nobility received the freedom to travel abroad without the permission of the state, their property rights were now secure, and they could petition the monarchy directly. Finally, they were protected from corporal punishment and if charged with a crime were to be tried by their peers. o Local administration was left in the hands of the nobility.

• Peasantry o Catherine extended serfdom into new areas such as Ukraine and gave away villages of state peasants to favorites, perhaps as many as 800,000 according to one text. o The empress placed control of the serfs in the hands of the nobility. o Resentment of the burdens imposed by the nobility and the state led to the Pugachev Revolt (1773-75). The revolt was the culmination of growing peasant unrest during the 1760s. The uprising was crushed, but the revolt destroyed any plans for improving the life of the peasantry. Catherine became increasingly oppressive afterwards. After 1789, the books of the philosophes were banned, and critics of the social order were exiled to Siberia.

• Opposition/degree of success o Catherine, like other Eastern European monarchs of the time, sought to strengthen the state by the application of reason to her policies. Historians still disagree about the sincerity of her advocacy for reform. Was she sincere or did she hope to shape public opinion in Western Europe? o The empress believed Russia could only be governed effectively by an autocrat but recognized that Russia could only remain a great power by some reforms of her institutions and society. She was not prepared, however, to risk radical reform. o A variety of factors are cited as obstacles to reform: the empress’s background, the manner by which she came to power, the need for the continuing support of the nobility, and the size and complexity of the country she governed. o Like Frederick II and Joseph II, two Eastern European enlightened despots, Catherine was prepared to encourage greater prosperity and happiness if such developments also strengthened the state. o The empress, although she valued favorable publicity from her contact with the philosophes, remained skeptical of many of their proposals. The empress also reacted negatively to the French Revolution.

Question 3

Describe and analyze changes that led to Europe’s rapid population growth in the eighteenth century.

9–8 Points • Explicit thesis fully responds to the prompt and refers to a minimum of THREE correct changes that led to European population increase in the eighteenth century. • Clear, consistent organization completely supporting the thesis. • Essay is clearly balanced; all topics (“changes”) are covered at some length. • Each assertion (“change”) is linked to population growth by specific, detailed evidence. • Any errors do not detract from the thesis.

7–6 Points • Explicit thesis responds to the prompt with less depth but does refer to a minimum of THREE correct changes that led to European population increase in the eighteenth century. • Organization is clear and effective but perhaps not consistently followed. • Essay is balanced; all “changes” are covered at least briefly. • Each assertion (“change”) is linked to population growth by at least one piece of relevant, specific evidence. • May contain an error that detracts from the thesis.

5–4 Points • Thesis is explicit but not fully responsive to the question. May use only TWO correct “changes” from the eighteenth century, OR may have three or more changes, but only two are correct. • Organization is clear and effective in support of the thesis but not always followed. • Essay shows imbalance; some “changes” are not covered as in depth as others. • Most assertions (“changes”) are linked to population growth by at least one piece of relevant evidence. • May contain errors that detract from the thesis.

3–2 Points • Thesis is not explicit or acceptable; may merely repeat/paraphrase the question; rarely refers to more than two “causes.” • Organization is unclear and ineffective; usually follows a weak thesis. • Essay shows serious imbalance; refers to more than one “change” but is specific with only one. • Only one or two minimal uses of relevant evidence, less specificity, more generalities; linkage of causes to population increase may be weak. • May contain several major errors that detract from the argument (i.e., too reliant on nineteenth- century information).

1–0 Points • No discernable attempt at a correct thesis. • No discernable organization. • Only ONE or none of the topics (“changes”) is mentioned. • Little or no supporting evidence is used. • May contain serious errors (off task, completely incorrect era).

Question 3 Historical Background

Material in this section is derived from the following texts:

Armesto, The World: A History (1st edition, 2006) Cannistraro and Reich, The Western Perspective (2nd edition, 2004) Hunt, The Making of the West (2nd edition, 2005) Kagan, The Western Heritage (9th edition, 2007) Lerner and Burns, Western Civilizations (13th edition, 1998) McKay, A History of Western Society (9th edition, 2008) Merriman, Modern Europe from the Renaissance to the Present (2nd edition, 2004) Palmer et al., A History of the Modern World (12th edition, 2007) Spielvogel, Western Civilization Since 1300 (6th edition, 2006)

Though the evidence is fragmentary and based on few official facts, it is evident that the population of Europe, as a whole, grew quickly in the eighteenth century. The first official European census of the era was not taken until 1801 in Britain, but many historians estimate that the following growth took place: • Russia’s population tripled, 1700–1800 • Prussia: population doubled • Hungary: population tripled • England: population increased from 5.5 million to 9 million • France: population increased from 20 million to 26 million • Spain: population increased from 7.6 million to 10.5 million • Total population growth: from 120 million to 190 million, especially after 1750

The following topics are examples (certainly not limited to these) that might be included in answering this question. • Better transportation, better ability to deal with famine, move food around; diet improvements, great vegetables, potatoes, and other New World foods; more meat/protein; tea, boiled water, less likely to get sick. • Commodities in general more available. • Health care improvements (e.g., inoculations), gradual decline of the plague; use of cotton cloth that could be washed; vermin destroyed. • Industrialization leading to breakdown of traditional families; more opportunity to marry younger. • Gradual improvement of law and order; people less vulnerable to random violence; more sense of security. • Not many major killing wars; armies not living off the land as much.

Various texts and historians list other changes in Europe that led to this population growth: • All texts make reference to the benefits of the Agricultural Revolution and Enclosure Acts (in Britain), which helped to produce more food on less land with fewer workers, thus lowering the price of food and contributing to better diets, longer lives, etc.

Note: We must remain aware that the question refers to all of Europe and not just Britain.

Question 3 Historical Background (continued)

Hunt • Exploration and the Columbian Exchange introduced new foods (specifically the potato and maize) that were quickly adapted to the European diet, were easily grown, and had an impact on the diet and health of the poor. • Medical care, though still embryonic in growth, led to a decline in the death rate (usually mentioned is Edward Jenner’s inoculations against smallpox). • Better weather (mentioned by several historians) led to more bountiful crops and cheaper food. • End of the Bubonic Plague as an overall killer. • Sexual liberation of the new urban dwellers led to more children; illegitimacy increased.

Cannistraro and Reich • Agricultural workers tended to have higher birth rates with more children surviving as the death rate dropped.

Spielvogel • Commercial capitalism led to prosperity and the ability to afford more children. • End of clerical celibacy and the encouragement of marriage (may be a bit of a chronological stretch for this question). • Legal/moral codes against infanticide. • Kings encouraged increases in the number of subjects, leading to greater tax base, more soldiers, and stronger economic life.

Lerner and Burns • Clearing of more lands opened up more fields for cultivation. • Climate of the 1700s much more favorable to agriculture than that of the 1600s.

Armesto • Improved hygiene (but unlikely to be overwhelmingly decisive). • End of the use of swaddling of newborns. • Growing praise of mothers breast-feeding their infants. • Scurvy and smallpox contained (although this was replaced with typhus, cholera, typhoid in growing urban areas).

McKay • Early public health measures for sewage and burials. • Drainage of swamps reduced number of dangerous insects.

Merriman • Use of quinine water for fevers. • Increased use of cotton cloth led to greater use of and washing of underwear. • More disciplined armies spared civilians most of the long, bloody battles, and there was less pillaging of civilian property.

Question 3 Historical Background (continued)

Kagan • New inventions/methods of agriculture. o Tull: seed drill, iron plows. o “Turnip” Townsend: crop rotation. o Arthur Young: Annals of Agriculture.

Palmer et al. • Organized sovereign states put an end to civil wars, thereby allowing population to increase.

Additional Notes • Earlier marriages as serfdom declined. • Improved transportation of food (canals and roads). NOTE: NO railroads, steamships, etc., for this particular question (out of the time frame). • Improved sanitation in some places (usually reference to cleaner streets).

Question 4

Analyze the economic and social challenges faced by Western Europe in the period from 1945 to 1989.

9–8 Points • Thesis is explicit and fully responsive to the question; addresses both the economic and social challenges faced by Western Europe during the time period. • Organization is clear and consistent; all major assertions (“challenges”) are developed with substantial evidence and well-developed examples (a score of 9 demonstrates a more sophisticated analysis). • Major topics suggested by the prompt are all covered at some length • Essay is well balanced; analyzes both the economic and social challenges faced by Western European nations firmly in the context of the time period (essays that discuss the Cold War must provide linkage with the economic and/or social challenges faced by Western Europe during the time period). • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question; addresses both the economic and social challenges faced by Western Europe in less sophisticated, more general language. • Organization is clear and effective in support of the argument but with less sophisticated development (a score of 7 will demonstrate more cohesiveness than a score of 6). • All major topics suggested by the prompt are at least briefly covered. • Essay is balanced and contains a discussion of both the social and economic challenges faced by Western Europe within the context of the time period (essays that discuss the Cold War must provide linkage with the economic and/or social challenges faced by Western Europe during the time period). • Each major assertion (“challenge”) is supported by at least one piece of relevant evidence. • May contain an error that detracts from the argument.

5–4 Points • Thesis is explicit but not fully responsive to the question in that it may only address one of the challenges (either economic or social). • Essay is organized but may not address the requirements of the question. • Essay shows imbalance by developing one task (either economic or social) thoroughly but addressing the other inadequately (score of 5); OR omitting one task while developing the other (score of 4); OR addressing both tasks but with basic understanding (score of 4) (essays that discuss the Cold War must provide linkage with the economic and/or social challenges faced by Western Europe during the time period). • Most of the assertions (“challenges”) in the essay are supported by at least one piece of relevant evidence. • May contain errors that detract from the argument.

Question 4 (continued)

3–2 Points • Thesis is not explicit or acceptable. • Organization is unclear and ineffective. • Essay shows serious imbalance; most major topics suggested in the prompt are neglected. • Offers very limited specific evidence concerning the challenges faced by Western Europe during the time period. • May contain several errors that detract from the argument.

1–0 Points • No discernable attempt at a thesis. • No discernable organization appropriate to the prompt. • One or none of the major topics suggested in the prompt is mentioned. • Little or no appropriate evidence used. • May contain numerous errors that detract from the argument.

Question 5

European women’s lives changed in the course of the nineteenth century politically, economically, and socially. Identify and explain the reasons for those changes.

9–8 Points • Thesis is explicit and articulates causes and/or changes. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is reasonably well balanced and identifies and explains various (three) reasons for the changes in the lives of European women during the nineteenth century (reasons can be from the eighteenth or nineteenth century but must be explicitly linked to the changes). • Some attempt is made to address the scope of the entire century. • Each major topic (political, economic, and social) in the essay is supported by several specific pieces of relevant evidence (three topics; five to six specific pieces of evidence). • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. Discusses causes or changes without development. • Organization is clear and effective in support of the argument but not consistently followed. • Essay is balanced and identifies and explains two or more reasons for the changes in the lives of European women during the nineteenth century. Links between reasons and change are clearly demonstrated. • Each major topic (political, economic, and social) in the essay is supported by at least one specific piece of relevant evidence (three topics; three to four specific pieces of evidence). • May contain minor errors that detract from the argument.

5–4 Points • Thesis is explicit but not fully responsive to the question (may not clearly identify political, economic, and social topics). • Organization is clear and effective in support of the argument but not consistently followed. • Contains a limited discussion of at least two reasons or a thorough discussion of one reason. • Must address at least two topics (political, economic, and/or social) and provide at least two specific pieces of evidence. • Weaker essays may contain major errors.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective; does not support analysis. • Essay shows serious imbalance; most major topics suggested by the prompt are neglected. May only address changes or reasons. • Typically will address one topic (political, economic, or social) with a specific piece of evidence (one or two topics; one specific piece of evidence), OR may address three topics (political, economic, and social) with NO specifics. • Essay may ramble and generically discuss women’s lives; may contain limited explanations. • Weaker essays may contain major errors that detract from the argument.

Question 5 (continued)

1–0 Points • No discernable attempt at a thesis. • No discernable organization. • One or none of the major topics (political, economic, and social) suggested by the prompt is mentioned. • Addresses the question only in general terms not specifically relevant to the nineteenth century. • Little or no correct supporting evidence or attempted explanations are provided. • May contain numerous errors that detract from the argument.

Note • The statement that women gained the right to vote is a major error unless it is supported with specific evidence (local or Scandinavian). • Working in mines or factories, domestic service, and prostitution are considered general and not specific to the nineteenth century. • “Women working outside the home” is not acceptable as a change.

Question 5 Historical Background

The nineteenth century has frequently been viewed as a turning point in the lives of European women. However, this turning point has roots that lie in the distant past and the prior century. Events from the Age of Enlightenment through the period of the French Revolution of 1789 and even the Napoleonic era directly influenced the change in women’s lives during the nineteenth century. Writers like Olympe de Gouges and Mary Wollstonecraft produced works that directly influenced how women were both regarded by others and thought of themselves far into the nineteenth century.

Nonetheless, the opening decades of the century found women’s lives to be similar to what had been in place throughout much of the eighteenth century. However, the growth of the Industrial Revolution quickly began to change this. By the 1830s, women and children made up more than two-thirds of the labor force in the cotton industry (this number dropped only slightly, to approximately 50 percent, by 1870). As common laborers, they were mostly unskilled and were paid less than half of a man’s wages for similar work. In Great Britain excessive working hours for women were outlawed in the mines and textile factories in 1844, and by 1867, they were outlawed in craft shops.

The employment of large numbers of women in factories did not produce a significant transformation in female working patterns, as was once assumed. Throughout the nineteenth century in France and Britain, traditional types of female labor were still the norm. In 1851, nearly 40 percent of the female workforce in Britain engaged in domestic service, while in France about 40 percent was involved in agriculture. British accounts indicate that only 20 percent of the female workforce was employed by factories, and in France the proportion employed in factories was only 10 percent. Most of these working women were single; few married women worked outside the home. The various Factory Acts passed in the middle of the century in Great Britain limited the hours of employment for children and women and began to break up the traditional work patterns. Men were regarded as the primary breadwinners, and women assumed daily control of the family and sought low-paying jobs, such as laundry, that could be done in the home. The growth of a middle class increased the need for a domestic service industry and made it possible for women to be employed during the day and return home to their families in the evening. The lowest class of unskilled female workers often lived on the edge of survival. Here women had to work to help support a family and were often employed at home doing piecework, or in the sweatshops of the urban garment- trade industry.

Throughout most of the century, marriage was viewed as the only occupation acceptable for most women. An increasing proportion of women chose or were compelled by circumstances to marry rather than remain single, and in many regions women tended to marry at younger ages than previously. Thus, births out of wedlock declined. The advent of vulcanized rubber in the late 1840s made possible both the condom and the diaphragm, which lowered the birth rate and gave some women greater control over their reproductive patterns.

The legal codes of most European countries in the early nineteenth century gave few rights to women; in particular, married women surrendered most of what rights they had as single women to their husbands. Early movements to grant rights to married women did not fare well. Divorce was not legalized in Britain until 1857, and married women were not granted the right to own property until 1870. France finally permitted a limited divorce law in 1884. Catholic countries like Spain and Italy did not grant any such rights in the nineteenth century.

New ideas regarding education made it possible for women to learn “domestic crafts,” such as singing and piano playing, to educate the family and provide home entertainment.

Question 5 Historical Background (continued)

As the century progressed, the spread of higher-paying jobs in heavy industry tended to eliminate the need for many married women to work to supplement the family income. However, the increased need for clerical jobs opened other opportunities. At the same time, middle- and working-class women in many countries began agitating for greater legal and political rights

The middle of the century also saw the beginning of compulsory education. The skilled labor required by the Second Industrial Revolution demanded a new generation of laborers who were better educated, and this required more teachers. Teaching was commonly regarded as a socially acceptable occupation for women; hence new job opportunities became available for women in education.

The mass leisure culture that developed near the end of the century opened doors for actresses (e.g., Sarah Bernhardt). Music and dance halls likewise began to proliferate from the 1850s onward, giving women more opportunities as entertainers. The growth of participatory and spectator sports also opened a wider range of socially acceptable activities for women (for instance, ladies’ football was sanctioned in Britain in 1895).

Women’s Activities Involving Change in the Nineteenth Century

Nineteenth-Century Women • Sarah Bernhardt (1844–1923): famous actress. • Florence Nightingale: nurse. • Amalie Sieveking Hamburg: nurse. • Emmeline Pankhurst and Christabel Pankhurst: Women’s Social and Political Union (WSPU) founders; confrontational approach to gaining rights. • Flora Tristan: socialist. • Millicent Fawcett (1847–1929): favored peaceful negotiations for legal rights (1847–1929). • Marie Curie (1867–1934): physicist; discovered polonium (1898). • Ingebord Schroder: Swedish gymnast (1880s) (reference 2006 DBQ). • Josephine Butler (and the Shrieking Sisters): prostitution reform. • Octavia Hill: housing reform. • Famous female monarchs: Victoria I of England (1837–1901) and Isabella II of Spain (1833-68).

Books and Paintings • Mary Wollstonecraft: A Vindication of the Rights of Women (1792). • Olympe de Gouges: Declaration of the Rights of Women and the Citizeness (1789). • Mary Wollstonecraft Shelley: Frankenstein (1818). • Charlotte Bronte: Jane Eyre (1847). • Jane Austen (d. 1817): Pride and Prejudice (1813). • George Eliot: female writer. • George Sand: female writer. • Émile Zola: Germinal (about mines). • Henrik Ibsen: A Doll’s House (about oppressed woman). • Édouard Manet: The Railroad (women being denied access). • Gustave Caillebotte: Le Pont de l’Europe (women as the property of men). • Pierre-Auguste Renoir: La Loge de l’Opera (women in the theater). • Henri de Toulouse Lautrec: bar scenes showing greater social freedom for women.

Question 5 Historical Background (continued)

Employment • Governess, clerks, typists, telephone operators, teachers, actresses, nurses, athletes. • The “New Woman” of the mid- to late-1800s increasingly became a breadwinner, often by doing office work. • Note: factory work, mines, prostitution, domestic servants, seamstress/dressmaker, and scientist are not solely nineteenth century.

In the Home (differentiated by class) • Many roles did not change: wife, child bearing, child rearing, housekeeper, cook. • Cult of Domesticity; Victorian “Angel in the House”: wife/mother as moral guardian and instructor of the family. • Possible increase in premarital sex (especially in urban areas) but also greater use of birth control.

Divorce Rights (1857 in England; allowed in cases of cruelty) • Women gained more status as property owners. • Ideal of affectionate marriage placed greater emphasis on respect for wives. • The rise of mass consumerism gave women greater economic power.

Laws that Affected the Status of Women • 1844: Mines Act (Great Britain). • 1844: Factory Act (Great Britain) protected women workers. • 1864: Contagious Diseases Act (Great Britain) required medical exam for prostitutes (repealed 1886). o No law against prostitution; moral pressure against it. • 1870s: Ferry Laws (France) formed the basis for compulsory education. • 1875: Factory Act (Great Britain) reduced workweek to 56 hours. • 1875: Artisans Dwelling Act (Great Britain) defined unsanitary housing; state inspection.

Organizations and Movements Important for Women • Great Britain: WSPU (Suffragettes), 1867. • Germany: the General German Women’s Association, 1865. • France: the Society for the Demand for Women’s Rights, 1866. • Sweden: The Association for Married Women’s Property Rights, 1873. • There were also women’s rights groups in Russia from the 1860s and in Italy from the 1890s. • Temperance movement. • Antislavery movement.

Important Suffrage Dates In various European countries, women were given the right to vote as follows: • Sweden, 1862. • Finland, 1863, conditional on property ownership; 1872, unconditional voting rights. • Bohemia, 1864, conditional on property ownership. • Britain, 1869, widows allowed to vote in local elections. • Austria Hungary, (various dates) women given the vote in local elections.

BUT women were not given the general right to vote in most European countries until well into the twentieth century. © 2008 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® EUROPEAN HISTORY 2008 SCORING GUIDELINES

Question 5 Historical Background (continued)

Causes from the Eighteenth Century

NOTE: Causes from the eighteenth century must be clearly linked to the nineteenth century. Increased urbanization, the Industrial Revolution, and the Agricultural Revolution, as well as associated changes for women began before 1800, especially in Britain.

Enlightenment • Salons give educated women a voice in cultural affairs. • Emilie du Chatelet (female scientist and enlightened thinker). • Mme du Pompadour, Mlle de Lespinasse, Mme d’Alembert ran salons. • Mary Wollstonecraft. • Olympe de Gouges.

French Revolutionary Rights • Divorce and property rights taken away by Napoleonic Code; not fully restored until 1881. • March to Versailles. • Political clubs (Jacobin Society for Women) closed down during Reign of Terror.

Scientific Revolution • Female scientists.

Question 6

Analyze the major factors responsible for the rise of anti-Semitism in nineteenth-century Europe.

9–8 Points • Thesis must be explicit and address causality (a factor can be a large development such as nationalism or Social Darwinism; an issue related to the economic or religious status of Jews; or an event, like the Dreyfus Affair). • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced. At least two factors are fully analyzed in terms of causality. Stronger essays in this category may discuss a third cause but in a more limited manner. • Each major factor must be supported by at least one piece of specific evidence. • Essay must refer to factors that can be firmly situated in the nineteenth century (some strong essays may contain relevant references to medieval/early modern precedents and effectively link those developments to developments in the nineteenth century). • May contain errors that do not detract from the argument. (Example of major errors: Asserting that Jews did not possess political rights in Europe in the nineteenth century or were confined to ghettoes and to a limited number of occupations. Examples of minor errors: Misidentifications related to Dreyfus’s exact crime, his nationality, or the exact dates of the Dreyfus Affair.)

7–6 Points • Thesis addresses causality, sometimes inconsistently. • Organization is clear, effective in support of the argument but not consistently followed. • Essay will address two factors adequately but may only fully analyze one factor in terms of causality. Essays in this category may address three factors but with limited development. • Most factors must be supported by at least one piece of evidence. • Essay must refer to factors that are firmly situated in the nineteenth century (some essays may contain relevant references to medieval/early modern precedents and may make some attempt at linking these developments to developments in the nineteenth century). • May contain one major error or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question. • Organization may be unclear or ineffective. • Essay will address one factor but contain some imbalance; facts are listed rather than analyzed. Essay merely lists examples of anti-Semitism but does not attempt to assess factors that gave rise to it. Adequate effort is made to assess causality in one factor. • Major factor must be supported by one piece of relevant evidence. Other factors may be addressed but will only be supported by general assertions. • Essay must refer to one factor that can be firmly situated in the nineteenth century (some essays may contain references to medieval/early modern precedents but make no attempt to link these developments to developments in the nineteenth century). • May contain errors or misleading generalizations that detract from the argument.

Question 6 (continued)

3–2 Points • May contain a weak or invalid thesis or a thesis that merely repeats/paraphrases the prompt. A weak or invalid thesis may deal only tangentially with the nineteenth century. • Organization is unclear and ineffective. • Essay may list one factor or primarily contains generalizations. Minimal effort is made to assess causality. • Essay shows serious imbalance; most factors that could be discussed are neglected or treated cursorily. Essays in this category will often offer simplified or ahistorical generalizations about Jews as scapegoats, foreigners, and outsiders or may deal primarily with developments that fall outside the chronological parameters of the essay. • Essay displays little, if any, specific knowledge of the nineteenth century. • May contain several errors that detract from the argument.

1–0 Points • No discernable attempt at a relevant thesis. • Little discernable organization. • Little or no relevant supporting evidence. • Essay may not contain relevant reference to the nineteenth century (most essays in this category are entirely off topic). • May contain numerous errors that detract from the argument. Many of these errors will relate to the inability of the essay to adequately work within the chronological parameters of the prompt.

Question 6 Historical Background

Material in this section is derived from the following texts and other sources:

Kagan, The Western Heritage (9th edition, 2007) Kishlansky, Civilization in the West (7th edition, 2008)

The nineteenth century, for the purposes of this question, should be defined as the period between 1789 and 1914. Responses may include references to events that occurred in the late-eighteenth century (Jewish Emancipation in the Hapsburg Empire or France) or the early-twentieth century (the Russian Revolution of 1905 or the later Russian pogroms).

• Jewish Emancipation. o Rise of political liberalism following the Enlightenment. o 1782: Joseph II placed Jews under same laws as Christians in Hapsburg Empire. o 1789: National Assembly in France recognizes Jews as French citizens. o Mixing of Jewish and Christian communities in Italy and Germany during the Napoleonic wars. o Post-1848: Germany, Italy, Low Countries, and Scandinavia all allow Jews to attain full citizenship. o 1858: Jews allowed to take seats in British Parliament. o 1867: Austria-Hungary extends full legal rights to Jews. o In Russia and Poland, “the traditional modes of prejudice and discrimination continued unabated until World War I” (Kagan, p. 780). This prompted many Jews to flee to seemingly freer Western European countries. o The elimination of social and political barriers led to the rise of Jews in a range of professions and financial industries. o This assimilation and economic success created a climate where it was possible for those who continued to view Jews as cultural outsiders to hold them accountable for the economic crises of the 1870s. Students may note the example of the Rothschild family in both France and England; Lionel Rothschild (1808-79). Students may also cite other examples of assimilated Jews including Felix Mendelssohn, Karl Marx, Sigmund Freud. o This tendency toward scapegoating contributed to a new wave of anti-Semitism.

• Anti-Semitism and the Russian Situation. o Discrimination and political disenfranchisement continued through the nineteenth century. o Outsider status and persistent discrimination, along with the tendency of authorities to blame Jews for the 1881 assassination of Tsar Alexander II and the Russian Revolution of 1905, led to pogroms in Kiev, Odessa, and Warsaw. These pogroms continued until 1917. This rise in popular anti-Semitism was generally ignored by the tsar, the police, and the state bureaucracy. o These large-scale attacks led to Jews fleeing from eastern to western countries.

Question 6 Historical Background (continued)

• Jewish Migration from Russia and Eastern Europe to the West. o Two million Eastern European Jews migrated to Western Europe between 1868 and 1914. o 70,000 settled in Germany; vast majority moved to urban areas. o Migration of many rural Jews to urban areas also occurred at this time. o These migrations coincided with downturns in the economic cycle—“Jews became scapegoats for the high rates of unemployment and high prices that seemed to follow in their wake” (Kishlansky, p. 729). o This tendency was exacerbated by the fact that many of these migrants were peddlers, artisans, and small shopkeepers. o “Differing in language, culture, and dress, they were viewed as alien in every way” (Kishlansky, p. 729). o Many came to believe that Jewish “foreigners” were taking up too much space. The increased presence of Jews led some intellectuals, such as Heinrich von Treitschke, to react unfavorably. Treitschke coined the phrase: “The Jews are our misfortune.”

• The Nation-State and Nationalism. o Emerging concern with creating citizens and forging a national community based on a common identity of citizens. Examples include unified Germany under Bismarck (1871-90), the Third French Republic, unified Italy, and Great Britain. There were some inclusive perspectives, but many definitions of the nation (and those who belonged to that nation) were predicated on notions of difference that could leave Jews vulnerable to exclusion. o Austria: success of bourgeois liberalism wanes by the latter decades of the nineteenth century. New groups laying claim to power led to rise of socialism, intensely xenophobic nationalism, and mass politics. Mass Parties including Christian Social Party (CSP) (founded 1893) embraced pan- Germanic, anticapitalist, and anti-Semitic ideas. The CSP’s ideas were taken up by students and artisans. Karl Lueger (1844–1910), as leader of CSP, became mayor of Vienna in 1895. In the election campaign, he appealed to anti-Semitic tendencies and identified Jews with the excesses of capitalism. These tendencies also merged in Vienna with concerns about the professional successes of Jews: “In the 1880s, more than half of Vienna’s physicians (61 percent in 1881) and lawyers (58 percent of barristers in 1888) were Jewish. Their professional success only heightened tensions and condemnations of Jews as an ‘alien race’” (Kishlansky, p.730).

Question 6 Historical Background (continued)

o France: the best example of how these forces were at work is reflected in the Dreyfus Affair of 1894. Alfred Dreyfus (1859–1935) was a Jewish army officer (from Alsace) accused of selling military secrets to Germans. His trial became a lightning rod for xenophobia; hatred of foreigners and hatred of Jews emerged as central issues. Dreyfus stripped of commission and honors, imprisoned on Devil’s Island. Trial revisited on several occasions; Dreyfus finally exonerated in 1906. The Dreyfus Affair resulted in sharp divisions between pro-Dreyfusards and anti- Dreyfusards. Pro-Dreyfusards (tended to be on left, wanted to uphold justice and freedom). o Émile Zola. • Wrote “J’Accuse” (1898). o A spirited appeal for justice; accuses French military and judiciary of social evil. Anti-Dreyfusards (tended to be on the right and were associated with traditional institutions like the Roman Catholic Church and the army; monarchist; saw themselves as defenders of France and were often openly anti-Semitic). o Included Édouard Adolphe Drumont (1844 –1917). • Anti-Semitic League (founded 1889). • La Libre Parole (anti-Semitic newspaper).

• Race and Social Darwinism. o Charles Darwin (1809-82). Promotion of theory of natural selection in On the Origin of Species (1859). Application of this theory to human beings in Descent of Man (1871). o Application of Darwin’s ideas to evolutionary ethics by Herbert Spencer (1820–1903). Belief in human society progressing through competition. o Emergence in late-nineteenth century of idea that race was the single dominant explanation of history and dominant factor in determining the character of large groups of people. o Emerging belief in scientifically demonstrated racial hierarchies. Arthur Gobineau (1816-82). o Wrote Essay on the Inequality of the Human Races (1853-54). Houston Stewart Chamberlain (1855–1927). o British, but worked in Germany. o Biological determinist. o Wrote Foundations of the Nineteenth Century (1899). • Argued that Jews were a major enemy of European racial regeneration. o Similar ideas in Germany found in work of Paul de Lagarde (1827-91) and Julius Langbehn (1851–1907).

Question 6 Historical Background (continued)

• Rise of Zionism. o Some Jewish leaders in Central and Western Europe saw anti-Semitism as a problem with a political solution. Reacting, particularly, to the Dreyfus case (1894) and to the Russian pogroms. Became convinced that Europe was not safe for Jews. o Supporters of Zionism called for the creation of their own nation—a new Zion (the ancient biblical homeland). Movement especially popular in Galicia (Poland), Russia, and the Hapsburg Empire o Theodor Herzl (1860–1904). Austrian Jew born in Budapest. Most important proponent of Zionism. Witnessed anti-Semitism as journalist in France. Wrote The Jewish State (1896). o Argued for a Jewish homeland in Palestine. o This ultimately aroused Christian and Islamic opposition; even some Jews worried that Zionism would enable charges that Jews were bad citizens. o For some anti-Semites, the existence of a Zionist movement allowed for the further development of notions of Jewish difference.

Question 6 Historical Background (continued)

Timeline

Jewish Emancipation 1782: Jews placed under same laws as Christians in the Hapsburg Empire. 1789: National Assembly recognizes Jews as French citizens. 1858: Jews allowed to take seats in British Parliament. 1868: Austria–Hungary extends full legal rights to Jews.

Anti-Semitism and the Russian Situation 1881: Tsar Alexander II assassinated. 1905: Russian Revolution. 1881–1917: Periodic pogroms.

Jewish Migration from Russia and Eastern Europe to West 1868–1914: Two million Eastern European Jews move to Western Europe. 1889: Heinrich von Treitschke writes Jews Among Us.

The Nation-State and Nationalism 1871-90: Germany under Bismarck. 1889: Édouard Drumont creates the Anti-Semitic League in France. 1893: Christian Social Party founded in Austria. 1894: Dreyfus Affair (France). 1895: Karl Lueger elected Mayor of Vienna on an anti-Semitic platform. 1898: Émile Zola writes “J’Accuse.”

Race and Social Darwinism 1820–1903: Herbert Spencer. 1853-54: Arthur Gobineau publishes Essay on the Inequality of the Human Races. 1859: Charles Darwin publishes On the Origin of Species. 1871: Charles Darwin publishes Descent of Man. 1899: Houston Stewart Chamberlain publishes Foundations of the Nineteenth Century.

The Rise of Zionism 1896: Theodor Herzl publishes The Jewish State.

Question 7

Analyze the ways in which the events of the French Revolutionary and Napoleonic period (1789–1815) led people to challenge Enlightenment views of society, politics, and human nature.

9–8 Points • Thesis is explicit and fully responsive to the question (clearly provides brief introduction of Enlightenment thought and how events challenged the three Enlightenment views). • Organization is clear with consistent and effective analysis in support of the argument (may analyze each event and how they challenged Enlightenment views or may address in separate paragraphs). • Essay provides a balance between BOTH analyzing the major events of the French Revolution and Napoleonic period that challenged the three Enlightenment views proposed before 1789 AND the response to those events at some length (response may also include the post-1815 period). • Analysis of how previous Enlightenment views were challenged by events that occurred between 1789 and 1815 are supported by multiple pieces of relevant evidence. • May contain errors that do not detract from the argument; even a “9” need not be flawless.

7–6 Points • Thesis is explicit and responsive to the question (provides brief introduction of Enlightenment thought and how events challenged the three Enlightenment views). • Organization is clear with effective support of the argument but is not consistently followed. • Essay provides a balance between BOTH analyzing the major events of the French Revolution and Napoleonic period that challenged the three Enlightenment views proposed before 1789 AND the response to those events at least briefly (response may also include the post-1815 period). • Analysis of how previous Enlightenment views were challenged by events that occurred between 1789–1815 are supported by at least one piece of relevant evidence. • Categories (Enlightenment views) may be conflated even at this level. • May contain an error that detracts from the argument.

5–4 Points • Thesis is explicit but not fully responsive to the question (may put more emphasis on Enlightenment thought or how events challenged Enlightenment views). • Organization is apparent and effective in support of the argument but not consistently followed. • Essay shows some imbalance; mentions BOTH the events of the French Revolution and Napoleonic period that led to challenges to Enlightenment views proposed before 1789 AND the response to those events, but may discuss only one (may address only two of the Enlightenment views). • Most of the discussion of how previous Enlightenment views were challenged by events that occurred between 1789–1815 is supported by at least one piece of relevant evidence. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance and may completely ignore one of the question’s tasks (analyzing the ways the events challenged Enlightenment views OR the response). • Only one or two major assertions are supported by relevant evidence. • May contain several errors that detract from the argument.

Question 7 (continued)

1–0 Points • No discernable attempt at a thesis. • No discernable organization; may attempt to answer the question but fails to do so. • One or none of the major topics suggested by the prompt is mentioned (may suggest a challenge to Enlightenment thought but supports it with evidence that is out of the time period). • Little or no supporting evidence used. • May contain numerous errors that detract from the argument.

AP® European History 2008 Scoring Guidelines Form B

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AP® EUROPEAN HISTORY 2008 SCORING GUIDELINES (Form B)

Question 1—Document-Based Question

Explain the reasons for the adoption of a new calendar in revolutionary France and analyze reactions to it in the period 1789 to 1806.

BASIC CORE: 1 point each to a total of 6 points

1. Has acceptable thesis (thesis may not simply restate the question). An acceptable thesis is based on the documents, appropriately addresses and explains the reasons for adopting a new calendar, and analyzes the reactions to it between 1789 and 1806. The thesis may appear at the end of the essay.

Examples Unacceptable: The National Convention adopted a new calendar to replace the Gregorian calendar. There were many reasons for the adoption of a new calendar, and many reactions to it in the period 1789 to 1806. Acceptable: The National Convention adopted a new calendar to get more workdays out of the peasants, and the clergy and peasants didn’t like it.

2. Discusses a majority of the documents individually and specifically. The student must use at least six documents, even if used incorrectly, by reference to anything in the box. Documents cannot be referenced together in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest …”). Documents need not be cited by number or by name.

3. Demonstrates understanding of the basic meaning of a majority of the documents (may misinterpret no more than one). A student may not significantly misinterpret more than one document. A major misinterpretation is one that leads to an inaccurate grouping and/or a false conclusion. (Saying that the Abbé de Sieyès represents the Church is not a major error since no outside information is required for the document-based question.)

4. Supports the thesis with appropriate interpretations of a majority of the documents. Students must use six documents to explain reasons for the change AND analyze the reactions to that change; even if the thesis deals with only one part of the question, the documents used must address both parts of the question.

Some general categories of reasons Response to the people: 1 Opposition to ignorance and fanaticism: 2 Symbolize equality of the Republic: 2, 6 Anti-tradition: 3 Pro-reason: 4, 5 Anti-Church/clerical: 3, 10 Promotion of efficiency: 1, 5

Some general categories of reactions Supportive of new calendar Government officials and writers in 1790s: 2, 9 Villagers: 6

Question 1—Document-Based Question (continued)

Not supportive of new calendar Church: 3, 4 Peasants: 7 Conservative Girondins: 8 Napoleonic officials, 1806: 11

Ineffective: 9, 10

Note: A student cannot earn this point if no credit was awarded for point 1 (appropriate thesis).

5. Analyzes bias or point of view in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by: • Relating authorial point of view to the author’s place in the political or social arena OR • Evaluating the reliability of a source OR • Grouping documents in a way that explicitly and correctly shows awareness of point of view OR • Recognizing that different kinds of documents serve different purposes OR • Analyzing the intent or “tone” of the documents; must be well developed

Note: Mere attribution of sources does not constitute analysis of bias or point of view.

6. Analyzes documents by grouping them in at least three appropriate groups. (A group must have two documents.) A fallacious grouping (e.g., merchant views) receives no credit. A group must serve as a valid tool of analysis. In addition to those listed above, groupings and corresponding documents may include the following (list is not exhaustive): • Government officials: 2, 4, 5, 8, 9, 10 • Lovers of morality: 2, 6, 11 • Citizen comments: 1, 6, 7 • Supporters of reason: 2, 5, 9 • Opposition documents: 3, 7, 8, 11 • Chronological changes in reaction: 1, 2, 3, 10, 11 • Favorable comments: 1, 2, 5, 6, 9 • Reasons for change: 1, 2, 3, 4, 5, 6, 10

EXPANDED CORE: 1–3 points to a total of 9 points Expands beyond the basic score of 1–6 points. A student must earn 6 points in the basic core area before earning points in the expanded area. A student earns points to the degree to which he or she does some or all of the following: • Has a clear, analytical, and comprehensive thesis • Uses all or almost all documents • Addresses all parts of the question thoroughly • Uses the documents persuasively as evidence • Shows understanding of nuances in the documents • Analyzes point of view or bias in at least four documents cited in the essay

Question 1—Document-Based Question (continued)

• Analyzes the documents in additional ways (e.g., develops additional groupings) • Brings in relevant “outside” historical content, although most of the essay should be based on the documents

Question 2

Contrast late-nineteenth-century European attitudes and policies about race to those after 1950.

9–8 Points • Thesis is clearly stated and addresses BOTH attitudes and policies in BOTH periods. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; attitudes and policies in BOTH periods are covered. • Discusses at least two points of contrast for each period with at least several (two to three) specific examples. • May contain some minor errors that do not detract from the argument (for example, Israel was established in 1950).

7–6 Points • Thesis is clearly stated and addresses BOTH attitudes and policies in BOTH periods but may emphasize one period over the other. • Organization is clear and effective in support of the argument but not consistently followed. • Essay is balanced overall; both periods AND attitudes and policies are discussed, although one might be discussed more superficially or in less detail. • Discusses at least two points of contrast for each period with at least one supporting piece of evidence for each. • May contain several minor errors or a major error that detracts from the argument.

5–4 Points • Thesis is clearly stated but might only address one aspect of the question. • Organization is apparent but is ineffective or inconsistently followed. • Essay shows imbalance: discusses either attitudes or policies in both periods, or discusses attitudes and policies in both periods superficially. • Most of the major assertions in the essay are supported by at least one piece of relevant evidence. • May contain major errors or misleading overgeneralizations that detract from the argument. • May contain irrelevant information (the slave trade, the Holocaust, Hitler, the United States Civil Rights Movement).

3–2 Points • Invalid or irrelevant thesis, or the thesis simply restates the question. • Organization is unclear and ineffective. • Essay shows serious imbalance: only one period is discussed adequately, and either attitudes or policies are ignored. • Includes only one or two major assertions about one of the periods. • Offers little factual support or specific examples. • May contain several major errors that detract from the argument. • May contain irrelevant information.

Question 2 (continued)

1–0 Points • No discernable attempt at a thesis. • Poorly organized. • Tends to be a rant against the evils of racism, or entirely off task (for example, an essay on the slave trade). • Ignores major aspects of the question. • Off task chronologically and/or geographically. • Little or no supporting evidence is used. • Contains numerous major errors and irrelevant information.

Question 2 Historical Background

This question asks how European attitudes and policies about race were different after 1950 from attitudes and policies in the late nineteenth century.

To answer this question a student would need to think about what those attitudes were in the two different times and contrast them. A student would not need to explain how those attitudes were alike, although the stronger essays might do so. The simplest essay might list accurately the attitudes and policies in each period and describe the differences.

Textbook Material

Material in this section is derived from the following texts:

Chambers et al., The Western Experience (9th edition, 2007) Kagan, The Western Heritage (9th edition, 2007) Kishlansky, Civilization in the West (7th edition, 2008) Noble et al., Western Civilization: Beyond Boundaries (4th edition, 2007) Palmer et al., A History of the Modern World (12th edition, 2007)

Most texts do not talk about “race” in the late nineteenth century, so a student would need to remember that anti-Semitism would fall into this category and call up knowledge of Social Darwinism as well. When talking about the period after 1950, a student would have to resist any automatic response concerning race in the United States and think about decolonization, including the decline of the British Empire and the French withdrawal from Algeria, as well as the influx of immigrants into Europe.

The best texts for this question are Kishlansky, Chambers, and Palmer. Noble brings in some additional characters in the nineteenth century (Mary Kingsley and her discussion of African difference, not inferiority, and Edward Tylor and Paul Broca and their work in anthropology and evolution). Kagan joins Noble in placing Arthur de Gobineau and H. S. Chamberlain as anti-Semites and racists writing in the late nineteenth century.

Late Nineteenth Century • Herbert Spencer and Charles Darwin: Social Darwinism and “survival of the fittest,” equating cultural with racial superiority and used as a rationale for the colonial scramble and European Imperialism. • Rudyard Kipling and the “white man’s burden.” • Anthropology identifies racial differences and scientifically reinforces Darwin. • Anti-Semitism: institutionalized persecutions and massacres (pogroms), even though the Jews were given religious and civil rights in the mid-nineteenth century. Professional and intellectual success leads to mass antipathy among the European population, and Jews were blamed for economic problems of the period—Dreyfus Affair, Zionism, Theodor Herzl, BUT not the Holocaust. • Off task: slavery, the slave trade, Nazism.

Post-1950 • Guest workers and former British Empire citizens: discrimination in schools, even in birth countries. Post-1973 oil crisis attempts to restrict and/or control foreign workers. • In Germany, third- and fourth-generation foreign workers (especially Muslims and Turks) denied right of naturalization (“guest workers”/“Gastarbeiter”). • France: police discrimination and identity controls, especially of North African Arabs and Vietnamese. Violence in Algeria. Non-whites from former colonies.

Question 2 Historical Background (continued)

• Great Britain: ghetto riots in 1980-81. British Empire decolonization: Africa, Asia, Caribbean. • Non-whites from former colonies in Britain, France, etc. • Anti-Semitism weakened in postwar Europe. • Some racist reaction (neo-Nazis, skinheads) but generally anti-racist policies from 1990 on. • Soviet Union: Chambers mentions Stalin, Trofim Lysenko, and anti-Semitism. • Off task: Hitler, Nazis, Japanese internment camps, United States (civil rights, Ku Klux Klan, Martin Luther King, Jr., etc.).

Question 3

Analyze the ways in which TWO of the following groups challenged British liberalism between 1880 and 1914.

Feminists

Irish nationalists

Socialists

9–8 Points • Thesis is clearly stated and addresses two groups with reference to liberalism. • Organization is clear, consistently followed, and effective in support of the argument. • The essay offers an analysis of the challenges BOTH groups posed to British liberalism. • The essay demonstrates an understanding of the challenges to British liberalism. • Several pieces of relevant evidence are offered in support of each group. • May contain minor errors that do not detract from the argument.

7–6 Points • Thesis is clearly stated and addresses two groups, although one group might be treated more superficially. • The essay demonstrates an understanding of the challenges to British liberalism, even superficially. • Organization is clear and effective in support of the argument but not consistently followed. • Essay is balanced, although one group might be discussed in greater detail. • At least one piece of relevant evidence is offered in support of each group. • May contain a major error or several minor errors that detract from the argument.

5–4 Points • Thesis is relevant and clearly stated but might refer to only one group. • Organization is clear and effective in support of the argument but not consistently followed. • Essay shows some imbalance: the two groups might be discussed appropriately but not in relation to liberalism, or the two groups’ relation to liberalism might be discussed superficially. • Most of the major assertions in the essay are supported by least one piece of relevant evidence. • May contain a few major errors that detract from the argument.

3–2 Points • No clear thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance: only one group may be discussed, or there is no discussion of liberalism. • Only one or two major assertions are supported by relevant evidence. • May contain several major errors that detract from the argument.

Question 3 (continued)

1–0 Points • No thesis or a thesis that is off task. • No discernable organization. • Only one of the groups is discussed superficially, or neither of the groups or liberalism are mentioned. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 3 Historical Background

This question asks students to present some specific information about two of the three groups of people listed and to relate those groups to “British liberalism.” This suggests that students need to know and indicate in some fashion an awareness of the principles of “classical British liberalism,” although the question does not require them to list those characteristics. Perhaps even more simply, students will also need to have a somewhat sophisticated understanding of the meaning of the word “challenged.” A simple essay might list some ways two groups opposed the government. A more sophisticated essay might generalize from specific information and form a thesis that encompasses both groups (e.g., “All these ‘outsiders,’ whether successful in achieving their own goals or not, transformed the classical liberal limited government into a ‘welfare state’ through unparliamentary, usually violent, means”). Few essays go beyond broad generalizations. Any attention to (correct) detail is likely to move the essay into the “stronger” category.

Textbook Material

Hunt, The Making of the West (2nd edition, 2005) Kagan, The Western Heritage (9th edition, 2007) Merriman, Modern Europe from the Renaissance to the Present (2nd edition, 2004) Noble et al., Western Civilization: Beyond Boundaries (4th edition, 2007) Palmer, A History of the Modern World (12th edition, 2007) Spielvogel, Western Civilization Since 1300 (6th edition, 2006)

Palmer expresses the changes in British liberalism caused by all three of these groups. Violence replaced parliamentary means for outsider groups; nationalism increased over property rights; laissez-faire was limited by humanitarianism.

Feminists: primarily challenged paternalism of British liberalism and (as suggested by Hunt) male domination of property and politics.

Some texts (Merriman and Palmer in particular) give more theoretical background. During the nineteenth century women received greater rights of custody, control over property, and access to some professions. As other groups, including rural males, were granted parliamentary means to solve economic and civil rights issues, women (systematically excluded by liberals) saw suffrage as a necessity. Merriman says women’s demands were opposed by liberals who (citing scientific opinion) believed women were less intelligent and less able to understand issues. Radicals and liberals also believed women would be inclined to listen to clerical recommendations. Texts discuss the internal conflict between moderate and radical women’s groups as the movement became progressively more violent (from Kagan’s description of Millicent Fawcett and the National Union of Women’s Suffrage Society to Emmeline Pankhurst’s Women’s Social and Political Union [WSPU], which bombed David Lloyd George’s house and was repressed by Herbert Henry Asquith’s policies). The right to vote was granted in 1918 only to independent women who owned property as a reward for service in World War I. Mary Wollstonecraft and John Stuart Mill are mentioned as theorists.

• 1900: International Women’s Suffrage Alliance. • 1903: Women’s Social and Political Union (WSPU). • 1903: Emmeline Pankhurst leads radical wing of WSPU; violent confrontation. • 1903: Beginning of violent protests, acid on golf greens, acts of vandalism. • 1903: Beginning of mass arrests and suffragette hunger strikes. • 1905: Bombing of David Lloyd George’s home by WSPU.

Question 3 Historical Background (continued)

• 1907: Women may serve in local government. • 1913: Public suicide of Emily Davison at Epson Downs.

Irish nationalists: challenged liberal support for self-determination and individual rights in conflict with the rights of property.

Most texts see the Irish nationalist goal of Home Rule as part of the larger “Irish Question.” A solution to Irish discontent was always a goal of William Gladstone and of many liberals. In 1886 the liberals succeeded in disestablishing the Anglican Church. However, Gladstone’s efforts were thwarted by liberals who wanted to protect the rights of Irish landowners. In this case, two British liberal values, self- determination and property rights, clashed. The Irish nationalist response to liberals was to create an increasingly militant organization from the merger of the Irish Land League and the Irish Republican Brotherhood in 1879. The conflict within the Liberal Party eventually led to the creation of a Labour party, as Liberal Unionists split on the Irish Home Rule issues. Home Rule passed in the Commons several times and was vetoed by the House of Lords, but it finally succeeded in 1911 after the Parliament Act of 1911 limited the veto power of the Lords. Home Rule was suspended by the impending World War, and it was not until 1921 (after a guerrilla civil war) that the Irish Free State was created.

• 1879: Beginning of Irish farmers’ land war against absentee English aristocracy. • 1879: Irish Land League supported the farmers’ land war. • 1880: “Boycott” entered the English language, as Irish Land League takes on Captain Boycott. • 1880: Charles Parnell (Liberal Irish Protestant) began to push for Home Rule. • 1882: British officials hacked to death in Phoenix Park, Dublin. • 1913: Formation of the Irish Volunteers. • 1919: Creation of the Irish Republican Army (IRA).

Socialists: challenged liberal philosophy of laissez-faire and limited government action in social issues.

All texts point out that British socialism was unrelated to Marxism or other international radical movements. Merriman identifies British socialists as reform socialists interested in increasing political participation in order to pass legislation to improve working conditions. They were willing to cooperate with other parties, notably the Fabian Society, in favor of gradual change to improve living standards, and H. M. Hyndman’s Social Democratic Federation. Spielvogel, Kagan, and Noble especially describe the political changes in response to socialist demands. In 1901 the trade unions and the Fabians created the Labour Party after the Taff Vale decision making trade unions responsible for business losses caused by labor strikes. By 1906 the Liberal Party (challenged by the trade unions, Fabians, and the threat of a new Labour Party [1901]) began to support social reform such as retirement pension, health care, income tax, and death duties. It was Lloyd George’s efforts at social reform that led to the elimination of the veto power of the House of Lords.

• 1884: Fabian Society • 1893: Independent Labour Party • 1899: Thomas R. Steels and the Trade Union Congress • 1901: English Labour Party

Question 4

Analyze the similarities and differences in the methods used by Cavour and Bismarck to bring about the unification of Italy and Germany, respectively.

9–8 Points • Thesis is clearly stated and addresses BOTH statesmen and compares and contrasts their methods of unification. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; the similarities and differences of both Cavour’s and Bismarck’s efforts are correctly described. • Evenly compares and contrasts the methods of Cavour and Bismarck. • Uses multiple examples to support the analysis of the similarities and differences. • May contain some minor errors that do not detract from the argument (examples: calling the Seven Weeks’ War the Seven Years’ War; saying that Bismarck took over Denmark).

7–6 Points • Thesis is clearly stated and addresses BOTH statesmen and compares and contrasts their methods of unification, although more attention may be paid to one aspect of the question. • Organization is clear and effective in support of the argument but not consistently followed. • Essay is somewhat balanced, though the treatment of similarities and differences might be uneven. • Contains at least two or three specific examples to support the analysis of the similarities and the differences. • May contain several minor errors or one major error that detracts from the argument.

5–4 Points • Thesis is clearly stated, but not fully responsive to the question; it might focus on either similarities or differences. • Organization is clear and effective in support of the argument but not consistently followed. • Essay shows imbalance; the methods of either Cavour OR Bismarck may be discussed superficially. • The analysis of the methods of either Cavour OR Bismarck might be supported with minimal examples and little factual support. • May contain major errors or misleading overgeneralizations that detract from the argument.

3–2 Points • The thesis is not clearly stated or just restates the question. • Organization is unclear and ineffective. • Essay shows serious imbalance; either just the similarities OR just the differences are discussed. • Offers little factual support for analysis. • May contain several major errors that detract from the argument.

1–0 Points • No discernable attempt at a thesis. • Poorly organized. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 4 Historical Background

This question asks students to compare and contrast the methods used by Cavour and Bismarck. In order to answer this question, students need to know some specific facts about the unification process for each country. The stronger essays may generalize from these processes to some principles of state-building.

Textbook Material

Burns et al., Western Civilizations (9th edition, 1980) Kishlansky, Civilization in the West (7th edition, 2008) Merriman, Modern Europe from the Renaissance to the Present (2nd edition, 2004) Noble et al., Western Civilization: Beyond Boundaries (4th edition, 2007) Palmer et al., A History of the Modern World (12th edition, 2007) Spielvogel, Western Civilization Since 1300 (6th edition, 2006)

This is a mainstream question. All texts discuss this topic and give good detail about the process.

Kishlansky, Noble, and (to a lesser extent) Palmer explicitly compare the methods of Cavour and Bismarck, suggesting that both were opportunists as well as realists compelled by Realpolitik. Both used diplomacy, but Bismarck had greater access to military force while Cavour cunningly got others (France) to use their military for his ends. Burns and Spielvogel emphasize the similarities in their methods. Merriman is less concerned with the agency of Cavour and Bismarck and more interested in the forces at work and the situation in Europe at the time.

Cavour was an opportunist who achieved unification by manipulation of diplomacy and international events. He used his influence to achieve liberal administrative reforms in the government of Piedmont- Sardinia and entered the Crimean War (1853-56) in order to sit at the peace conference. An alliance with France and Napoleon III against Austria gained him Lombardy in 1850, and subsequent plebiscites enabled other central Italian states to join Piedmont-Sardinia. Cavour was a shrewd political tactician, supporting a liberal parliamentary government with an anticlerical policy. Other small Italian states sought annexation with Piedmont-Sardinia. In southern Italy Cavour’s liberal goals persuaded the followers of Giuseppe Garibaldi in Sicily and Naples to join with Piedmont-Sardinia to create a unified state. After Cavour’s death, Italy gained Venetia in 1866 through an alliance with Prussia, and in 1870, when Napoleon III was under attack from Prussia, took Rome.

Bismarck is described as a ruthless chess master, a Junker who joined with the liberals to gain a common end (Kishlansky). He did not just use wars to attain his goals; he provoked them. Palmer, in detail, describes Bismarck’s technique. In 1864 Bismarck joined with Austria to challenge Denmark for Schleswig-Holstein with Russian support, since he had supported Russia the previous year during the Polish rebellion. He reformed the German Confederation with a parliament and universal suffrage and reinforced the Zollverein customs union, which was led by Prussia and excluded Austria. In 1866 he challenged Austria over Schleswig-Holstein, fighting the Seven Weeks’ War to exclude Austria from a united Germany. In 1867 Bismarck annexed several German states to create the North German Confederation. Alsace and some of Lorraine were added as some of the spoils of the Franco–Prussian War (1870-71). The Zollverein and the military were the backbones of Bismarck’s united Germany with its old military order and economic modernization. He undermined his opposition by using the masses against the private interests of the nobility and the Church and even negotiating with socialists and incorporating some of their policies.

Question 4 Historical Background (continued)

Key Dates in Italian Unification

1848: Mazzini and “Young Italy.” 1849: France sends troops to Rome to protect the Pope. 1852: Cavour becomes prime minister of Piedmont-Sardinia. 1854: Crimean War begins (ends in 1856); Piedmont sides with France and Great Britain. 1856: Peace of Paris ends Crimean War. 1858: Treaty of Plombières (France and Piedmont-Sardinia). 1859: Austrian declaration of war against Piedmont-Sardinia. 1859: Battles of Magenta and Solferino. 1860: Treaty of Turin. 1860: Garibaldi campaigns in Sicily and southern Italy. 1861: All-Italian parliament with the exception of Rome and Venetia. 1866: Prussian–Italian military alliance. 1866: Italy annexes Venetia. 1870: France pulls out of Rome.

Key Dates in German Unification

1834: Zollverein (customs union of German states) formed, without Austria. 1848: Frankfurt parliament; “Kleindeutsch” versus “Grossdeutsch” debate; abortive liberal revolutions in the German states. 1848: First Schleswig–Holstein crisis. 1854: Crimean War begins (ends in 1856). 1856: Peace of Paris (ends the Crimean War). 1862: Bismarck becomes Prussian prime minister. 1863: Polish revolts against Russia. 1864: Second Schleswig–Holstein crisis. 1864: Prussian/Austrian–Danish War. 1864: Peace of Vienna. 1866: Prussian–Italian military alliance. 1866: Prussian–Austrian War (Brothers’ War or Seven Weeks’ War). 1866: Peace of Prague. 1867: Northern German Confederation, without Austria. 1869: Leopold, Spanish crisis. 1870: Ems Telegram; outbreak of Franco–Prussian War. 1870: Battle of Sedan; Siege of Paris. 1871: Treaty of Frankfurt. 1871: Establishment of the Second Reich, Hall of Mirrors, Versailles. 1873: Bismarck begins Kulturkampf against Roman Catholic influence.

Question 5

Analyze the reasons for the decline of the Holy Roman Empire as a force in European politics in the period 1517 to 1648.

9–8 Points • Thesis is clearly stated and addresses the question. • Organization is clear, consistently followed, and effective in support of the argument. • Essay covers the entire chronological period, treating events in BOTH centuries. • Essay presents at least three reasons for the decline of the Holy Roman Empire, supported by specific historical examples. • May contain minor errors that do not detract from the argument (for example, a discussion of Spain and/or the Hapsburg Empire, if not off task, is an irrelevancy but not an egregious error).

7–6 Points • Thesis is clearly stated and addresses the question. • Organization is clear and effective in support of the argument but not consistently followed. • Essay is balanced overall; covers events in BOTH centuries. • Essay presents at least two reasons for the decline of the Holy Roman Empire, supported by specific historical examples. • May contain a major error or several minor errors that detract from the argument.

5–4 Points • Thesis is clearly stated but may not address the entire historical period. • Organization is clear and effective in support of the argument but not consistently followed. • Essay shows imbalance; it might analyze just the events of the sixteenth century and ignore much of the seventeenth century, or vice versa. • Essay presents at least one reason for the decline of the Holy Roman Empire, supported by at least one historical example. • May analyze the disintegration of Germany OR purely internal Imperial politics but be generalized about the causes. • May contain a few major errors that detract from the argument.

3–2 Points • Thesis is not clearly stated or simply restates the question. • Organization is unclear and ineffective. • Essay shows serious imbalance in the discussion of chronology and factors. • May give little detail about the decline of the Holy Roman Empire. • May just describe the Protestant Reformation and/or the Thirty Years’ War with inadequate and/or erroneous analysis. • Only one or two major assertions are supported by relevant evidence. • May contain several major errors that detract from the argument.

Question 5 (continued)

1–0 Points • No discernable attempt at a thesis. • No discernable organization. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 5 Historical Background

This question asks students to recall information about the Reformation, the Peasants’ War, and especially the Thirty Years’ War, and to organize those facts into a cause-and-effect structure. “Analysis” in this question means that students must present their knowledge into a comparison of the role of the Holy Roman Empire in Europe during the period and to some extent after the Thirty Years’ War. Students may concentrate on the ending period and discuss only the consequences of the Protestant Reformation and the Thirty Years’ War, and if this is done well, it is a partial answer to the question. The strongest essays must also discuss the Holy Roman Empire in relation to the rest of Europe.

Textbook Material

Merriman, Modern Europe from the Renaissance to the Present (2nd edition, 2004) Noble et al., Western Civilization: Beyond Boundaries (4th edition, 2007) Palmer et al., A History of the Modern World (12th edition, 2007) Spielvogel, Western Civilization Since 1300 (6th edition, 2006)

Ideally, students should remember that the Holy Roman Empire was ruled by an emperor chosen by electors (seven in 1517 and eight in 1648). This may be mentioned as an aspect of the issue of decline. According to Merriman, the Holy Roman Empire was dysfunctional after the Protestant Reformation. Economically, there were tolls among the many small German states; politically, many states held noncontiguous territory, and the seven electors were usually unable to agree on foreign policy, except to oppose the Turks. As a result of the Protestant Reformation and the Peasants’ War, the German states were independent as to religion and secularized after the Peace of Augsburg (1555). The Peace of Westphalia (1648) emphasized the autonomy of the German states. Furthermore, the territorial devastation after the Thirty Years’ War left few resources and little interest for European involvement. Noble emphasizes Turkish pressure and the Lutheran rebellion as reasons for ineffectiveness. Spielvogel identifies the religious divisiveness as one key element in the irrelevance of the Holy Roman Empire during this period and after the Thirty Years’ War. Dynastic power politics, both the rivalries within the Holy Roman Empire and those of European powers outside the Holy Roman Empire, contributed to its decline. After Westphalia the German states were virtually independent. Palmer devotes a section of his book to “The Thirty Years’ War and the Disintegration of Germany.” He describes the Holy Roman Empire as united by language but almost evenly divided religiously. German universities were in decline because of dogmatic controversies, commerce was decaying, there was little capital, the Rhine mouth was controlled by the Dutch, and banking was in decline. The Thirty Years’ War was a civil war with religious entities, small states, and nobles fighting one another as well as the emperor and centralization. The war resulted in the loss of territories by both the Dutch and the Swiss, and Alsace-Lorraine came under French control. After the Peace of Westphalia, the German states were virtually sovereign, except for foreign policy that required unanimous agreement of all electors. This resulted, according to Palmer, in feudal chaos.

Key Dates for the Decline of the Holy Roman Empire

1500: Charles V comes to the throne. 1515: Beginning of pressure and rivalry from Valois France (Francis I). 1517: Luther’s 95 Theses. 1524: Peasants’ War. 1526: Turkish Wars begin (end in 1566). 1546: Schmalkaldic War begins (ends in 1547). 1555: Peace of Augsburg; Charles V resigns and splits the Hapsburg lands in two.

Question 5 Historical Background (continued)

1618: Thirty Years’ War begins (ends in 1648). 1648: Peace of Westphalia. • Loss of Alsace • Loss of Holland from Spanish Hapsburgs • Loss of Lorraine • Loss of Pomerania • Loss of Switzerland

Question 6

Analyze the impact of TWO cultural and/or technological developments on European education in the period 1450 to 1650.

9–8 Points • Thesis must include reference to the impact of two relevant developments (either cultural or technological, or one of each) on European education. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; equal attention is given to the discussion of each development and its impact on European education. • Multiple (at least three to four) specific facts are provided in the discussion of each development. • The impact of each development on education is discussed in some detail. • May discuss the consequences of these developments for post-1650 Europe (the Enlightenment), but most of the essay remains within the proper chronological period. • May contain minor errors that do not detract from the argument.

7–6 Points • Thesis must include reference to the impact of two relevant developments (either cultural or technological, or one of each) on European education. • Organization is clear and effective in support of the argument but not consistently followed. • Essay is balanced, although more attention may be paid to one development and its impact on education. • Several (at least two to three) specific facts are provided in the discussion of each development. • The impact of each development on education is discussed in adequate detail. • May contain a major error or several minor errors that detract from the argument.

5–4 Points • Thesis is explicit but may mention only one relevant development or ignore the impact of both developments on education. • Organization is clear and effective in support of the argument but not consistently followed. • Essay shows some imbalance; it may focus on one development with minimal detail on the second development, or it may describe two developments with minimal or no analysis of impact on education, or it may suggest some changes in education without indicating the causes of the changes. • Some (at least two) specific facts are provided in the discussion of each development. • May contain a few major errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance; it may discuss only one relevant development and/or ignore the impact on education. • Only one or two major assertions are supported by relevant evidence. • May contain several major errors that detract from the argument.

Question 6 (continued)

1–0 Points • No discernable attempt at a thesis. • No discernable organization. • May discuss superficially only one relevant development OR may discuss only education in the period. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 6 Historical Background

This question asks students to talk about two cultural and/or technological developments and then to relate them to European education during a 200-year period. They are not asked to compare and contrast, but to describe cause and effect. (Many students have a difficult time with this task: they can describe the developments more thoroughly than they can discuss their impact.) The two developments do not need to have originated between 1450 and 1650 but merely to have had an impact on European education in that period. (Thus, the printing press, which was invented in the 1440s, is a legitimate technological development to discuss.) The developments need not be described as positive, although most students pick developments that improved education. The question does not restrict students to describing the impact on formal education.

Many students will discuss the printing press as an important technological development. The better essays will talk about the rise in availability of printed matter—not just religious matter (the Bible, devotional works, sermons) but also books and pamphlets on a variety of topics, some of the most popular of which were nature, discoveries in the New World, and instructions on how to make things. The printing press also made caricatures and cartoons more widely available. The ample availability of printed materials was also used by local and national rulers, who printed didactic works intended to instruct their people about religion in order to ensure religious conformity.

Textbook Material

Hause and Maltby, Essentials of Western Civilization (2nd edition, 2008) Merriman, Modern Europe from the Renaissance to the Present (2nd edition, 2004) Noble et al., Western Civilization: Beyond Boundaries (4th edition, 2007) Palmer et al., A History of the Modern World (12th edition, 2007)

Palmer and Noble offer the most interesting observations about changes in education during this period. Palmer focuses on formal education, pointing out that by 1500 there were over 100 universities in Europe. During the Renaissance, Italian humanists created a secondary system to teach rhetoric and other practical applications of learning and deportment. Erasmus, during the Northern Renaissance and the Reformation, believed that the Bible should be available in the vernacular and that responsible citizens involved themselves in worldly affairs to achieve peace and tolerance. His goal was a critical and reforming zeal. In addition during the sixteenth century, a form of civic education was developed to prepare clerks and agents in commerce and government in order to provide for bureaucratic record-keeping and civic law. Between 1580 and 1640, Palmer points to grammar schools in England and France. Ursuline Sisters began to educate girls. All of these developments included the education of more middle- and lower-class Europeans. Hause and Maltby add that humanists thought that educating the mind benefited the soul. Noble identifies the grammar schools of Guarino in humanist Italy that taught ethics and morals to young men. The humanist recovery of ancient literature indicates the valuing of culture and discipline and led to the spread of literacy. The printing press also enabled the use of printing games and exercises to further education and formal study. Merriman adds that the Reformation led to greater emphasis on education as a means of fostering religious conformity by encouraging reading of specific texts. Chapbooks and pamphlets were printed to accomplish that end.

Examples of relevant technological developments • Printing press (invented 1440s; printing press spread the ideas of the Reformation as well as the Counter-Reformation and the classical learning of the Renaissance). • 1467: the first press in Rome was established by two German printers; within five years they had produced 12,000 volumes. • 1490s: Frankfurt became an international meeting place for printers and booksellers.

Question 6 Historical Background (continued)

• c. 1450s: Western Europeans create the carrack, a deep-hulled ship using square and lateen sails and capable of long sea voyages. • Telescope (built in 1609 by Galileo, after hearing of a similar instrument built by Dutch astronomers).

Examples of relevant cultural developments • Age of Discovery/colonial expansion in the Americas led to a greater accuracy in map-making. • Renaissance (c. 1330–1530; marked by the rediscovery of classical learning and of classical artistic techniques). • Reformation (began 1517; emphasized reading the Bible in the vernacular). • 1540: Society of Jesus (Jesuits) established; Jesuits became the educators of the European elite; established system of education. • Learned societies began appearing in major cities, including Rome and Paris, by the 1620s.

Other significant dates (some are beyond the chronological framework) • 1522: Martin Luther translated the New Testament into German (first full translation of the Bible into German). • 1534: Luther translated the Old Testament into German. • 1534: New Testament translated into French by Jacque Lefèvre d’Étaples. • 1543: Andreas Vesalius published On the Fabric of the Human Body (foundation of modern biological science). • 1543: Nicholas Copernicus’ Concerning the Revolutions of the Celestial Spheres published; death of Copernicus. • René Descartes (1596–1650). • Francis Bacon (1561–1626). • Tycho Brahe (1546–1601). • Johannes Kepler (1571–1630). • Galileo (1564–1642). • Machiavelli, The Prince (1532). • Castiglione, The Courtier (1528). • Blaise Pascal (1623-62). • Sir Isaac Newton (1642–1727). • 1637: Descartes published Discourse on Method (“Cogito, ergo sum”). • Edmund Halley (1656–1742). • 1662: Royal Society of London for Improving Natural Knowledge founded. • 1666: Royal Academy of Science founded in France.

Events outside the period 1450–1650 that students might cite (these are off topic, not erroneous) • The Enlightenment (c. 1688–1789). • The Agricultural Revolution (eighteenth century).

Question 7

Compare and contrast the political ideas of Hobbes and Locke.

9–8 Points • Thesis clearly compares and contrasts the political ideas of Hobbes and Locke, either in general terms or in specific ways. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; the political ideas of these thinkers are both compared and contrasted. • At least multiple (three to four) political ideas of each man are discussed when comparing and contrasting these thinkers. • May contain minor errors that do not detract from the argument.

7–6 Points • Thesis clearly compares and contrasts the political ideas of Hobbes and Locke, either in general terms or in specific ways. • Organization is clear and effective in support of the argument but not consistently followed. • The political ideas of these thinkers are both compared and contrasted, but equal attention may not be given to both areas. • At least several (two to three) political ideas of each man are discussed when comparing and contrasting these thinkers. • May contain a major error or several minor errors that detract from the argument.

5–4 Points • Thesis is clear but not fully responsive to the question; the political ideas may be compared OR contrasted. • Organization is clear and effective in support of the argument but not consistently followed. • Essay shows some imbalance; may examine similarities OR differences in the political thought of the two men. • May describe the political thought of Hobbes and Locke with no effort at comparison OR contrast. • May examine similarities and differences in a balanced but superficial manner, with few or no details. • May contain a few major errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay may confuse the two figures OR their political ideas or may discuss only politics in the seventeenth century. • No attempt at analysis; factual information is limited. • May contain several major errors that detract from the argument.

Question 7 Historical Background

This is a traditional question. It asks students to identify the differences and similarities in the political writings of Hobbes and Locke. Students need to understand the writings as well as be able to compare and contrast their content. Students might do this by using context as a vehicle and focusing their discussion on direct comparisons of major points in the works of the two writers. This is, in many respects, a Palmer question.

Although a traditional question, it is more challenging than it seems at first glance. It is far easier for students to contrast than to compare the political ideas of Hobbes and Locke. An acceptable comparison is one that discusses, for example, the fact that each man believed that government was necessary. In addition, the question asks about the political ideas of each man. Many students will include information on each man’s views regarding human nature. As long as they show how these ideas shaped the political ideas, this information is relevant. An essay that deals only with their views on human nature is off task entirely, however.

Textbook Material

Burns et al., Western Civilizations (9th edition, 1980) Chambers et al., The Western Experience (9th edition, 2007) Hause and Maltby, Essentials of Western Civilization (2nd edition, 2008) Hunt, The Making of the West (2nd edition, 2005) Kishlansky, Civilization in the West (7th edition, 2008) Kagan, The Western Heritage (9th edition, 2007) Lerner and Burns, Western Civilizations (1st edition, 1993) Merriman, Modern Europe from the Renaissance to the Present (2nd edition, 2004) Noble et al., Western Civilization: Beyond Boundaries (4th edition, 2007) Palmer et al., A History of the Modern World (12th edition, 2007) Spielvogel, Western Civilization Since 1300 (6th edition, 2006)

The textbooks do not present the same interpretations of the two thinkers. There is even an instance of contradiction. We need to be careful as we score this question that students are not penalized for the textbook they have used. The books tend to emphasize differences, but many books also note their similarities. Even the better essays will have more to say about the differences than the similarities. Locke may be wrongly identified as a supporter of democracy.

Hobbes’ Leviathan • Kishlansky: Government formed for self-preservation and to escape the brutal state of nature. Rulers rule; subjects obey. • Palmer: Sees Hobbes as materialistic and atheistic. Hobbes believed men were unable to govern themselves. From fear and to retain order, men make a contract giving up personal freedom to the ruler who has absolute unrestricted power in return for security, peace, and the rule of law. Government was created by and for humans. • Burns: Compares Hobbes and Bodin. There is no limit on the ruler’s authority. Burns uses words like “ruthless,” “trample on,” and “tyrannize” to illustrate the power of the ruler. • Hause and Maltby: See Leviathan as a consequence of the English Civil War requiring an autocratic superstate. • Kagan: All people have the right to everything, and equality breeds perpetual enmity. Hobbes’ politically organized society and state was to deliver people from a corrupt government: social contract.

Question 7 Historical Background (continued)

• Noble: Hobbes compared the state to a machine running by laws and maintained by the ruler. Citizens were seen as potentially equal and constrained neither by morality nor natural obedience. • Merriman: Compares Hobbes and Locke. Both believed government is for the good of mankind. Hobbes says individuals surrender rights for protection. In analyses of Hobbes, many variations of his statement that life outside of government was “solitary, poor, nasty, brutish, and short” can be seen.

Locke’s Two Treatises on Civil Government • Kishlansky: Locke developed the contract theory of government. Individuals join for their own well being. Government protects natural rights: life, liberty, property. • Palmer: Like Hobbes, Locke sees government for human good and as a contract. But since people learn from experience, they can be enlightened by education. Government is established to enforce natural rights. The social contract has mutual obligations: rationality and responsibility. Locke admits the right of people to resist bad government. • Burns: Via the social contract, people bestowed on government the executive power of the law of nature. Rights not expressly surrendered are reserved for the people. The right to overthrow a tyrannical government exists. • Chambers: Locke learned from Hobbes. The state of nature is a state of war. Contract government ends anarchy that preceded civil society. However, three rights (life, liberty, and property) are inalienable without the consent of the governed. Consent is granted through the representative assembly of men of property. • Kagan: The law of nature creates everyone equal and independent; people in nature are reasonable and able to function but establish government to solve problems and facilitate social life. Government should primarily protect property. • Hunt: Hobbes and Locke saw all people have a state of nature; Locke’s definition of nature is peaceful. Locke emphasized the importance of property. • Spielvogel: The state of nature, according to Locke, is equality and freedom: “community perpetually retains supreme power.” • Noble: People, according to Locke, were capable of self-restraint and mutual respect in the pursuit of self-interest. Locke envisioned a political society based on human rights. • Merriman: Locke concluded that the rights of individuals are protected by parliamentary limits on monarchical prerogatives.

Major Points of Comparison between Hobbes (1588–1679) and Locke (1632–1704)

Political ideas • Both agree that governments do not originate from God. • Both agree that governments must be created by man. • Both agree that governments should be established in accordance with natural laws. • Both agree that governments should be rationally, ethically, and consciously conceived. • Both agree that governments must be based on a contract between those governed and the government.

Other ideas (Some of these may be used to explain the underpinnings of each man’s political thought.) • Both reject the cynicism of Machiavelli. • Both wrote in the seventeenth century. • Both were heavily influenced by the rationality of the Scientific Revolution, 1600–1700.

Question 7 Historical Background (continued)

• Both were heavily influenced by the events of the English Civil War, 1642-49. • Both backed a specific side in the English Civil War. • Both agree that governments are necessary. • Both agree that man’s true character can be found in a “state of nature.”

Major Points of Contrast between Hobbes and Locke

Political ideas • Hobbes argued for royal absolutism, while Locke argued for constitutionalism. • Hobbes believed that once governments are established, they may not be challenged and overthrown, while Locke believed that if the social contract is violated, the governed have the right to overthrow the government. • Hobbes backed the king, while Locke backed Parliament in the English Civil War.

Other ideas (Some of these may be used to explain the underpinnings of each man’s political thought.) • Hobbes backed the losing side, while Locke backed the winning side in the English Civil War. • Hobbes believed that man’s state of nature was violent and selfish, while Locke believed that man’s state of nature was peaceful and reasonable. • Hobbes had little interest in private property, while Locke argued that private property was a cornerstone of government.

Key Dates

1642-49: English Civil War. 1649: Execution of Charles I. 1649-59: Interregnum (Republic, then Protectorate). 1658: Death of Cromwell. 1660: Restoration of the monarchy (Charles II returned from France). 1685-88: Reign of James II. 1688-89: “Glorious Revolution.”

AP® European History 2009 Scoring Guidelines

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AP® EUROPEAN HISTORY 2009 SCORING GUIDELINES

Question 1—Document-Based Question

Analyze attitudes toward and evaluate the motivations behind the European acquisition of African colonies in the period 1880 to 1914.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must address both attitudes and motives, and with some degree of specificity (beyond general analytical categories) for at least one part of the prompt. The thesis must suggest a minimal level of analysis drawn from the context of the documents, though a student does not necessarily need to use both the terms “attitudes” and “motivations” explicitly. The thesis may appear in the final paragraph.

2. Discusses a majority of the documents individually and specifically. The student must use at least seven documents—even if used incorrectly—by reference to anything in the box. Documents cannot be referenced collectively in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest . . .”) unless the student goes on to discuss them individually. Documents need not be cited by number or by name.

4. Supports the thesis with appropriate interpretations of a majority of the documents. The student must use at least seven documents correctly, and the documents used in the body of the essay must provide support for the thesis. A student cannot earn this point if no credit was awarded for point 1 (appropriate thesis).

Note: 1) Attribution alone is not sufficient to earn credit for point of view. 2) It is possible for students to discuss point of view collectively, but this counts for only one point of view.

Question 1—Document-Based Question (continued)

Attitudes Pro-imperialist: . Economic: 1, 4, 5, 11 . Nationalistic: 1, 2, 8, 10, 12 . Social/Cultural: 1, 5, 8, 11 Anti-imperialist: 3, 6, 7, 9 . Economic: 7, 9 . Social/Cultural/Humanitarian: 6, 9

Motivations Economic . Expansion and prosperity: 1, 4, 5, 11 . Capitalism: 1, 4, 5, 7, 9, 11 . Markets and trade: 4, 9 . Acquisition of raw materials: 1, 11 Political . Nationalism: 1, 2, 10, 12 . Global power politics: 1, 2, 8, 10 . Regaining national glory (France): 10, 11, 12 . Maintaining and building empire (Britain): 2, 4, 5, 8 Social/Cultural/Humanitarian . Social Darwinism: 6, 8, 11 . “White Man’s Burden”: 1, 5, 11 Exploitation: 6, 9

Expanded Core: 0–3 points to a total of 9 points Expands beyond the basic core of 1–6. The basic score of 6 must be achieved before a student can earn expanded core points. Credit awarded in the expanded core should be based on holistic assessment of the essay. Factors to consider in holistic assessment may include:

Question 1—Document-Based Question (continued)

A CLOSER LOOK AT POINT OF VIEW IN THE 2009 DBQ

There are many means by which a student can demonstrate point-of-view analysis in the 2009 DBQ. Students must make a reasonable effort to address point of view by referring to at least three documents.

Examples of ACCEPTABLE point-of-view analysis

Relating authorial point of view to author’s place in society: “As heir to the Belgian throne, it is not surprising that Prince Leopold supported imperialism since he wanted to increase the power and prestige of the country he would one day rule (doc. 1).”

“Since Joseph Chamberlain was a British industrialist, he naturally supported imperialism since he probably stood to gain economically from the continued growth of the British Empire (doc. 4).”

Evaluating the reliability of the source: “The resolution from the German Social Democratic Party Congress is probably a biased source since as socialists they would naturally condemn a capitalist agenda (doc. 9).”

“Merlin is a governor general of a colony so his pro-imperialist point of view is not surprising since his job was dependent upon the success of French imperialism.”

Recognizing that different kinds of documents serve different purposes: “Since Benjamin Disraeli was delivering a speech to the House of Commons, he probably chose his words carefully to persuade members to support his political agenda (doc. 2).”

“Lord Rosebery was writing a letter to a newspaper, which was clearly a public forum; therefore, this document could be viewed as a form of propaganda (doc. 8).”

Analyzing the tone of the documents: “Because Bismarck was most concerned with power politics on the European continent, his comments regarding imperialism seem somewhat satirical (doc. 3).”

Examples of UNACCEPTABLE point-of-view analysis “Louis Bernard was a French colonial official who, in his memoir, stated that he felt France got over its humiliation by conquering Algeria (doc. 12).” Why is this unacceptable? This is merely attribution with no attempt at further analysis beyond the stated information from the document itself; the statement does not explain why Bernard held these views.

“Bernard was writing in a memoir so it is objective (doc. 12).” Why is this unacceptable? Again, this is really just attribution, since the statement makes no effort to explain how or why a memoir would be an objective source.

“Since Benjamin Disraeli is a politician, he must be biased (doc. 2).” Why is this unacceptable? This statement merely asserts that Disraeli is biased with no attempt to explain why he may hold a biased view.

“Since Archibald Philip Primrose is writing a letter, he is being honest (doc. 8).” Why is this unacceptable? This statement fails to account for the fact that Primrose is writing a letter for a newspaper, which is a very public document, not a private correspondence. © 2009 The College Board. All rights reserved. Visit the College Board on the Web: www.collegeboard.com. AP® EUROPEAN HISTORY 2009 SCORING GUIDELINES

Question 1—Document Summary

Document 1: Prince Leopold, heir to the throne of Belgium and future king, conversation, 1861. “[O]ur frontiers” cannot be “extended in Europe. . . . [T]he globe may become the field of our operations and our resources. . . . [C]olonies are useful” since “they play a great part in that which makes up the power and prosperity of states. . . . [L]et us see where there are unoccupied lands . . . to prove to the world that Belgians also are an imperial people capable of dominating and enlightening others.”

Document 2: Benjamin Disraeli, British prime minister, speech to the House of Commons regarding the Suez Canal, February 1876. “I do not recommend . . . this purchase [of the Suez Canal] . . . as a financial investment or as a commercial speculation. I . . . recommend it . . . as a political transaction . . . to strengthen the empire.”

Document 3: Chancellor Otto von Bismarck of Germany, speaking to a countryman back from exploring Africa, 1888. “Your map of Africa is very nice, but my map of Africa is in Europe . . . and we are in the middle. That is my map of Africa.”

Document 4: Joseph Chamberlain, British industrialist, politician, and reformer, speech, 1888. We have suffered much from depression of trade and many are unemployed. “Is there any man in his senses who believes” we “could exist . . . if we were to be cut adrift from the great dependencies which now look to us for protection and which are natural markets for our trade?” If we reduced our empire to the United Kingdom, “half . . . our population would be starved.”

Document 5: Cecil Rhodes, British imperialist, speech at the chartering of the British South Africa Company, 1889. “Philanthropy is good, but philanthropy at 5 percent is even better.”

Document 6: George Washington Williams, Baptist minister, lawyer, historian, and legislator, “An Open Letter to His Serene Majesty, Leopold II, King of the Belgians and Sovereign of the Independent State of Congo,” Stanley Falls, Congo Free State, 1890. Mr. Henry Stanley and several Zanzibar soldiers used “carefully rehearsed . . . sleight of hand tricks” when making treaties with the native chiefs of the Independent State of the Congo. “By such means as these, and a few boxes of gin, whole villages have been signed away to Your Majesty.”

Document 7: William Clark, “The Genesis of Jingoism,” Progressive Review, London, 1897. “Although in its essence capitalism is international, . . . for the present it is accustomed to find in exaggerated forms of nationalism its most potent ally. The music hall patriot is encouraged to howl for Jameson or any other hero of the hour” when he is really “howling for the financiers who are making Jameson their tool.”

Document 8: Archibald Philip Primrose, Lord Rosebery, British politician and foreign secretary, letter to the London Times, 1900. “An Empire such as ours requires as its first condition an imperial race—a race vigorous and industrious and intrepid. . . . [S]urvival of the fittest is an absolute truth in the conditions of the modern world.”

Question 1—Document Summary (continued)

Document 9: Resolution of the German Social Democratic Party Congress, 1900. “World and colonial” power “is pursued for . . . capitalist exploitation and for displaying military force . . . [I]t corresponds to the greedy desire of the bourgeoisie . . . to invest its ever-increasing capital . . . and to the desire for new markets which each country tries to usurp to itself.”

Document 10: Eugène-Melchior de Vogüé, French diplomat, The Master of the Sea, Paris, 1903. “Diplomacy used to be concerned with the Mediterranean and the Bosporus. . . . [G]reat states of Europe are [now] dividing up . . . Africa and Asia. . . . What used to be a European balance of power is now a world balance of power, . . . and any country that does not wish to become less important must obtain as much new territory relatively as our rivals are doing.”

Document 11: Martial Henri Merlin, governor general of French Equatorial Africa, speech, 1910. “We went to new territories . . . by virtue of the right of a civilized . . . race to occupy territories . . . left fallow by backward peoples who are plunged into barbarism and unable to develop the wealth of their land. What we exercised is a right. . . . We are entitled to . . . occupy their territories,” but we “are also charged with a duty toward these peoples . . . [which] we must never . . . forget.”

Document 12: Louis Bernard, French colonial official, memoir, Paris, 1936. “I found [in Algeria before the First World War] . . . a victorious and conquering France, which allowed me to forget the humiliated France on the other side of the water. I was in a country of empire . . . in which I participated instead of submitting, as it was in our annexed provinces, Alsace and Lorraine.”

Question 2

Analyze the long-term and short-term factors responsible for the disintegration of communist rule in TWO of the following states:

Czechoslovakia East Germany Hungary Poland

9–8 Points • Thesis explicitly identifies long-term and short-term factors responsible for the disintegration of communist rule in two states. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; long-term and short-term factors responsible for the disintegration of communist rule in two states are covered at some length. • Major assertions in the essay are supported thoroughly and consistently by relevant evidence. • May contain errors that do not detract from the argument.

7–6 Points • Thesis identifies long-term and short-term factors responsible for the disintegration of communist rule in two states but may not be fully developed. • Organization is clear and effective in support of the argument but may introduce evidence that is not pertinent to the task. • Essay covers all major topics suggested by the prompt but may analyze one set of factors OR one country in greater depth. • Major assertions in the essay are supported by relevant evidence. • May contain an error that detracts from the argument.

5–4 Points • Thesis identifies factors responsible for the disintegration of communism but may ignore the distinction between long-term factors and short-term factors. • Organization is clear but may not be consistently followed; essay may veer off task. • Essay may not complete all tasks; it may analyze only one set of factors for two countries OR may only analyze factors for one country OR may be primarily descriptive rather than analytical. • Offers supporting evidence for some of the long-term and short-term factors responsible for the disintegration of communist rule. • May contain errors that detract from the argument.

3–2 Points • Thesis may identify factors as short-term and/or long-term factors without demonstrating understanding of the two concepts OR may paraphrase the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance; treatment of short-term and long-term factors is superficial. • Offers minimal or confused evidence regarding long-term and short-term factors responsible for the disintegration of communist rule. • May contain several errors that detract from the argument.

Question 2 (continued)

1–0 Points • Thesis is erroneous OR irrelevant OR absent. • No effective organization is evident. • Short-term and long-term factors are described generically or polemically. • Provides little or no relevant supporting evidence. • May contain numerous errors that detract from the argument.

Question 2 Historical Background

Material in this section is derived from the following texts:

Lynn Hunt, The Making of the West Since 1340—Peoples and Cultures Donald Kagan, The Western Heritage Mark Kishlansky, Civilization in the West John McKay, A History of Western Society Since 1300 R. R. Palmer, A History of the Modern World Jackson Spielvogel, Western Civilization Since 1300

1. 1945-49/late 1940s In the immediate aftermath of the Second World War, the Soviet Union under Joseph Stalin extended its authority over Eastern Europe and gradually imposed communist rule in a number of states. Possibly motivated by concerns over security and traditional Russian expansionist ambitions, Stalin imposed one- party political systems, Soviet economic policies, attacks on traditional elites like the Roman Catholic Church, and ideological indoctrination. Local communist rulers maintained control in large part due to the continued presence of the Red Army. The fate of the Central and Eastern European states became entangled in the Cold War. Germany, which had been temporarily divided among the winners after the war, witnessed a more permanent division with the creation in 1949 of West and East Germany. The latter was governed by communists selected by Stalin.

2. The 1950s The death of Stalin in 1953 and Khrushchev’s endorsement of de-Stalinization and acknowledgment of “many roads to socialism” triggered overt opposition to Soviet power in Central and Eastern Europe. Workers unsuccessfully rioted in East Berlin in 1953, but the greatest challenge to Soviet authority came in 1956 shortly after Khrushchev’s “Secret Speech” and its revelations about the crimes of Stalin. Poland and Hungary served as the focal points of protest, with the Hungarian communist leader Imre Nagy promising free elections and withdrawal from the Warsaw Pact, the Soviet counterpart to NATO. In the end, Soviet forces crushed the Hungarian Revolution by force, and Nagy was executed two years later. The Polish communists, while promising greater autonomy to their people, avoided Hungary’s fate by retaining a monopoly on political power and remaining members of the Warsaw Pact.

3. The 1960s The focal point of much of the Cold War was the city of Berlin. Deep inside the Soviet zone of occupation, the economic recovery and greater personal freedom offered by West Berlin led to the exodus of about three million East Germans between 1949 and 1961. The departure of so many skilled and educated workers threatened to shatter the East German economy and was a propaganda disaster for the Russians. In 1961, the Soviet and East German governments divided the city by constructing the Berlin Wall, one of the symbols of the unpopularity of communist rule in much of Central and Eastern Europe. By the late 1960s, however, the two German governments agreed to develop closer economic and diplomatic relations, a policy known as Ostpolitik. The policy promoted consumerism in the East at the expense of a growing public debt.

The 1960s are often remembered as an era of failed attempts to accomplish drastic political, economic, and social transformation in Western and Eastern Europe. In the areas under Soviet control, the Czechoslovakian Communist Party, led by Alexander Dubček, implemented reforms designed to create “socialism with a human face.” The changes granted citizens greater freedom of speech and travel and decentralized economic planning. The Soviet government, urged on by many of the Warsaw Pact leaders,

Question 2 Historical Background (continued)

ended the Prague Spring by invading Czechoslovakia in 1968 and installing a communist hardliner. The events of 1968 raised doubts about the possibility of reforming communism and communist leaders’ abilities to be more responsive to the aspirations of their citizens.

4. The 1970s and 1980s The 1970s were a decade of growing economic hardship and demands for political freedom. In 1980, the announcement of higher food prices by the Polish government triggered a series of strikes and public demonstrations in Poland. The independent labor movement known as Solidarity, supported by the Polish Pope John Paul II and the Polish Catholic Church, challenged the legitimacy of communist rule. Although the movement was temporarily suppressed by the army, Polish communists failed to solve the economic crisis or command the enthusiastic support of the population. Few, however, anticipated that within the decade the Soviet Union would surrender control of its satellites or that communist rule in Central and Eastern Europe would disintegrate.

Mikhail Gorbachev’s efforts to save communism in the Soviet Union loosened Soviet control in the satellite countries. Gorbachev’s pledge to allow all nations to pursue their own political destinies, coupled with continuing economic problems, resulted in negotiations between the Polish government and Solidarity leaders designed to carry out a peaceful transition of power. By the summer of 1989, Poland was led by a noncommunist leader for the first time in over four decades. The Polish example encouraged dissident groups in other Eastern European countries, and relatively peaceful transfers of political authority had occurred in Hungary, East Germany, and Czechoslovakia by the end of 1989. Gorbachev was surprised by the rapidity of the communist collapse but refused to intervene militarily.

TERMS AND NAMES YOU MAY ENCOUNTER (Not to be treated as a checklist)

Berlin Blockade and Airlift Havel, Vaclav Berlin Wall John Paul II Brezhnev Doctrine Prague Spring Comecon “Socialism/communism with a human face” De-Stalinization Solidarity Movement Dubček, Alexander Velvet Revolution Glasnost and perestroika Walesa, Lech Gorbachev, Mikhail Warsaw Pact

Question 3

Considering the period 1918 to 1948, analyze the political and diplomatic problems faced by TWO of the following newly created Eastern European states.

Austria Czechoslovakia Hungary Poland

9–8 Points • Thesis is explicit and responsive to the question; analyzes political and diplomatic problems. • Organization is clear and consistent; major assertions are developed effectively. • Essay is well balanced; analyzes both the political and diplomatic problems. • Evidence is precise and relevant for both countries; analysis links historical events to problems. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and addresses both political and diplomatic problems in a more general fashion. • Organization is clear and supports the argument. • Essay is balanced; contains some discussion of both the political and diplomatic problems. • Evidence may be stronger for one country than another; linkage between historical events and problems may be limited. • May contain an error that detracts from the argument.

5–4 Points • Thesis is not fully responsive to the question; may identify problems superficially. • Essay is not well organized; introduction or conclusion may be thin. • Essay shows some imbalance; political and diplomatic problems not distinguished. • Evidence is adequate though sparser on one country than another; may be more descriptive than analytical. • May contain errors that detract from the argument.

3–2 Points • Thesis is not explicit; may merely restate the question. • Organization is weak. • Essay shows serious imbalance; may merely mention political and diplomatic problems. • Offers limited or confused evidence for either country; may be a list. • May contain several errors that detract from the argument.

1–0 Points • Thesis is vague or incomplete. • Organization may be skeletal. • Political and diplomatic problems are described generically. • Minimal evidence used; may be off task or unfocused. • May contain numerous errors that detract from the argument.

Question 3 Historical Background

General themes: Failure of democracy and of principle of self-determination; Versailles settlement established new weak states; geopolitical problem (location near or between powerful neighbors); extreme right- and left-wing parties developed; rise of Nazism in 1930s; Soviet domination after Word War II; conflicts between ethnic minorities, especially in Czechoslovakia; Eastern European states were subject to Nazi domination and then to Soviet control (except Austria); Eastern Europeans were often not in charge of their own destinies.

Poland • Poland had a turbulent post–World War I period, with wars against the Soviets, the Ukrainians, Germans, Lithuanians, and Czechs from 1918–1921. • Established a democratic government in 1922, but it lasted only eight years. • 68.9 percent of population ethnically Polish; 15 percent Ukrainian; 8.7 percent Jewish; 3.1 percent Belorussian; 2.3 percent German. • Democratic government overthrown by Joseph Pilsudski in a coup in 1926. • New, conservative constitution in 1934 gave the president extraordinary powers. • Death of Pilsudski, 1935.

Most often cited by students: Political problems: Internal conflict with ethnic minorities; anti-Semitism; re-created state that had not existed since the partitions; failure of democracy. Diplomatic problems: Buffer state; location between Germany and the Soviet Union; Invasion of 1939; Holocaust.

Czechoslovakia • Sole surviving Eastern European democracy until Munich agreement. • Established the National Assembly in Prague. • Relatively stable from 1922 to 1929. • Thomas Masaryk was gifted leader. • Depression exacerbated ethnic tensions: 65 percent Czechs or Slovaks; 20 percent ethnic Germans (three million), often were pro-Nazi; 700,000 Hungarians. • Diplomacy failed on September 18, 1938. • Munich agreement allowed Hitler to take the Sudetenland.

Most often cited by students: Political problems: Ethnic minorities, especially Germans in the Sudetenland; new state comprising Czechs and Slovaks (political plus: relatively stable and viable democracy). Diplomatic problems: Munich crisis; France and Britain did not live up to their promises; failure of League of Nations; Little Entente (Czechoslovakia, Yugoslavia, and Romania) was weak.

Austria • Republic of “German Austria” founded in 1918. • Treaty of St. Germain (1919) made a relatively small state with a homogeneous population (except for Jews in Vienna). • Treaty included war reparations and prohibition of political or economic union with Germany without permission of League of Nations. • Fragile Republic to 1933: constitution ratified in 1920 with bicameral legislature.

Question 3 Historical Background (continued)

• Universal suffrage (including women) in 1920. • Parliamentary election returned Social Democrats and Christian Socialists in large number, with Nationalists a third party. System of proportional representation—neither party could dominate.

Most often cited by students: Political problems: Loser in World War I; shrunken state; end of Hapsburg glory; Jewish minority and anti-Semitism; war reparations were supposed to be paid; forbidden to unite with Germany (or anyone) without permission of League of Nations. Diplomatic problems: Weakness of government; failure of democracy; Hitler’s (and many Austrians’) desire for Anschluss; end of independence, 1938.

Hungary • Became independent in 1919 but lost much territory and population. • Communist coup in 1919 and brief rule by Béla Kun, followed by conservative reaction. • Monarch restored in absentia. • Dictatorship run by the landed aristocracy, with Admiral Horthy as “regent.” • General Gyula Gombos became prime minister in 1932. • Hungary was dictatorial and openly anti-Semitic. • Cooperated with Germany in its efforts at European domination.

Most often cited by students: Political problems: Loser in World War I; “dismembered” state with significant loss of territory and population; first communist rule, then dictatorship; discontent of Magyars. Diplomatic problems: Hard to find alliances; subordinate to Germany during World War II and then to the Soviet Union in the post-war period.

Eastern Europe (1918–1948)

Discussion from Donald Kagan, The Western Heritage

“Trials of the Successor States in Eastern Europe” Problems faced by Poland, Austria, Czechoslovakia (Hungary is not mentioned in this section). Successor states were supposed to provide a buffer zone against Bolshevism and a bastion of self-determination. • They experienced difficulties establishing new parliamentary governments, and only Czechoslovakia did not end up with an authoritarian regime. • No tradition of self-government; ethnic division; new borders disrupted legal and economic systems; all were in debt (except Czechoslovakia). • All were “highly dependent on trade with Germany.” • All had “minority groups that wanted to become part of a different nation.” • Poland was big disappointment; class and ethnic differences ensured that parliamentary regime would fail; Pilsudski led a coup in 1926 and ruled until his death. Minority groups in Poland were identified: Ukrainians, Jews, Lithuanians, and Germans.

“Czechoslovakia: A Viable Democratic Experiment” • Czechs and Slovaks had cooperated during the war. • Leadership of Thomas Masaryk (1850–1937) was gifted and fair.

Question 3 Historical Background (continued)

• Other nation groups were discontented: Poles, Magyars, Ukrainians, and the Germans of the Sudetenland. • Appeasement at Munich meant the dismemberment and disappearance of Czechoslovakia and the creation of a Slovak client state.

“Hungary: Turn to Authoritarianism” • Defeated power—separated from Austria but dismembered with loss of territory. • Short-lived Soviet republic under Béla Kun. • Admiral Horthy (1868–1957) made regent for Hapsburgs (even though the king could not take his throne). • Government was “parliamentary in form” but served aristocratic interests with rigged elections and anti-Semitism.

“Austria: Political Turmoil and Nazi Occupation” • Paris settlement forbade union with Germany. • Christian Socialists vs. Social Democrats. • Christian Socialist Engelbert Dollfuss (1892–1934) was chancellor. • Growing power of Nazi Party in Austria; Dollfuss shot during unsuccessful Nazi coup; Schuschnigg ruled until Anschluss.

“Austria and Czechoslovakia” • Anschluss (March 12, 1938) resulted in Nazi regime surrounding Czechoslovakia. • Hitler’s threats lead to Chamberlain’s concession of the Sudetenland and Munich agreement, September 29, 1938. • Prague occupied, March 15, 1939. • Poland pressed to give up Danzig; Britain and France guarantee Polish independence, leading to outbreak of World War II.

Nazi–Soviet Pact of August 23, 1939 “sealed the fate of Poland.”

“Polish Anti-Semitism between the Wars” • Pilsudski favored including Jews “within the civic definition of the nation.” • But after Pilsudski’s death, government pursued anti-Semitic policies supported by spokesmen of Polish Catholic Church. • Jews were discriminated against in hiring and excluded from civil service, so they moved into law and medicine. • Poles refused to regard even secular, assimilated Jews as fellow Poles. • In spite of Polish anti-Semitism, Nazis alone were responsible for the destruction of the Polish Jewish community.

“Soviet Domination of Eastern Europe” • Eastern European satellites were to be buffer for Soviets. • February 1948, son of Masaryk (Jan) murdered (fell out of a window mysteriously); Edvard Beneš forced to resign, and Czechoslovakia brought under Soviet one-party rule. • Stalin’s harsh politics were due to Tito’s escape from Soviet domination.

Question 3 Historical Background (continued)

Discussion from R. J. Crampton, Eastern Europe in the Twentieth Century—and After

Ethnic breakdown of Poland • In 1921, Poland had a population of 27 million: 69.2 percent Polish; 14.3 percent Ukrainian or Ruthenian; 7.8 percent Jewish; 3.9 percent Belorussian; 3.9 percent German (the rest included Lithuanians, Russians, Czechs, and others). • Poland had an estimated one-third of the Jewish population of the world. Jews were mostly urban, making up 62.9 percent of all those engaged in trade.

Question 4

Analyze the extent to which Frederick the Great of Prussia and Joseph II of Austria advanced and did not advance Enlightenment ideals during their reigns.

9–8 Points • Thesis is explicit and responds to the question by considering the advancement AND lack of advancement of Enlightenment ideals by Frederick the Great and Joseph II. • Organization clearly and consistently supports the argument. o Specifically mentioned Enlightenment ideals are clearly linked to the advancements AND lack of advancements of each ruler. • Essay is balanced; all tasks are developed effectively. • Assertions relating to each monarch must be supported with relevant evidence, with more than one piece of relevant evidence either for advancements or lack of advancements. • Errors do not detract from the thesis.

7–6 Points • Thesis is explicit and responds to the question with less depth, but it does refer both to the advancement AND lack of advancement of Enlightenment ideals of Frederick and Joseph II. • Organization clearly supports the argument, with some inconsistency. • Continues to link Enlightenment ideals to monarchs’ actions, though one monarch’s actions may be less developed than the other. • Essay is balanced; all tasks are addressed at least briefly. • Each assertion relating to each monarch must be supported with at least one piece of relevant evidence for both advancements and lack of advancements. • May contain an error that detracts from the argument.

5–4 Points • Thesis is weaker, but may not be fully responsive to all parts of the question. • Organization is clear but not as complete; links between Enlightenment ideals and advancements or lack of advancements may be merely inferred. • Essay shows imbalance; one major task may be omitted. • Most assertions are supported by at least one piece of relevant evidence. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or one that merely repeats/paraphrases the question. • Organization is unclear and ineffective, usually following a weak thesis. • Essay shows serious imbalance; most major tasks treated only superficially. • Few assertions are supported by relevant evidence. • May contain significant errors that detract from the argument.

1–0 Points • No discernable attempt at a correct thesis. • No discernable organization. • Only one or none of the major tasks suggested by the prompt is mentioned. • Little or no supporting relevant evidence is given. • Contains numerous major errors.

Question 4 Historical Background

Discussion from John McKay, A History of Western Society How did the Enlightenment influence political developments? There is no easy answer. Thinkers outside of England and the Netherlands believed that political change could best come from above, rather than from below, especially in Central and Eastern Europe. It was necessary to educate and “enlighten” the monarch, who could then make good laws and promote human happiness.

Influenced by philosophical authors and government officials, some absolutist rulers of the later eighteenth century tried to govern in an “enlightened” manner. Yet the actual programs and accomplishments of these rulers varied greatly. It is necessary to examine the evolution of monarchial absolutism before trying to judge the Enlightenment’s effect and the meaning of what historians have often called the enlightened absolutism of the later eighteenth century.

Discussion from Jackson Spielvogel, Western Civilization Since 1300 There is no doubt that Enlightenment thought had some impact on the political development of European states in the eighteenth century. The philosophes believed in a variety of natural rights

Most philosophes believed that people needed to be ruled by enlightened rulers. But what made them enlightened? They must allow religious toleration, freedom of speech and press, and the rights of private property. They must foster the arts, sciences, and education. Above all, they must obey the law and enforce it fairly for all subjects. Only strong monarchs such as Frederick II of Prussia, Catherine the Great, and Joseph II of Austria supposedly followed the advice of the philosophes and ruled by enlightened principles.

Discussion from John Merriman, A History of Modern Europe It is to the Enlightenment that we trace the origins of many of our most strongly held political beliefs: the idea that people should be ruled by law, not rulers; the belief that a separation of powers ought to exist within government; the concept of popular sovereignty (authority should be wholly or at least partly based in the people, reflecting their interests, if not their consent); and the assumption that it is the responsibility of rulers to look after the welfare of the people.

Limitations on Enlightened Absolutism

Discussion from John McKay, A History of Western Society Necessities of state and maintenance often took precedence over reform. Indeed, many historians maintain that Frederick and Joseph were primarily guided by a concern for the power and well-being of their states. In the final analysis, heightened state power was used to create armies and wage wars to gain more power.

It would be foolish, however, to overlook the fact that the ability of enlightened rulers to make reforms was also limited by political and social realities. Everywhere in Europe, the hereditary aristocracy was still the most powerful class in society. As the chief beneficiaries of a system based on traditional rights and privileges for their class, they were not willing to support a political ideology that trumpeted the principle of equal rights for all. The first serious challenge to their supremacy would come with the French Revolution.

Question 5

Compare and contrast the economic factors responsible for the decline of Spain with the economic factors responsible for the decline of the Dutch Republic by the end of the seventeenth century.

9–8 Points • Thesis is clearly stated and addresses BOTH a comparison and a contrast for the decline of Spain and the Dutch Republic by the end of the seventeenth century (e.g., “While both Spain and the Dutch Republic suffered from massive military expenditures, the decline of Spain was more self- inflicted than the decline of the Dutch Republic”). • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; even treatment of points of comparison as well as points of contrast. • All major assertions in the essay are supported by multiple pieces of relevant evidence and historical specificity. • Essay makes connections between the events of the sixteenth century to the economic decline by the end of the seventeenth century; analyzes the factors of cause and effect. • May contain some errors that do not detract from the argument (e.g., calling the First Anglo–Dutch War the Nutmeg War or making the assertion that the primary cause of hyperinflation was the flood of bullion into Europe).

7–6 Points • Thesis is clearly stated and addresses BOTH parts of the question. • Organization is clear. • Essay is somewhat balanced, though the treatment of some points of comparison and some points of contrast might be uneven. • All major assertions in the essay are supported by at least one piece of relevant evidence or historical specificity. • Essay makes connections between the events of the sixteenth century to the economic decline by the end of the seventeenth century; analyzes the factors of cause and effect. • Might contain some errors that do not detract from the argument.

5–4 Points • Thesis is clearly stated but might be uneven. Tends to focus too much on just similarities or just differences. • Organization is clear and consistently followed, but not necessarily effective. • Essay shows imbalance; the points of comparison or the points of contrast might be discussed superficially. • Assertions tend to be general statements with minimal supporting evidence or historical specificity. • Mostly historical narrative with little attempt at connections and analysis. • Essay tends to ignore the connections between the events of the sixteenth century and the economic decline by the end of the seventeenth century; little analysis. • May contain major errors that detract from the argument (e.g., “The Dutch Republic declined because the English took over South Africa in 1694”).

Question 5 (continued)

3–2 Points • Thesis is not clearly stated or just restates the question (example: “There are many similarities and many differences between the economic decline of Spain and the economic decline of the Dutch Republic”). • Organization is unclear and ineffective. • Essay shows serious and major imbalance; it either discusses just the factors of comparison OR just the factors of contrast. • Statements are superficial and general without any factual support. • Little factual support for analysis. • Little or no analysis. • Little evidence of any economic connections or cause/effect. • Contains major errors that detract from the argument.

1–0 Points • No thesis. • Organization gets in the way of the argument. • General, superficial, vague, and simplistic. • Little or no supporting evidence. • No analysis or historical connections. • Major errors get in the way of the argument.

Question 5 Historical Background

Material in this section is derived from the following texts:

Mortimer Chambers, The Western Experience Lynn Hunt, The Making of the West Since 1340—Peoples and Cultures John Merriman, A History of Modern Europe John McKay, A History of Western Society Since 1300 R. R. Palmer, A History of the Modern World Jackson Spielvogel, Western Civilization Since 1300

The purpose of this question was to investigate the phenomenon of economic decline on the part of two major European powers by the end of the seventeenth century. Spain and the Dutch Republic were two enormously wealthy and powerful European states in the sixteenth century. Within one hundred years, both were in a state of economic downturn. The question investigates what happened economically and the reasons why. Both Spain and the Dutch Republic declined economically for similar reasons: unrelenting foreign competition, smothering military expenditures, crippling inflation, and population issues. There were, however, major differences between the two. • The economic decline of Spain was self-inflicted; the economic decline of the Dutch Republic was a crisis of geography. • The economic decline of Spain was absolute; the economic decline of the Dutch Republic was relative. • The economic decline of Spain was due to the catastrophic mismanagement of resources; the economic decline of the Dutch Republic was the result of hubris caused by a stellar management of resources. • The economic decline of Spain stemmed from the lack of a middle class; the economic decline of the Dutch Republic can be traced back to the middle class. • The economic decline of Spain came from military defeats; the economic decline of the Dutch Republic stemmed from military victories.

Question 6

Analyze the various ways in which the Thirty Years’ War (1618–1648) represented a turning point in European history.

9–8 Points • Thesis is explicit and fully responds to the question. o Refers to three significant results of the Thirty Years’ War representing a turning point. • Organization is clear and effectively supports the argument. o Body paragraphs go on to develop the various results of the Thirty Years’ War as alluded to in the thesis. • Essay is well balanced; multiple turning points required by the question are covered at length. • All major assertions in the essay are supported by relevant, specific examples. o Examples document major turning points in European history caused by the Thirty Years’ War. • May contain errors or off-topic content that does not detract from the argument.

7–6 Points • Thesis is explicit and responds to the terms of the question. o May refer to only two results, or may refer to three results in a less sophisticated manner. • Essay is organized and supports the argument, but may stray off task. o May merge factors in single paragraphs. • Essay is relatively balanced; at least two turning points are covered. o Some factors may be more developed than others. • All major assertions in the essay are supported by at least one piece of relevant evidence. • May contain an error or off-topic content that detracts from the argument but does not significantly interfere with the task of the essay.

5–4 Points • Thesis is explicit but not fully responsive to the question. o May only refer to one significant turning point factor or to two factors minimally. o Some turning point factors may be inaccurate. • Essay is organized and consistently followed, but may ineffectively connect to the question. o May be more of a chronological narrative of the Thirty Years’ War rather than an analytical essay dealing with the requirements of the question. • Essay shows some imbalance, perhaps developing only one turning point factor. • The major turning point in the essay is supported by at least one specific example. • May contain a few errors that detract from the argument.

3–2 Points • Thesis is weak or general. • Essay is poorly organized OR simply a narrative of the Thirty Years’ War OR demonstrates little/no knowledge of valid turning points. • Essay shows serious imbalance, failing to accurately develop any of the terms of the question. • Supports few if any of the assertions with relevant evidence. • May contain several errors that detract from the argument.

Question 6 (continued)

1–0 Points • No discernable attempt at an accurate thesis. • Response suggests little or no understanding of the question. • Ignores most of the major turning points. • Uses little or no relevant supporting evidence. • May contain numerous errors that detract from the argument.

Question 6 Historical Background

This question was intended to have the students place the Thirty Years’ War in a larger diplomatic, social, political, and/or economic context. Students were not required to use those particular categories of analysis, but they were expected to analyze several outcomes of the Thirty Years’ War that established it as a major transition from one era of European history to the next.

Decline of the importance of religion as a motive for conflict • The alliances across the Protestant–Catholic divide (France’s support for Sweden; Lutheran support for the Holy Roman Empire later in the war) and the rivalries within the Protestant and Catholic camps ultimately had the effect of making religion less important as a motive for conflict.

• The reaffirmation and extension of the cuis regio eius religio principle, set at the Peace of Augsburg, as a part of the Peace of Westphalia also tended to dampen religious differences as a source of conflict.

• Students may talk about the rise of toleration in the post-1648 European world.

• Students may also discuss a rise of secularism and the decline of papal influence, made very clear at the Westphalia negotiations where the papal representative was ignored. The pope never signed the treaties of Münster and Osnabruck, known together as the Peace of Westphalia.

• The Peace of Westphalia effectively halted the Counter-Reformation in the German states. It added Calvinism to the list of acceptable faiths.

The end of the Holy Roman Empire as an effective entity • By the end of the war, the (Austrian) Hapsburgs had given up any pretensions to wielding effective power over the German-speaking states in Central Europe. o United Provinces and Swiss cantons withdrew from the Holy Roman Empire.

• The more than 300 German states became virtually sovereign states. They had the right to ratify any laws, taxes, wars, etc. in the Reichstag. Some students will erroneously refer to the post-1648 Austrian world as the beginning of the Hapsburg’s eventual demise.

• The Austrian Empire turned its attention to eastward expansion against the Ottoman Empire. Students may discuss the reorganization of the Austrian state. o Bohemia and Hungary now under tighter central control and re-Catholicized.

Rise of France • Students will often discuss the rise of France, led by Cardinal Richelieu, who masterminded the anti-Hapsburg policy, both Austrian and Spanish.

• France received portions of Alsace and Lorraine at the Peace of Westphalia.

• Students may go on to discuss how Louis XIV built on this foundation, raising France to unparalleled heights in the later seventeenth century.

Question 6 Historical Background (continued)

The decimation of the German states and the rise of Prussia • Some historians argue that the destruction caused by the war (perhaps as much as a third of the German population perished) set back the Germanic state’s economic development relative to England and France. The economic power of the Hanseatic League was effectively ended.

• The Thirty Years’ War also confirmed the long-term division of Germany into numerous small states—none of which could rival the power of England or France. Some students may imply that this fragmentation was initiated by the Thirty Years’ War and the Peace of Westphalia.

• Some students may discuss the beginning of the rise of Prussia as a reaction to its ordeal during the Thirty Years’ War, led by the Great Elector Frederick William (1640-88) and trace Prussia’s leadership to eventual German unification under Bismarck.

• By the Peace of Westphalia, Prussia received eastern Pomerania, Halberstadt, and Magdeburg.

Changes in the process of diplomacy • The Peace of Westphalia assumed the principle of mutual recognition of sovereignty and marked the beginning of the modern system of diplomatic relations; a Staatensystem—or modern system of sovereign states.

• Some students will refer to subsequent treaties (e.g., Utrecht, Vienna, and Versailles) as examples of Westphalia’s influence.

Decline of Poland and rise of Sweden • The Thirty Years’ War contributed to the decline of Poland. Poland’s defeat by Sweden ended Poland’s attempts to dominate the Baltic Sea region.

• The Thirty Years’ War led to the beginning of a brief period of Swedish ascendancy that lasted for about sixty years. Students may discuss Gustavus Adolphus as the leader of that development and may allude to Charles XII (1697–1718) as carrying on that development.

• By the Peace of Westphalia, Sweden received Bremen, Verden, and western Pomerania (including city of Stettin).

End of Spanish influence in Northern Europe, Dutch independence • Spanish influence eroded in Northern Europe. The achievement of Dutch independence in 1648 deprived Spain of an effective foothold in Northern Europe and greatly diminished it as a rival to England and France.

• United Provinces was recognized as a sovereign state and received from Portugal the right to have outposts in Brazil and Indonesia and gain greater control over maritime trade; closure of the Scheldt to ocean-going vessels was confirmed.

Question 6 Historical Background (continued)

Military revolution • Students may discuss how advances in military organization (e.g., the Swedish army under Gustavus Adolphus) led to more organized armies (regiments) where the central authority wielded more control instead of nobles/mercenary commanders. Gustavus Adolphus also implemented new tactics with more flexible lines of pikemen and muskets and more mobile artillery. Improved military training led to more professionalized fighting forces that were not disbanded at the end of the war or the campaign season. With Wallenstein we see the approach to warfare as a business for personal aggrandizement with more enforced rules of engagement.

• Army size increased significantly. During the Thirty Years’ War, the French army had 125,000 men and grew to 250,000 by the Dutch War (1672-78). The Swedish army had 150,000 men by 1632 (growth due to conscription).

• All of this required supporting bureaucracies to expand, as well as increased taxes, placing new burdens on the populations, especially the lower orders.

Question 7

Analyze how Galileo, Descartes, and Newton altered traditional interpretations of nature and challenged traditional sources of knowledge.

9–8 Points • Thesis is explicit and addresses both traditional interpretations of nature and challenges to sources of knowledge (themes). • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced and identifies and explains contributions of the three men toward BOTH interpretations of nature and sources of knowledge. • Contributions of each individual (Galileo, Descartes, and Newton) are supported and fully substantiated by several specific pieces of relevant evidence (three individuals = five to six specifics total). • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. Discusses either interpretation of nature OR sources of knowledge without development. • Organization is clear in support of the argument. • Essay is balanced and identifies and explains contributions of the three individuals. Two or three individuals must be linked to either interpretations of nature OR sources of knowledge, and both themes must be addressed at some point. Links to interpretations or sources are clearly demonstrated. • Contributions of each individual are partially supported by specific evidence with at least one specific piece for each individual (three individuals = three to four specifics). • May contain minor errors that detract from the argument (including linking Descartes with observational science).

5–4 Points • Thesis is explicit but not fully responsive to the question (may not clearly identify interpretations of nature or sources of knowledge). • Organization is clear and effective in support of the argument but not consistently followed. • Each individual must be addressed, but a clear lack of balance may be evident. • Several pieces of specific, relevant evidence (two to three) that address at least two of the individuals are included. • Contains a limited discussion of the two themes (traditional interpretations of nature or sources of knowledge) or a thorough discussion of one. • Weaker essays may contain major errors.

3–2 Points • Does not contain an explicit thesis, or the thesis merely repeats/paraphrases the question. • Organization is unclear and ineffective; it does not support analysis. • Essay shows serious imbalance; themes demanded by the question are neglected. • May only mention themes (interpretations of nature or sources of knowledge) without discussion or analysis. • Does not discuss one of the three individuals, and those that are discussed are supported only by generic evidence; discussion may ramble. • Weaker essays may contain major errors that detract from the argument.

Question 7 (continued)

1–0 Points • No discernable attempt at a thesis, or thesis is off task. • No discernable organization. • One or none of the major themes (interpretations of nature and sources of knowledge) suggested by the question is mentioned. • Typically may contain a single specific valid reference to an individual. • May mention some or all of the individuals without correct supporting evidence or attempted explanations. • May contain numerous errors that detract from the argument.

Note: Traditional interpretations of nature include a geocentric world (Aristotle/Ptolemy), superstitions, and religious views (perfection of natural world). Traditional sources of knowledge include the Church, the Bible, classical authors, and scholastics.

Question 7 Historical Background

This question was intended to elicit students’ knowledge of the Scientific Revolution as exemplified by the work of three of the most important figures of the age. The prompt suggests two themes. A discussion of alterations to traditional interpretations of nature should include some account of how the work of Galileo, Descartes, and Newton differed from earlier constructions of the cosmos and humanity’s place in it. A discussion of challenges to traditional sources of knowledge should include some consideration of how the three broke with the well-established methods and principles of science.

Two of the predominant issues of the times are suggested by the themes of the prompt: altered traditional interpretations of nature and challenges to traditional sources of knowledge. These themes are in fact not completely separable, although most students made an attempt to do so.

Alterations of traditional interpretations: Common to all three was a challenge, whether implicit or explicit, to the Aristotelian and classical worldview espoused by scholastic philosophers and endorsed by the Catholic Church. Galileo explicitly challenged the classical model of a geocentric universe, which in the version endorsed by the Church encompassed moral as well as physical dimensions. Galileo also challenged the notion of a separation between the unchanging perfect heavens and the unstable, imperfect sublunary world. Newton systematized Galileo’s insight about the fundamental unity of the earthly and the celestial realms and raised the possibility of a purely mechanistic universe driven by predictable laws.

Challenges to traditional sources of knowledge: The alteration of traditional interpretations of nature carried with them an implicit or explicit refutation of the authorities that had helped form those interpretations. Galileo’s account of the universe conflicted with both the Bible and classical authorities such as Aristotle and Ptolemy. Descartes’s concentration on reasoning based on empirical observation and deduction from first principles left no room for revelation. Descartes’s and Newton’s creation of mathematical descriptions of natural phenomenon established a new scientific practice that would generate knowledge not from established authorities but from careful experimentation, observation, and formulation of new mathematically grounded descriptions.

The following is a select listing of the type of information students could be expected to know based on general textbooks currently in use.

Galileo Galilei, 1564–1642

• Telescope, 1609. • Moon was rough, imperfect, like the Earth, hence not composed of some perfect celestial substance. • Leaning Tower Trial (1591) showed that objects fall toward the Earth at equal rates regardless of weight. • Experimental method. • Two New Sciences. • Law of Inertia. • Discovered four moons of Jupiter. • Sidereus Nunicus (Starry Messenger) examines the moon. • Pope Urban VIII allowed Galileo to write Dialogue on the Two Chief Systems of the World, 1632. • Galileo’s trial became symbol of conflict between religious belief and scientific thinking.

Question 7 Historical Background (continued)

• Heliocentric proponent. • Discovered that Venus has phases, as the moon does, implying that it revolves around the sun. • “It still moves.” • Use of inclined planes for motion study.

René Descartes, 1596–1650

• Created coordinate geometry. • Discourse on Method, 1637. • “Cogito ergo sum.” • “Cartesian Dualism.” • “Give me motion and extension and I will build you the world.” • Wrote tracts urging honesty in religion. • Analytic geometry. • Deductive reasoning from self-evident principles. • Father of modern rationalism. • Applied science to philosophy. • Wrote in vernacular to show modernism. • Materialism shows humanity can live independently from God.

Sir Isaac Newton, 1642–1727

• Development of calculus. • Combined Kepler and Galileo on motion. • Mathematical Principles of Natural Philosophy (1687) known as Principia. • Humans no longer center of universe. • Wrote tracts urging honesty in religion. • Universal Law of Gravity. • Three Laws of Motion. • World machine—operates in time and space. • Connected to founding of Deism. • Promoted scientific experiment. • Found density of earth to be five times greater than water. • Electrical impulses trigger nervous system. • 1671, light can be mathematically described. • Rejected Descartes’s theory that world is made totally of matter.

AP® European History 2009 Scoring Guidelines Form B

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AP® EUROPEAN HISTORY 2009 SCORING GUIDELINES (Form B)

Question 1—Document-Based Question

Analyze the causes of and responses to the 1968 crisis in France.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must make some effort to address both causes and responses with some degree of specificity (beyond general analytical categories). The thesis must suggest a minimal level of analysis or context drawn from the documents, though a student does not necessarily need to use both the terms “causes” and “responses” explicitly. The complete thesis need not appear in the first paragraph.

2. Discusses a majority of the documents individually and specifically. The student must use at least seven documents—even if used incorrectly—by reference to anything in the box. Documents need not be cited by number or by name as long as the student makes clear which source is being referenced.

5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by: 1. Relating authorial point of view to author’s place in society (motive, position, status, etc.) OR 2. Evaluating the reliability of the source OR 3. Recognizing that different kinds of documents serve different purposes OR 4. Analyzing the tone of the documents; must be well-developed

Note: 1) Attribution alone is not sufficient to earn credit for point of view. 2) It is possible for students to discuss point of view collectively, but this counts for only one point of view.

6. Analyzes documents by explicitly organizing them in at least three appropriate groups. A group must contain at least two documents that are used correctly and individually.

Question 1—Document-Based Question (continued)

Question 1—Document Summary

Document 1: Chart, “French University Enrollment, 1945–1968.” Shows rapid university enrollment increase (from circa 125,000 students in 1945 to circa 550,000 students in 1968).

Document 2: Georges Marchais, leader of the French Communist Party, L’Humanité, Communist Party newspaper, May 3, 1968. In Communist Party newspaper L’Humanité, Marchais says that “pseudo-revolutionary groups” are leading demonstrations of workers and students and detracting from the goals of the French Communist Party.

Document 3: Geneviève Schweitzer, reporter for the conservative newspaper Le Figaro, May 5, 1968. Causes of “exasperation” and demonstrations is “anxiety” students feel “about their future” because of “overflow of students” in the university and because education is irrelevant to the values of contemporary society.

Document 4: Workers’ solidarity pamphlet #39, date unknown. Unemployment is high; many workers remain poorly paid despite the rise of real wages; trade union membership is down (to 3 million people compared with 7 million people in 1945); large manufacturers are able to ignore unions.

Document 5: Cartoon, Leftist publication, May 1968. Shows students overturning traditional France (Liberty, judge, military, police, priest, communist) while riot police flee. Placards read “Riot Police are Nazis,” “Examinations are Repressive,” and “Solidarity with Workers.”

Document 6: Janet Flanner, foreign correspondent, “Paris Journal,” The New Yorker, May 9, 1968. Sorbonne closed down, unarmed and lightly armed students began “roaming the streets” and building barricades, coming into conflict with more heavily armed riot police. Police used tear gas, students threw Molotov cocktails, and cars were set on fire.

Document 7: Student slogans shouted in street demonstrations, May 1968. “Professors, you and your culture are outdated.” “We refuse to be the future cadre of capitalist exploiters.” “De Gaulle, assassin!” “De Gaulle, resignation!”

Document 8: Edgar Morin, sociologist, in the politically moderate newspaper Le Monde, May 22, 1968. Communist Party reformism meets needs of many workers, but not young workers. Students and workers in revitalized “extreme leftist movements” take out anger on the Communist Party.

Document 9: Poster created by the Atelier populaire (People’s Workshop), a left-wing student group, May 1968. “Factories, Universities, Union.”

Question 1—Document Summary (continued)

Document 10: Jean-Jacques Servan-Schreiber, editor of the weekly newsmagazine L’Express, May 31, 1968. The anti-Gaullist editor welcomes riots, which are caused by “the rapid acceleration of intellectual change” and “rigidity of traditional structures.” Structures are most rigid in France because under Gaullism “[t]here was no dialogue between unions and industry, between industry and executive powers.”

Document 11: President de Gaulle, television speech to supporters immediately following the Gaullist election victory, June 7, 1968. France is threatened by dictatorship of communists, but “[p]rogress, independence, and peace will prevail along with liberty. Vive la France!”

Document 12: President de Gaulle, interview on French national television following the Gaullist election victory, June 11, 1968. Students’ anguish is natural, understandable in “modern, mechanized consumer society.” They lack an ideal and are thus misled by groups that have no better plan but “delight in negation, destruction, violence, and anarchy. . . .”

Question 2

Evaluate the changes and continuities in women’s public roles during the Renaissance.

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. o Essay must explicitly evaluate the changes AND continuities in women’s public roles during the Renaissance. o Response is in the proper chronological context of the Italian and/or Northern Renaissance and may include evidence from the fourteenth to the end of the sixteenth centuries. • Essay is well balanced; all major topics suggested by the prompt are covered at some length. o Stronger essays in this category should devote nearly equal attention to both changes AND continuities. o Essay must primarily address women’s public roles but may mention women’s domestic responsibilities and relate them directly to public roles. • All major assertions in the essay are supported by several pieces of relevant and specific evidence. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. • Organization is clear and effective in support of the argument but not consistently followed. o Essay should evaluate the changes AND continuities in women’s public roles during the Renaissance. o Response is in the proper chronological context of the Italian and/or Northern Renaissance and may include evidence from the fourteenth to the end of the sixteenth centuries. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. o Essays in this category should address both changes AND continuities, though perhaps a little unevenly. o Essays in this category should address women’s public roles but may also address women’s domestic responsibilities and relate them to public roles. • All major assertions in the essay are supported by at least one piece of relevant evidence. o Essays in this category must contain at least two somewhat specific pieces of relevant evidence but may also include some generalized evidence. • May contain one major error or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question. o In essays in this category, the thesis must move beyond a simple paraphrase of the prompt and should address a specific change or continuity. • Organization may be unclear but is still effective. o Essay should evaluate the changes and/or continuities in women’s public roles during the Renaissance. o Response should be mostly in the proper chronological context of the Italian and/or Northern Renaissance and may include evidence from the fourteenth to the end of the sixteenth centuries. • Essay shows some unevenness; some major topics suggested by the prompt are neglected. o Essays may confuse the public and private roles of women OR focus primarily on women’s private roles but must make some effort to address public life.

Question 2 (continued)

• Most of the major assertions in the essay are supported by least one piece of relevant evidence. • May contain a few errors that detract from the argument.

3–2 Points • May contain a weak thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance, and/or may only discuss the private roles of women with little or no reference to their public roles. o Essays in this category may contain few references to information specific to the Renaissance. • Essay may contain little relevant evidence. o Essays in this category may contain generalized evidence. • May contain several errors that detract from the argument.

1–0 Points • May contain an exceptionally banal thesis, or there is no discernable attempt at a relevant thesis. • Little discernable organization or may be completely off topic. • One or none of the major topics suggested by the prompt is mentioned. o Essays in this category may be a simple narrative of the Renaissance (without direct mention of women’s roles) or an excessively generalized discussion of the roles of women in history (women have always been confined to the home, etc.). • Little or no supporting evidence is used. o Essays in this category may contain historical assertions or highly generalized evidence. • May contain numerous errors that detract from the argument.

Question 3

Analyze the impacts of the Protestant Reformation and the Catholic Reformation (Counter Reformation) on the social order of sixteenth-century Europe.

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. o Essay must explicitly analyze the impact of BOTH Reformations on the social order of the sixteenth century. o Essay must primarily address the social order. o Response is in the proper chronological context. • Essay is well balanced; all major topics suggested by the prompt are covered at some length. o Stronger essays in this category analyze multiple impacts. • All major assertions in the essay are supported by multiple pieces of relevant evidence. o Specific evidence must be analyzed for BOTH Reformations. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. o May contain some unevenness but must address all elements of the question. • Organization is clear and effective in support of the argument but not consistently followed. o Essay must analyze the impact of BOTH Reformations on the social order of the sixteenth century. o Response must address the proper chronological context. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. o Essays in this category will address at least one impact from both Reformations. • All major assertions in the essay are supported by at least one piece of relevant evidence. • May contain one major error or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question. • Organization may be unclear but is still effective. o Response may contain material outside the proper chronological context. o Essay must analyze the impact of at least one of the Reformations on the social order of the sixteenth century and mention the other Reformation in some context. o Essay may address primarily political, economic, and/or religious impacts but must address questions of social order. • Essay shows some imbalance; some major topics suggested by the prompt are neglected. o Response should primarily address the proper chronological context but may contain material from outside the sixteenth century. • Most of the major assertions in the essay are supported by at least one piece of relevant evidence. • May contain a few errors that detract from the argument.

3–2 Points • May contain a weak thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective.

Question 3 (continued)

• Essay shows serious imbalance and/or may mostly be a narrative of the Reformation or an assessment of political/religious impacts. o Essays in this category may address only one of the Reformations. o Essays in this category may mention the social order but not address it specifically. • Essay may contain little relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • May contain an exceptionally banal thesis, or there is no discernable attempt at a relevant thesis. • Little discernable organization or may be completely off topic. • Essays in this category may only provide a narrative of either or both Reformations or identify inappropriate or fallacious impacts. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 4

Analyze the impact of the major developments of the Commercial Revolution on Europe’s economy and society in the period 1650 to 1789.

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. o Analyzes the impact of major developments on both economy and society. o Essay may place greater emphasis on either the economic or social impact but must deal with both effectively. o Response is in the proper chronological context. • Essay is well balanced; all major topics suggested by the prompt are covered at some length. o The impacts of at least several developments are fully analyzed. o Essays in this category must analyze at least one impact on Europe’s economy and one on European society (with a third coming from either category). • All major assertions in the essay are supported by at least one piece of specific evidence. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. o May contain some unevenness but should address all elements of the question. • Organization is clear and effective in support of the argument but not consistently followed. o Analyzes the impact of relevant developments on both economy and society. o Essay may place greater emphasis on either the economic or social impact but must deal with both; one may be underdeveloped. o Response is mostly in the proper chronological context. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. o At least a few developments are analyzed. o Essays in this category must analyze at least one impact on Europe’s economy and one on European society. • Most major assertions in the essay are supported by at least one piece of relevant evidence. • May contain one major error or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question. • Organization may be unclear but is still effective. o Addresses the impact of relevant developments on both economy and society. o Essays in this category may place nearly exclusive emphasis on either the economic or social impact but should mention both. o Response may contain material outside the proper chronological context. • Essay shows some imbalance. o At least one major development is addressed and analyzed. o Essays in this category may show how a single development impacted both Europe’s economy and society. • A major assertion in the essay is supported by at least one piece of relevant evidence. • May contain a few errors that detract from the argument.

Question 4 (continued)

3–2 Points • May contain a weak thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. o Addresses the impact of the Commercial Revolution, often in general terms, on Europe’s economy and society. • Essay shows serious imbalance and/or simply lists developments. o Essays in this category may be largely about events that predate or follow the time period of the prompt. o Essays in this category discuss exclusively either the European economy or European society in this period. • Essay contains little evidence. • May contain several errors that detract from the argument.

1–0 Points • May contain an exceptionally banal thesis, or there is no discernable attempt at a relevant thesis. • Little discernable organization. • One or none of the major developments suggested by the prompt is mentioned. o Essays in this category may contain information that is simply common knowledge or be completely off topic (Columbian exchange, etc.). o Essays in this category may confuse the terms “economic” and “social.” • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 5

Analyze artistic and literary responses to industrialization over the course of the nineteenth century.

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. o Essay must explicitly analyze European artistic AND literary responses to industrialization. o Essay must address several artistic and literary responses and link them explicitly to industrialization. o Response is in the proper chronological context (1800–1914). • Essay is well balanced; all major topics suggested by the prompt are covered at some length. o Stronger essays in this category should devote nearly equal attention to both literary and artistic responses. • All major assertions in the essay are supported by multiple pieces of relevant evidence. o Essays in this category should address several artistic and literary responses that emerged during different periods in the nineteenth century. o Essays in this category may NOT rely exclusively upon the use of socioeconomic observations and political tracts as literary evidence. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. o Theses in this category should address with some specificity a few appropriate responses to industrialization. • Organization is clear and effective in support of the argument but not consistently followed. o Essay must analyze European artistic AND literary responses to industrialization. o Essay must address at least two artistic and literary responses and link them to industrialization. o Response is in the proper chronological context (1800–1914). • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. o Essays in this category should address both literary and artistic responses. • All major assertions in the essay are supported by at least one piece of relevant evidence. o Essays in this category should attempt to address artistic and literary responses that emerged during different periods in the nineteenth century but may not cover multiple periods. o Essays in this category may rely solely upon the use of socioeconomic observations and political tracts as literary evidence. • May contain one major error or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question. o In essays in this category, the thesis must move beyond a simple paraphrase of the prompt and should address a specific response. • Organization may be unclear but is still effective. o Essays in this category may conflate artistic and literary responses but must link at least one response to industrialization. o Response should mostly be in the proper chronological context (1800–1914). • Essay shows some unevenness; some major topics suggested by the prompt are covered superficially.

Question 5 (continued)

• Most of the major assertions in the essay are supported by least one piece of relevant evidence. o Essays in this category may only address the early nineteenth century. • May contain a few errors that detract from the argument.

3–2 Points • May contain a weak thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance and/or may only identify artistic OR literary movements with little or no linkage to industrialization. • Essay may contain little relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • May contain an exceptionally banal thesis, or there is no discernable attempt at a relevant thesis. • Little discernable organization or may be completely off topic. • One or none of the major topics suggested by the prompt is mentioned. o Essays in this category may be a narrative of industrialization with little to no linkage to artistic or literary responses. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 6

Compare and contrast the crises in state authority that precipitated the French Revolution in 1789 and the February and October Revolutions in Russia in 1917.

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. o Essay must explicitly compare and contrast both the French and Russian Revolutions. o Essay must primarily address state authority and the origins of each revolution. o Response is in the proper chronological context. • Essay is well balanced; all major topics suggested by the prompt are covered at some length. o Stronger essays in this category should devote nearly equal attention to both the French and Russian Revolutions. • All major assertions in the essay are supported by multiple pieces of relevant evidence. o Essays in this category must address several crises in state authority with at least one crisis from each of the French and Russian Revolutions. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is effective and responsive to the question. o Theses in this category will address causality and make some attempt at comparing and contrasting. • Organization is clear and effective in support of the argument but not consistently followed. o Essay must compare and contrast BOTH the French and Russian Revolutions. o Essay must address state authority and the origins of each revolution. o Response is in the proper chronological context. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. o Essays in this category should address BOTH the French and Russian Revolutions. • All major assertions in the essay are supported by at least one piece of relevant evidence. o Essays in this category must address at least two crises in state authority with at least one crisis from each of the French and Russian Revolutions. • May contain one major error or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question. o In essays in this category, the thesis must move beyond a simple paraphrase of the prompt and may not simply mention that there were similarities and differences between the revolutions. • Organization may be unclear but is still effective. o Essay should either compare and/or contrast both the French and Russian Revolutions. o Essay should address state authority and the origins of at least one revolution but must still address an element of the other revolution. o Response should primarily address the proper chronological context but may contain material from earlier or later periods. • Essay shows some unevenness; some major topics suggested by the prompt are neglected. • Most of the major assertions in the essay are supported by at least one piece of relevant evidence. • May contain a few errors that detract from the argument.

Question 6 (continued)

3–2 Points • May contain a weak thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance and/or may primarily be a simple narrative of the revolution(s). o Essays in this category may be unsuccessful in comparing or contrasting the revolutions. o Essays in this category may address only one of the revolutions. • Essay may contain little relevant evidence. • May contain several errors that detract from the argument.

Question 7

Analyze the effects of nationalism on the Austrian Empire in the period 1815 to 1914.

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. o Essay must explicitly analyze the impact of nationalism on the Austrian Empire. o Essay must address several ethnic/national groups within and/or outside the Austrian Empire (this may include Austrians themselves or the impact of Italian, German/Prussian, Russian, or Ottoman nationalism). o Response is in the proper chronological context (1815–1914) and addresses effects in several different periods. • Essay is well balanced; all major topics suggested by the prompt are covered at some length. o Stronger essays in this category should analyze multiple effects of nationalism on the Austrian Empire. • All major assertions in the essay are supported by several pieces of relevant evidence for at least two ethnic/national groups within and/or outside the Austrian Empire. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. o Theses in this category will address more than one effect of nationalism on the Austrian Empire. • Organization is clear and effective in support of the argument but not consistently followed. o Essay must analyze the impact of nationalism on the Austrian Empire. o Essay must address a few ethnic/national groups within and/or outside the Austrian Empire. o Response is in the proper chronological context (1815–1914) and addresses effects in a few different periods. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. o Stronger essays in this category should analyze some effects of nationalism on the Austrian Empire. • All major assertions in the essay are supported by at least one piece of relevant evidence for at least two ethnic/national groups within and/or outside the Austrian Empire. • May contain one major error or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question. o In essays in this category, the thesis must move beyond a simple paraphrase of the prompt and should address a specific effect of nationalism on the Austrian Empire. • Organization may be unclear but is still effective. o Essay must address the impact of nationalism on the Austrian Empire. o Essays in this category may focus primarily on one ethnic group within and/or outside the Austrian Empire and merely mention others. o Response should mostly be in the proper chronological context (1815–1914) and may only address effects in one specific period. • Essay shows some unevenness; some major topics suggested by the prompt are covered superficially. o Essays in this category should analyze an effect of nationalism.

Question 7 (continued)

• Most of the major assertions in the essay are supported by at least one piece of relevant evidence for at least one ethnic group within and/or outside the Austrian Empire. • May contain a few errors that detract from the argument.

3–2 Points • May contain a weak thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. o Essays in this category should attempt to be in the proper chronological context or may address an effect from a specific period very generally. • Essay shows serious imbalance and/or may only discuss the ethnic/national composition of the Austrian Empire without linking it to nationalism. • Essay may contain little relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • May contain an exceptionally banal thesis, or there is no discernable attempt at a relevant thesis. • Little discernable organization or may be completely off topic. • One or none of the major topics suggested by the prompt is mentioned. o Essays in this category may simply offer generalized statements about nationalism in the period 1815–1914 or deal primarily with the twentieth century. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

AP® European History 2010 Scoring Guidelines

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AP® EUROPEAN HISTORY 2010 SCORING GUIDELINES

Question 1— Document-Based Question

Analyze the factors that contributed to the instability of the Weimar Republic in the period 1918–1933.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must address at least two factors with some degree of specificity (beyond general categories) that relate to the prompt. The thesis must suggest a minimal level of analysis drawn from the context of the documents, though a student does not need to use the term “factor” or “instability” explicitly. The thesis need not appear in the first paragraph.

2. Discusses a majority of the documents individually and specifically. The student must use at least six documents — even if used incorrectly — by reference to anything in the box. To get credit for this point, documents cannot be referenced collectively (e.g., “Documents 2, 3 and 6 suggest”) unless the student goes on to discuss them individually.

3. Demonstrates understanding of the basic meaning of a majority of the documents (may misinterpret no more than one). The student must use six documents correctly and may not significantly misinterpret more than one document. A major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping or a false conclusion. The student cannot earn this point if credit was not awarded for point 2 (discusses a majority of the documents).

4. Supports the thesis with appropriate interpretations of a majority of the documents. The student must use at least six documents correctly, and the documents used in the body of the essay must provide support for the thesis. The student cannot earn this point if credit was not awarded for point 1 (appropriate thesis). The student also cannot earn this point if credit was not awarded for point 2 (discusses a majority of the documents).

5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by • relating authorial point of view to author’s place in society (motive, position, status, etc.) OR • evaluating the reliability of the source OR • recognizing that different kinds of documents serve different purposes OR • analyzing the tone of the documents; must be well developed

Note: 1) Attribution alone is not sufficient to earn credit for point of view. 2) It is possible for students to discuss point of view collectively, but this counts for only one point of view.

Question 1—Document-Based Question (continued)

GROUPS • Political parties: 1, 2, 3, 4, 5, 6, 7, 11 • Apathy toward democracy: 6, 8, 10 • Pro-Republic: 1, 2, 4, 6 • Postwar bitterness: 8, 9, 11 • Anti-Republic: 3, 5, 7, 8, 9, 11 • Economic: 3, 5, 10, 11 • Communists: 3, 5 • Militarism: 3, 4, 5, 8, 11 • Anti-Communist: 1, 4, 6, 8, 11 • Prowar/Promilitary: 5, 7, 8, 11 • Nazis: 7, 11 • Antiwar/Antimilitary: 3, 4 • Anti-Nazi: 4, 10 • Writers: 4, 6, 8, 10 • Radical/resistance groups: 3, 5, 7, 8, 11 • Women: 2, 3 • Weak/inexperienced leadership: 6, 7, 8, 9

EXPANDED CORE: 0–3 points to a total of 9 points

• Presents a clear, analytical and comprehensive thesis. • Uses all or almost all of the documents (10–11 documents). • Uses the documents persuasively as evidence. • Shows understanding of nuances of the documents. • Analyzes point of view or bias in at least four documents cited in the essay. • Analyzes the documents in additional ways (e.g., develops more groupings). • Recognizes and develops change over time. • Brings in relevant outside information.

Question 2

Analyze the ways in which European monarchs used both the arts and the sciences to enhance state power in the period circa 1500–1800.

9–8 Points • Thesis explicitly identifies ways in which European monarchs used the arts and the sciences to enhance state power in the period circa 1500–1800. Thesis does not need to be in the opening paragraph. • Organization is clear, consistently followed and effective in support of the argument. a) May devote individual paragraphs to an examination of the use of the arts and the sciences by monarchs to enhance state power. b) May identify individual monarchs and consider how each ruler used the arts or the sciences or both to enhance state power; does not have to present both categories for each monarch. • Essay is well balanced; the ways in which monarchs used the arts and the sciences to enhance state power are analyzed at some length. Essay covers a broad chronological time period and more than a single monarch. • Major assertions in the essay are supported thoroughly and consistently by relevant evidence. Evidence of the arts may prove more specific or concrete. • May contain errors that do not detract from the argument.

7–6 Points • Thesis explicitly identifies ways in which European monarchs used the arts and the sciences to enhance state power in the period circa 1500–1800 but may not be developed fully. • Organization is clear and effective in support of the argument but may introduce evidence that is not pertinent to the task. • Essay covers all major topics suggested by the prompt but may analyze a particular topic, time period, state or monarch in greater depth rather than in a balanced manner. • Major assertions in the essay are supported by relevant evidence. • May contain an error that detracts from the argument.

5–4 Points • Thesis identifies ways in which monarchs used the arts and the sciences to enhance state power but without any development; thesis may address only part of the question effectively; thesis may be a simple, single-sentence statement. • Organization is clear but may not be consistently followed; essay may veer off task chronologically or thematically or both. • Essay may not complete all tasks: a) May discuss only the arts OR the sciences. b) May discuss only a narrow chronology. c) May focus only on one monarch. d) May be primarily descriptive rather than analytical. • Essay offers some relevant evidence. • May contain errors that detract from the argument.

Question 2 (continued)

3–2 Points • Thesis may simply paraphrase the prompt OR identify the ways in which European monarchs used the arts and the sciences without linking to the enhancement of state power. • Organization is unclear and ineffective; essay may focus on the personal attributes of some European monarchs rather than the use of the arts and the sciences to enhance state power. • Essay shows serious imbalance; discussion of the ways in which European monarchs used the arts and sciences to enhance state power is superficial; much of the information may be significantly out of the time period of the question. • Offers minimal OR confused evidence. • May contain several errors that detract from the argument.

1–0 Points • Thesis is erroneous OR irrelevant OR absent. • No effective organization is evident. • Discussion of the ways in which European monarchs used the arts and the sciences to enhance state power in the period circa 1500–1800 is generic. • Provides little or no relevant supporting evidence. • May contain numerous errors that detract from the argument.

Question 3

Analyze the various Protestant views of the relationship between church and state in the period circa 1500–1700.

9–8 Points • Thesis is explicit and fully responsive to the prompt; includes specific references to the nature of the relationship between church and state for at least two specific groups/views. • Organization is clear, consistent and effective in support of the argument. • Essay is well balanced; develops at least three separate views that are drawn from more than one geographic area. • Essay contains specific and appropriate supporting evidence of the relationship between church and state for at least three of the views cited. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the prompt; includes specific reference to the nature of the relationship between church and state for one or more of the groups/views cited. • Organization is clear and effective but may not be not consistently followed. • Essay is balanced; develops at least two separate and distinct views. • Essay contains specific and appropriate supporting evidence for at least two of the views cited. • May contain an error that detracts from the argument.

5–4 Points • Thesis is explicit but not fully responsive to the question; may fail to refer to specific views or simply name groups involved in the Protestant movement. • Organization may lack consistency. • Essay is somewhat unbalanced; may conflate the development of Protestantism with relationships between church and state. • Essay contains some specific supporting evidence but may use evidence unevenly. • May contain one or more errors that detract from the argument.

3–2 Points • Thesis may merely restate or paraphrase the prompt, or it may fail to respond to the charge specified in the prompt. • Organization is unclear or ineffective in support of an argument relative to the prompt. • Essay lacks balance; may focus only on development of Protestantism without linking to relationships between church and state. • Limited use of relevant supporting evidence. • May contain several errors that detract from the argument.

1–0 Points • Thesis is missing or off task. • Organization is indiscernible in terms of responding to the prompt. • Essay does not respond to the prompt with relevant evidence or does so only in general terms. • Little or no relevant supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 4

Analyze the various effects of the expansion of the Atlantic trade on the economy of Western Europe in the period circa 1450–1700.

9–8 Points • Thesis is explicit and addresses both the Atlantic trade and the economy of Western Europe. • Organization is clear, consistent and effective in support of the argument. (Examples of organization are by country, commodity, time period or topic). • Facets of the Atlantic trade and impacts on the economy are clearly linked. • Examples of both trade and impact on the economy come from more than one Western European economy and from throughout the period (including the 1600s). • Provides specific evidence for at least two facets of the Atlantic trade in some detail. • Provides specific evidence for at least two impacts on the economy in some detail. • May contain minor errors that do not detract from the argument (e.g., describing cotton as an important commodity in the Atlantic trade before 1700).

7–6 Points • Thesis is explicit and addresses both the Atlantic trade and the economy of Western Europe. • Organization is clear, effective in support of the argument, but perhaps not consistently followed. • Essay is balanced overall; it covers both the expansion of the Atlantic trade and the effects of that expansion on the economy of more than one country, but it may discuss one topic (either trade or impacts) in more detail or offer a more superficial treatment of one part of the period. • Examples of trade and its impact on the economy may not be consistently linked. • Provides evidence for both the Atlantic trade and the impact on the economy, but it may be somewhat less specific or detailed. • May contain a major error or several minor errors that detract from the argument (example of a major error: England or France was a major player in the Atlantic trade before the late seventeenth century; example of a minor error: Portugal had a monopoly on the slave trade).

5–4 Points • Thesis is explicit but may be partial (it may discuss either the Atlantic trade or the effects of the trade on the Western European economy). • Organization is attempted but may not be consistently followed. • Essay is imbalanced; it may emphasize either the Atlantic trade or its effects, or it may discuss only part of the period 1450–1700 or the economy of only one country or of Western Europe generally. • Linkage between trade and the economy may be minimal or missing. • Supporting examples are present but may be less detailed. • May contain a few errors that detract from the argument (e.g., the Portuguese introduced the potato and corn into Europe).

3–2 Points • Thesis is confused, is implicit, is vague or merely repeats/paraphrases the prompt. • Organization may be unclear and ineffective. • Essay shows serious imbalance; it discusses only trade or the impact on the economy. • Evidence may be listed rather than discussed. • Linkage between trade and the economy may be absent. • May contain several errors that detract from the argument.

Question 4 (continued)

Question 5

Compare and contrast how TWO of the following states attempted to hold together their empires in the period circa 1850 to 1914. • Austria-Hungary • Russia • Ottoman Empire

9–8 Points • Thesis is explicit and fully responsive to the question, mentions both countries specifically and is balanced. Shows some sophistication in addressing the comparison/contrast aspect. • Organization is clear, consistently followed and effective in support of the argument. • Argument focuses on attempts to hold the empire(s) together, rather than solely on the problems encountered. • All major assertions in the essay are supported by multiple pieces of relevant evidence. These may include domestic reforms, diplomatic maneuvers and alliances, appointments – the countries need to be actors, not objects of action. • Should compare and contrast to some extent. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question but: need not be as sophisticated as an essay scored at level 8. • There is more variation in the level of comparison and contrast; one may be implied. • Organization is clear, effective in support of the argument but not consistently followed (may jump around a bit). • All major assertions in the essay are supported by at least one piece of relevant evidence. • May contain an error that detracts from the argument.

5–4 Points • Thesis is explicit, but not fully responsive to the question. • May compare or contrast and do so implicitly (parallel argument). • Organization is clear, effective in support of the argument but not consistently followed. • Essay shows some imbalance. The essay is likely to be stronger on one country than the other, may treat one country superficially, or may focus more on problems encountered than actions taken. • Some of the assertions in the essay are supported by at least one piece of relevant evidence. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt: may be faulty or difficult to discern. • Organization is unclear and ineffective. • Essay shows serious imbalance; may address one country only. • Only one or two major assertions are supported by relevant evidence. • Little attempt to compare or contrast. • May contain several errors that detract from the argument.

Question 5 (continued)

1–0 Points • No discernible attempt at a thesis. • No discernible organization. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 6

Compare and contrast the goals and achievements of the feminist movement in the period circa 1850–1920 with those of the feminist movement in the period 1945 to the present

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear and consistent; major assertions are developed effectively. • Essay is well balanced; both feminist movements are covered, with explicit connection to Europe. • Evidence is precise and relevant; compares and contrasts the goals and achievements of feminist movements. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question. • Organization is clear and supports the argument. • Essay is balanced; refers to both feminist movements with some connection to Europe; may be stronger for one period than another. • Evidence is relevant; some comparison is made of feminist movements. • May contain an error that detracts from the argument.

5–4 Points • Thesis is not fully responsive to the question. • Organization may be unclear or inconsistent. • Essay shows some imbalance; may refer primarily to one feminist movement; may not refer to Europe specifically. • Evidence is adequate, though sparser on one period than another; may be more descriptive than analytical. • May contain errors that detract from the argument.

3–2 Points • Thesis is not explicit; may merely restate the prompt. • Organization is weak. • Essay shows serious imbalance; may merely mention feminist movement(s). • Offers limited or confused evidence for either period. • May contain several errors that detract from the argument.

1–0 Points • Vague or incomplete thesis. • Organization may be skeletal. • Content on feminist movement(s) may be merely polemical. • Minimal evidence used; may be off task or unfocused. • May contain numerous errors that detract from the argument.

Question 7

Analyze the ways in which the theories of both Darwin and Freud challenged traditional European ways of thinking about religion, morality, and human behavior in the period circa 1850–1950.

9–8 Points • Thesis is explicit and offers a clear analysis of impact (a stronger thesis will introduce themes like broad intellectual and religious transformations or offer general characterizations of the intellectual shifts brought about by the work of Darwin and Freud). • Organization is clear, consistently followed and effective in support of the argument. • Essay is well balanced (strong essays will discuss the theories of Darwin and Freud and analyze explicitly how each challenged traditional European views in a variety of ways). • All major assessments of impact in the essay are supported by detailed evidence. • May contain minor errors that do not detract from the argument.

7–6 Points • Thesis is explicit and offers some analysis of impact. • Organization is clear, effective in support of the argument but not consistently followed. • Essay is generally balanced. Essays in this category will discuss the theories of Darwin and Freud and analyze how they challenged at least two traditional European views (sometimes unevenly). • Most major assessments of impact will be supported by direct and relevant evidence. • May contain one major or several minor errors that detract from the argument.

5–4 Points • Thesis may be underdeveloped or not fully responsive to the question but does attempt some appropriate analysis of impact. • Organization may lack clarity and effectiveness in some places and may not be followed consistently. • Essay may contain some imbalance. Essays in this category may only explicitly address either Darwin or Freud but must address how at least one traditional European view was challenged with any degree of specificity. • Assessments of impact are supported by relevant evidence. • May contain major errors or misleading generalizations that detract from the argument.

3–2 Points • May contain a weak or invalid thesis that merely repeats/paraphrases the prompt. A weak or invalid thesis may make little or no attempt at assessing the impact of Darwin and Freud. • Organization is unclear and ineffective. • Essay shows serious imbalance. Essays in this category may address only the ideas of Darwin and Freud or both and may make only minimal or incorrect attempts at assessing their impact on European ways of thinking. • Attempts at assessment of impact are supported by minimal evidence. • May contain several major errors that detract from the argument.

Question 7 (continued)

1–0 Points • Little or no discernable attempt at a relevant thesis. • Little discernable organization. • Little or no direct discussion of Darwin or Freud or their impact on European ways of thinking; essays in this category may be entirely or mostly off task. • Little or no supporting evidence used. • May contain numerous errors that detract from the argument.

AP® European History 2010 Scoring Guidelines Form B

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AP® EUROPEAN HISTORY 2010 SCORING GUIDELINES (Form B)

Question 1 — Document-Based Question

Analyze the debates over Italian national identity and unification in the period circa 1830–1870.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses at least two aspects of the question. The thesis must not simply restate the question. 2. Discusses at least seven documents even if some of them are used incorrectly. Note: Documents may not be bundled together to get credit for this point (e.g., “Docs 3, 7 and 9 all argue …”). 3. May not misinterpret more than one document. A student cannot earn this point if credit was not awarded for point 2 (discusses a majority of the documents). 4. Documents support the thesis. A student cannot earn this point if credit was not awarded for point 1 (appropriate thesis). A student cannot earn this point if credit was not awarded for point 2 (discusses a majority of the documents). 5. Analyzes point of view or bias in at least three of the documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by • relating authorial point of view to author’s place in society (motive, position, status, etc.); OR • evaluating the reliability of the source; OR • recognizing that different kinds of documents serve different purposes; OR • analyzing the tone of the documents; must be well-developed. 6. Analyzes documents by organizing them into at least THREE groups. A group must have at least TWO documents. Note: If one document out of a group of two is incorrect, there no longer is a group.

GROUPS • Republicanism and anti-monarchy: 1, 6, 9, 12 • Regionalism: 2, 3, 6, 7, 11 • Historical divisions: 2, 6 • Role of the pope: 3, 5, 8, 10 • Class divisions: 4, 12 • Democratic spirit: 4, 9, 12 • Monarchy: 4, 5, 8, 9, 12 • Foreign influence: 7, 8, 9, 10, 11 • Pro-unity: 1, 3, 4, 8, 9, 10, 12

Question 1 — Document-Based Question (continued)

EXPANDED CORE: 0–3 points to a total of 9 points

Question 1 — Document Summary

Document 1: Giuseppe Mazzini, attorney from Genoa, exiled from Piedmont in 1831, manifesto, 1831 Young Italy stands for the republic and unity. Italy should be a republic because it really has no basis for existing as a monarchy (pro-republic, anti-monarchy).

Document 2: Carlo Cattaneo, philosopher and political activist, Lombardy, 1836 Whoever ignores this love of the individual regions of Italy will always build on sand (pro-region, anti- unity).

Document 3: Vincenzo Gioberti, priest from Piedmont, On the Moral and Civil Primacy of the Italians, published in exile, 1843 That the pope is naturally, and should be effectively, the civil head of Italy is a truth forecast in the nature of things and confirmed by many centuries of history. Would increase the strength of the various princes (pro-pope, pro-unity).

Document 4: Count Camillo Benso di Cavour, politician from Piedmont-Sardinia, journal article, 1846 All true friends of the country must recognize that they cannot truly help their fatherland except by gathering in support of legitimate monarchs who have their roots in the national soil (anti-unity, pro-monarchy, pro-region).

Document 5: Pope Pius IX, published statement, 1848 The Italian people should abide in close attachment to their respective sovereigns, of whose goodwill they have already had experience, so as never to let themselves be torn away from the obedience they owe them (pro-monarchy, pro-region, anti-unity).

Document 6: Daniele Manin, politician from Venice, letter to a friend, 1848 Peoples who have different origins and customs should not be forced together, because otherwise civil war will follow the war of independence (pro-region, anti-unity, anti-independence).

Document 7: Marquis Massimo d’Azeglio, politician from Piedmont, secretly printed pamphlet, 1856 But ask any Italian, north or south, whether or not it is useful for Italy to free itself from foreign domination and influence, and no one, thank God, will reply other than in the affirmative, no one will refuse to give their minds or their hands to this end (pro-independence).

Document 8: Count Camillo Benso di Cavour, prime minister of Piedmont-Sardinia, letter to Victor Emmanuel, king of Piedmont-Sardinia, 1858 The Emperor [Napoleon III, emperor of the French] readily agreed that it was necessary to drive the Austrians out of Italy once and all. But how was Italy to be organized after that? (pro-independence, pro- region).

Question 1 — Document Summary (continued)

Document 9: Jessie White Mario, English journalist, letter to the editor, The New York Times, 1858 Every inch of ground won by Italians for Italy in 1848 and 1849 was won by republicans, and at the close of that year Italy would have been free from foreigners, would have been free, independent and united, had not monarchy stepped in and substituted the petty longings of dynastic ambition for the great national aim (pro-independence, pro-republican, anti-monarchy).

Document 10: Peace of Villafranca, treaty between France and Austria, 1859 The Emperors of Austria and France will favor the creation of an Italian Confederation and the honorary presidency of the pope (pro-pope, pro-region).

Document 11: Emperor Napoleon III of France, letter to an Italian friend, 1859 I do not wish to see Italy united. I want only independence (anti-unity, pro-independence).

Document 12: Giuseppe Garibaldi, representing Caprera in the Italian parliament, 1868 Although old republicans in principles and deeds, I and my friends accepted the monarchy in good faith, and asked of it nothing other than that it improve the conditions of our poor people (pro-monarchy).

A closer look at DBQ thesis and point-of-view statements

Examples of viable theses: • For many Italians the debate was one not of national unification, but rather of national liberation. • Underlying it all would be the debate of unification, whether Italy should emerge into the 20th century as a single unified nation, or simply as a confederation of individual constituents bound only by geographical destiny and religious conformity. • National liberation and national identity were far more important to most Italians than national unification.

Examples of what would not count as a thesis: • Italy was divided politically and culturally well into the 19th century. • The pope was generally opposed to Italian unification.

Examples of attribution: • Giuseppe Mazzini was an attorney from Genoa exiled from Piedmont in 1831. • Napoleon III was the emperor of France. • Vincenzo Gioberti was a priest from Piedmont who wrote On the Moral and Civil Primacy of the Italians in 1836.

Examples of point of view: • As the context is in a letter to the New York Times appealing to American readers, such an audience might support such emotions of national unity and independence. Because of this, the letter was written probably more in an attempt to garnish audience support than in an effort to be politically accurate (Doc. 9). • The fact that Mazzini penned these words when he was in exile shows that the unification of Italy was something he really believed in, making the document a reliable source in its intent (Doc. 1).

Question 1 — Document Summary (continued)

• #FDBVTF Napoleon III was the emperor of the Second Empire and primarily interested in the security of France, he obviously would be opposed to the creation of a new state that would disrupt the balance of power in Europe (Doc. 11). • Because Vincenzo Gioberti was a prince of the Church and thus a loyal follower of the pope, Gioberti would naturally appeal to the Holy See as the means for Italian unification as opposed to a secular monarch (Doc. 3).

Question 2

Compare and contrast the economic and social development of Russia with that of the Netherlands in the period 1600–1725.

9–8 Points • The thesis is clearly stated and compares and contrasts Russia with the Netherlands. • The organization is clear. • The essay is well balanced and deals with EITHER economic OR social development in BOTH Russia and the Netherlands. • Assertions in the essay are supported by at least TWO pieces of relevant evidence and historical specificity. • The essay makes connections between economic factors and social factors. • The essay may contain some errors.

7–6 Points • The thesis is clearly stated and compares and contrasts Russia with the Netherlands. • The essay is well balanced and deals with EITHER economic OR social development in BOTH Russia and the Netherlands. • Assertions in the essay are supported by at least ONE piece of relevant evidence or historical specificity. • The essay makes connections between economic factors and social factors. • The essay may contain some errors.

5–4 Points • The thesis is clearly stated but uneven OR just restates the question. It tends to focus too much on similarities OR too much on differences OR too much on Russia OR too much on the Netherlands. • The organization is unbalanced and not necessarily very effective. • Assertions tend to be general statements supported by only ONE piece of evidence. • The historical narrative is mostly factual with little analysis. • The essay may contain minor errors that do not get in the way of the argument.

3–2 Points • There is no thesis or the thesis just restates the question. • The organization is unclear and ineffective. • The essay shows serious and major imbalance. • Statements are superficial and general without any factual support. • There is little historical specificity for analysis. • There is little or no analysis. • The essay contains major errors that detract from the argument.

Question 2 (continued)

1–0 Points • There is no thesis. • The essay is poorly organized. • The essay is off task and nonresponsive to the question. • The discussion is irrelevant. • The argument is general, superficial, vague and simplistic. • There is little or no supporting evidence. • There is no analysis or historical connections. • Major errors get in the way of the argument

Question 2 — Historical Background Notes

The purpose of this question is to investigate the similarities and differences in Dutch and Russian socioeconomic development from 1600 to 1725. Though the time parameter begins in 1600, the majority of the essays will focus primarily on the periods after 1648 in the Netherlands and after 1689 in Russia. The year 1725 saw the death of Peter the Great, so this is a clue as to the focus of many of the essays. There are obviously more profound differences than there are similarities between the Dutch Republic and Russia. For this reason the essays will appear somewhat unbalanced, focusing more on contrasting than on comparing. In the spirit of the prompt, however, essays that receive scores in the higher ranges must both compare and contrast.

In the 17th century four common themes characterized both the Dutch Republic and Russia: • Both were faced with the challenge of restive nobility. • Both were struggling to finance massive military expenditures. • Both were trying to make their economies modern to compete with powerful neighbors. • Both were experimenting with ways to increase government revenues. Because of the common fiscal issues similar to both countries, discussion of similarities will focus much more on economic issues than on social issues.

On closer examination, the Dutch Republic and Russia were far more different than they were similar: • Russia had a relatively large noble class — 7 percent of the population; the nobility in Holland was restricted primarily to two thousand families out of a population of roughly two million. • Russia was desperately trying to domesticate a large and dangerous boyar class; the primary challenge to the Dutch government from the nobility was found in the States General. • Peter the Great was trying to transform the Russian service nobility from a social class based on blood to an aristocracy based on merit; the nobility of the Netherlands was defined by commercial excellence. • Russia was clamping down on its serfs after numerous Cossack and agrarian revolts; serfdom in the Netherlands had disappeared almost two centuries earlier. • Russia was a rigidly stratified society divided between noble and serf; the Dutch Republic was socially much more fluid and dynamic. • Women in Russia were a major source of labor; women in the Dutch Republic were beginning to emerge as a truly modern class of leisure. • There was no commercial class in Russia; the middle class in the Netherlands was what virtually defined the country. • Russia was primarily agricultural; the Netherlands was the world’s leader in commerce and mercantilist polices. • Russia was frozen in a backwater of medieval agricultural practices; the Netherlands was the world’s economic leader. • Russia was trying to secularize the Church and rein in the Old Believers; the Dutch Reformed Church had been an institution of religious toleration for over a century.

Question 3

Assess the ways in which women participated in and influenced TWO of the following: the Renaissance; the Reformation; the French Revolution.

9–8 Points • The essay provides a sophisticated thesis that addresses TWO historical periods and addresses either participation OR influence. • The organization is clear. • The essay is well balanced and deals with TWO historical periods and TWO ways women either participated in OR influenced each period. This might be a combination of ONE way they participated in and ONE way they influenced the period, for a total of TWO. • All major assertions are supported by MULTIPLE pieces of relevant evidence. • The essay may contain minor errors.

7–6 Points • The essay provides a good thesis that addresses TWO historical periods and addresses either participation OR influences. • The organization is clear. • The essay is well balanced and deals with TWO historical periods and ONE way women either participated in OR influenced each period. • Assertions are supported by at least TWO pieces of evidence. • The essay may contain minor errors.

5–4 Points • The essay provides an adequate thesis that is clearly stated but uneven OR the thesis restates the question. • The organization is unbalanced and not necessarily effective. The essay tends to focus just on the Reformation OR just on the Renaissance OR just on the French Revolution. • Major assertions are supported by at least ONE piece of evidence. • The essay tends to read as factual narrative with little analysis. • The essay may contain minor errors.

3–2 Points • The essay provides no thesis or just restates the question. • The organization is unclear and ineffective. • The essay shows serious imbalance. • Statements are superficial, vague and general. • There is little historical proof or evidence. • The essay may contain several errors that detract from the argument.

1–0 Points • The essay provides no thesis. • The organization is poor. • The essay is off task and irrelevant. • There is little or no supporting evidence. • The essay contains major errors.

Question 3 — Historical Background Notes

This question is enormously challenging. Because of the topic, students will react to the prompt more in general themes than with specific pieces of evidence. Although all the major texts discuss women in these three periods, the context tends to be more comparative, addressing the change of relative themes over time. Students must deal with TWO periods in a balanced fashion.

General theme for the Renaissance: Though hardly the majority of the female population, well-to-do girls in the cities of the Renaissance Italy received an education similar to boys. Renaissance humanism represented a real educational advance for aristocratic women. Young ladies learned their letters and studied the classics. Many read Greek and Latin, knew the poets Ovid and Virgil, and could speak one or two “modern” languages such as French or Spanish. Although Renaissance aristocratic women were better educated than their medieval counterparts, their educations prepared them for the social life at home. A notable feature of smaller Renaissance courts was the important role played by women who often ruled side by side with their husbands. If, however, the Renaissance is often said to have discovered mankind in general, this meant for the most part, men. The Church still considered women to be sinful daughters of Eve. Because of strict gender divisions within the Church and within Renaissance society, women could not aspire to holiness and sainthood. The Renaissance did not bring about any significant loosening in the restrictions placed on women. For this reason, women’s contributions during the Renaissance tended to be the exception rather than the rule. A tiny minority of women among humanists acquired great learning and fame. For example, in the later 16th century at least 25 women published books in Italy.

• Christine de Pisan (1363–1434) — a highly educated woman who wrote prolifically in French, her native language. Her patron was the queen of France. Christine wrote The Book of the City of Ladies, which focuses not on the behavior of all French women, but just on women of the Court. • Sofonisba Anguissola (1530–1625) and Artemisia Gentileschi (1593–1653) — achieved international renown for their oil paintings. • Isabella Andreini (1562–1604) — enjoyed the reputation as the most famous actress of her day. • Laura Creta (1469–1499) — a famous Italian humanist educated by her father. She was known for her scathing letters addressing the status of women in her own society. She argued that women’s inferiority was derived not from God but from women themselves. Creta’s provocative thesis earned her the wrath of men and women alike. Her most famous work was Defense of the Liberal Instruction of Women, widely attacked by the Italian clergy.

Question 3 — Historical Background Notes (continued)

• Isabella d’Estes (1474–1539) — famous for her passionate quest to assemble the best artists of Italy, including painters, poets and musicians. She was called the “first lady of the world.” D’Estes pursued both Bellini and Leonardo da Vinci. Her numerous letters to friends, family, princes and artists all over Europe reveal her political savvy as well as her good sense of humor. Both before and after the death of her husband, she effectively ruled Mantua and won a reputation as a clever negotiator. • Battista Sforza (1442–1482) — second wife of the famous condottiere Federigo da Montefeltro, the duke of Urbino. Because her husband was frequently absent waging wars, Sforza often ruled Urbino “with firmness and good sense.”

General theme for the Reformation: Overall the Protestant Reformation did not noticeably transform women’s subordinate place in society. Because Protestantism had eliminated any idea of special holiness for celibacy, abolishing both monasticism and a celibate clergy, the family was placed at the center of human life, and a new stress on “mutual love between man and wife” was extolled. Luther’s argument that all vocations had equal merit in the sight of God gave dignity to the women of the home who performed ordinary, routine and domestic tasks. The Christian home, in contrast to the place of business, became the place of the gentler virtues: love, tenderness, reconciliation, the carrying of one another’s burdens. The Protestant abolition of private confession to a priest freed women from possibly embarrassing explorations of their sexual lives. Protestants established schools where girls as well as boys became literate in the catechism and the Bible. Luther was confident that God took delight in the sexual act and denied that original sin affected the goodness of creation. That being said, however, he believed that marriage was a woman’s career. In their effort to create order and discipline, Protestant reformers denounced sexual immorality and glorified the family. Calvin’s earliest significant converts were women, whose patronage helped his faith take root at the highest levels of society. More women than men converted to Calvinism in France, perhaps because their legal position was deteriorating — for example, with regard to their dowries and possessions. On a darker note, women became unwilling participants in the great witch hunts during the Reformation. Most women who were accused of being witches were rural, poor, and single; many had just inherited property. They often confronted the hostility of other villagers, particularly local officials and wealthy peasants. Women were also targets of repression during the Reformation because they were transmitters of the collective memory of popular culture. For centuries the Catholic hierarchy had regarded women as the source of sin, a notion that remained popular even as the great reformers were changing European faith.

• Catherine of Aragon (1529) — instrumental in sparking the beginning of the English Reformation, generating the debate for papal dispensation from the biblical law that prohibited a union between a man and his brother’s widow. • Elizabeth Dirks (1549) — interrogated in the Netherlands for her role in advocating gender equality, especially in the realm of church roles and the interpretation of Holy Scripture. • Katharina Zell (1534) — wife of the Strasbourg reformer Matthew Zell who defended her gender equality by citing a Bible verse to attack a critic who demanded that women remain silent in church. • Katharina von Bora (1525) — wife of Martin Luther who gave her husband complete devotion and support during his crusade to reform the Church. Von Bora was Luther’s model for the perfect wife “managing the house and home.”

Question 3 — Historical Background Notes (continued)

General theme for the French Revolution: A perplexing question arose from the Declaration of the Rights of Man and of the Citizen of September 1789: Whom did the Declaration mean by “man and citizen”? The laws that excluded women from voting and holding office did not pass unnoticed. In 1791 Olympe de Gouges, a butcher’s daughter from Montauban in northwest France who became a major revolutionary radical in Paris, composed a Declaration of the Rights of Women, which she ironically addressed to Queen Marie-Antoinette. Much of the document reprinted the Declaration of the Rights of Man and of the Citizen, adding the word “woman” to the various original clauses. De Gouges’ declaration illustrated how the simple listing of rights in the Declaration of the Rights of Man and of the Citizen created a structure of universal civic expectations even for those it did not cover. In unprecedented numbers, women took up the pen to publish pamphlets and journals. Their physical presence in public spaces was even more dramatic. Despite the importance of women to the revolutionary cause, male revolutionaries, especially the Jacobin radicals, reacted disdainfully to female participation in political activity. This was especially true during the radical phase of the revolution with the destruction of the Girondin moderates after 1793. With the onset of the Terror in 1793–1794, the Convention and later the Committee for Public Safety turned on the women of Paris. Women demanding radical change were labeled as public enemies and counterrevolutionary. The lofty ideals of de Gouges were simply too radical for the Jacobin ruling elite, committed to security and the maintenance of political power.

• Marianne — female icon who became the symbol of the Revolution and the Republic. Since la liberté is a feminine term in French, liberty and the ideals associated with the revolution were often associated with female virtues. • Marie-Antoinette (1753–1793) — the public disdain for Louis XVI’s unpopular wife galvanized public opinion against the Bourbon monarchy. She was guillotined in 1793 as an unwilling participant in the French Revolution. • October 1789 — Women’s March to Versailles demanding a lowering of bread prices. The female mob returned to Paris with the king and the royal family. • Olympe de Gouges (1789–1793) — wrote The Declaration of the Rights of Women in 1791; guillotined in 1793 by the radical Jacobins intent on maintaining social control. • Charlotte Corday (July 1793) — Girondin moderate who assassinated Marat and was guillotined by the Jacobins in July 1793. • Pauline Léon and Claire Lacombe — founded the Society of Revolutionary Republican Women in May, 1793. The society became ultraradical, demanding the lowering of food prices and hunger relief for the poor of Paris. It was shut down by the Jacobins in October 1793, resulting in the arrest and imprisonment of both of its founders. Both remained in Jacobin jails throughout 1794, and both survived their ordeals.

Question 4

Analyze the ways in which the two works, Perugino’s Christ Delivering the Keys of the Kingdom to Saint Peter (1481–1483) and Michelangelo’s David (1501–1504), represent the values of Italian Renaissance culture.

9–8 Points • The essay provides a sophisticated thesis that is clearly stated and addresses BOTH pieces of art and Renaissance cultural values. • The organization is clear. • The essay is well balanced and connects BOTH Perugino and Michelangelo to at least TWO or more Renaissance values. • All major assertions in the essay are supported by MULTIPLE pieces of relevant evidence. • The essay may contain some errors that do not detract from the argument.

7–6 Points • The essay provides a good thesis that is clearly stated and addresses BOTH pieces of art and Renaissance cultural values. • The organization is clear and effective. • The essay is well balanced with BOTH Perugino and Michelangelo connected to at least ONE Renaissance value. • Assertions in the essay are supported by at least TWO pieces of evidence. • The essay may contain minor errors.

5–4 Points • The essay provides an adequate thesis that is clearly stated but uneven, OR the thesis restates the question. • The organization is unbalanced and not necessarily effective. The essay tends to focus on Perugino and ONE or more Renaissance values or focuses primarily on Michelangelo and ONE or more Renaissance value. • The primary focus of the essay is on Renaissance values with little or no application of the pieces of art to these values. • Major assertions are supported by at least ONE piece of evidence. • The essay tends to read as factual narrative with little analysis. • The essay may contain minor errors.

3–2 Points • The essay provides no thesis or just restates the question. • The organization is unclear and ineffective. • The essay shows serious imbalance. • Statements are superficial, vague and general. • The essay contains little historical proof or evidence. • The essay may contain several errors that detract from the argument.

Question 4 (continued)

1–0 Points • The essay provides no thesis. • The essay is poorly organized. • The essay is off task and irrelevant. • There is little or no supporting evidence. • The essay contains major errors.

Question 4 — Historical Background Notes

This question is straightforward in delivering its task, asking students to tie two differing art types (painting and sculpture) to the values of the Italian Renaissance. Each of the noted texts makes an effort to discuss this topic at some length. The texts address the basic values of the Italian Renaissance as being: • humanism (some refer to it as “Christian” humanism) — the art of studying the classics left by the Greeks and the Romans to learn what they revealed about human nature. Humanism emphasized human beings and their achievements, interests and capabilities. Those texts that refer to Christian humanism add the concept of using the classics to reveal their prophetic meanings toward Christianity. • individualism — the attitude of stressing personality, unique genius and full development of one’s capabilities and talents. Individualism includes a thirst for fame, the quest for glory, a driving ambition and a burning desire for success. • secularism — focus on the material world instead of the eternal world of spirit. Secular thinking tends to find the ultimate explanation of everything and the final end of human beings within the limits of what the senses can discover. Secularism places heavy emphasis on the here and now.

Within a framework of the noted values, two works of art are offered as models to show how the people of the times interpreted these ideas in their daily lives. Renaissance humanists used their knowledge and love of the classic to influence their poetry, historical views and philosophy. All the texts note individuals such as Petrarch (law, language and poetry), Quirini (demeaned the Turks and the East while praising the works of the Greeks and Romans), and Pico (saw man as able to master his world while rising to near angelic status). These men and others brought religious piety and patriotism to a shifting world. The texts note that the established Church was losing temporal power, and both of the works of art presented for consideration clearly demonstrate a secular rise at the expense of the Church.

The age saw a shifting of power from religious leaders to individual and secular leaders. Most texts reference Cesare Borgia’s military and political aid to Pope Alexander VI along with ties to Machiavelli. Italian politics demonstrated the ability of powerful men (families), such as the Medici and Sforza, to dominate the weaker entities of their times. Individuals such as Savonarola are shown to utilize individualism to show high morals, while Alberti, Vasari, Castiglione and Cellini demonstrate distinctive personalities and talents that lie outside traditional Church-held values left over from the medieval period.

What is necessary is that students recognize the traditional Renaissance values and link them to the works of art utilizing the abundant examples provided by the texts.

Note: Several of the texts mention that “religious” ideas of the Italian Renaissance extend to the Reformation. Thus students may tend to drift into this time frame with their references. However, they must not lose focus, and the terms of the question clearly state Italian Renaissance.

Question 5

Analyze the political and economic effects of changing population patterns in Western Europe in the period circa 1950 to the present. Cite specific examples from at least TWO countries.

9–8 Points • The essay provides a sophisticated thesis that addresses EITHER political effects OR economic effects in TWO European countries. • The organization is clear and effective. • The essay is well balanced between TWO European countries. • The essay clearly connects changing population patterns to political OR economic effects. • All major assertions in the essay are supported by at least TWO pieces of relevant evidence from at least TWO different countries. • The essay may contain minor errors.

7–6 Points • The essay provides a good thesis that addresses EITHER political effects OR economic effects in TWO European countries. • The organization is clear and effective. • The essay clearly connects changing population patterns to political OR economic effects. • All major assertions in the essay are supported by at least ONE piece of relevant evidence from at least TWO specific countries. • The essay may contain minor errors.

5–4 Points • The essay provides an adequate thesis that is clearly stated but uneven. It tends to focus too much on a single country OR just restates the question. • The organization is unbalanced and not very effective. The essay feels like a German political paper or a Dutch economic paper. • The essay struggles with the connections between changing populations and political OR economic effects. • The essay contains mostly general statements without any reference to any individual countries. • Assertions are supported by at least ONE piece of evidence. • The narrative is mostly factual with little analysis and little sense of connections. • The essay may contain minor errors.

3–2 Points • The essay provides no thesis or just restates the question. • The organization is unclear and ineffective. • The essay shows serious imbalance. • The essay makes little or no connection between changing population patterns and political and economic effects. • The essay is off task with irrelevant material. • Statements are superficial, vague and general. • There is little historical proof or evidence, and the essay never mentions a single European country. • The narrative is all factual with no analysis or connections. • The essay may contain several errors that detract from the argument.

Question 5 (continued)

1–0 Points • The essay provides no thesis. • The organization is poor. • The essay is off task and nonresponsive to the question. • Irrelevant material is provided. • There is little or no evidence of any understanding. • No factual evidence is presented. • There are no connections and no analysis. • The essay may contain numerous errors that detract from the argument.

Question 5 — Historical Background Notes

For the average AP European History student, this question may be challenging for two reasons. First, the time parameter is post-1950, hence modern European history, a time period many AP classes struggle to reach by the end of the year. Second, the topic in the majority of the texts is covered in general themes, for example, “postwar immigration.” Because of this, only the very good essays will have the sophistication to reference individual examples for specific countries.

Postwar Europe witnessed widespread migration and immigration patterns. This fell into roughly two general periods: 1950–1970 and following the collapse of the Soviet Union in 1991. • West Asian — Pakistani and Indian — immigrants arrived in the British Isles following the establishment of India and Pakistan in 1947. The arrival of West Asian immigrants was followed by a wave of immigrants from the British Caribbean. • The arrival of Turkish, Italian and Greek Gastarbeiter (guest workers) in West Germany in the 1950s and 1960s helped transform the Federal Republic, resulting in the Wirstschaftswunder (economic miracle) of the 1970s. By 1970 the second largest Turkish city in the world was Berlin. • The Pieds Noirs (black feet) phenomenon arose in France as tens of thousands of Algerians and North Africans migrated to France following the Algerian War of Independence, 1954–1962. Most North African immigrants arrived in France after 1967. France currently has the largest Muslim population in Western Europe. • In the late 1970s clandestine women from Africa snuck into Italy for jobs. • Primarily Poles but also many Eastern Europeans flooded the newly united Germany in the 1990s, willing to work for lower wages. All of this was mitigated by the collapse of the Soviet Union in 1991. • Chechens and peoples from the Caucasus region migrated north to Russia for better jobs and housing following the fall of the Soviet Union in 1991. • Tens of thousands of displaced Bosnians, Croats and Serbs migrated west to Italy to escape the Bosnian civil war, 1992–1995. • Thousands of Iraqis found safety and asylum in Scandinavia following the first Gulf War (1990–1991) and the second Gulf War (2003).

Massive waves of migration and demographic shifts in Europe resulted in what has been termed the “wage revolution.” Since most immigrants were willing to work longer hours for less wages, the phenomenon called the “browning of Europe” took place, especially following decolonization in the late 1940s and 1950s. This phenomenon explains the dramatic shift in industries that traditionally employed white Europeans (construction, city services and the auto industry) to those populated by non-European immigrants. The wave of immigrants to Europe since 1950 has become a politically explosive issue. At the same time, since 1980 birth rates in many Western European countries continued to decline because of easier access to birth control pills and to abortions.

Question 5 — Historical Background Notes (continued)

• In 2000, 14 European countries were no longer reproducing their populations. Italy and Spain led the way followed by Germany and Sweden. In other countries population growth has been zero. • Some 1.7 percent of the Italian population is foreign born. • Some 3.4 percent of the UK population is foreign born. • Some 6.3 percent of the French population is foreign born. • Some 8.8 percent of the German population is foreign born. • Some 19 percent of the Swiss population is foreign born.

Many Europeans since 1980 have felt themselves overwhelmed by immigrants. Rising intolerance, racism and xenophobia have become apparent in Europe, resulting in the dramatic radicalization of European politics to the right. Ultranationalist and right-wing political parties have increased in membership since the 1960s in Western Europe. The common themes are anti-immigration, anti-foreigner and ultranationalism. All the nationalist parties mentioned below advocate strict immigration laws coupled with “right to work” legislation. • The National Labor Front was founded in the UK in 1967. • The National Democratic Party was founded in Germany in 1964. • The National Front was founded in France in 1972 by Jean-Marie le Pen. • The Alliance for the Future of Austria was founded in 2005 by Jörg Haider.

Question 6

Analyze the ways in which the ideas of seventeenth-century thinkers John Locke and Isaac Newton contributed to the ideas of eighteenth-century Enlightenment thinkers.

9–8 Points • The essay provides a sophisticated thesis that is clearly stated, addressing BOTH Locke and Newton and how they influenced Enlightenment thinkers. • The organization is clear and effective. • The essay is well balanced and connects BOTH Locke and Newton to TWO or more Enlightenment thinkers. • All major assertions in the essay are supported by MULTIPLE pieces of relevant evidence. • The essay may contain errors that do not detract from the argument.

7–6 Points • The essay provides a good thesis that is clearly stated, addressing BOTH Locke and Newton and how they influenced Enlightenment thinkers. • The organization is clear and effective. • The essay is well balanced with BOTH Locke and Newton connected to at least ONE thinker of the Enlightenment. • Assertions in the essay are supported by at least TWO pieces of evidence. • The essay may contain an error that detracts from the argument.

5–4 Points • The essay provides an adequate thesis that is clearly stated but uneven, OR the thesis tends to just reword the question. • The organization is unbalanced and not necessarily effective. The essay tends to focus just on Locke and ONE Enlightenment thinker or just on Newton and ONE Enlightenment thinker. • Major assertions are supported by at least ONE piece of evidence. • The essay presents a mostly factual narrative with little analysis. • The essay may contain minor errors that do not get in the way of the argument.

3–2 Points • The thesis tends to restate the question OR there is no thesis. • The organization is unclear and ineffective. • The essay shows serious and major imbalance. • The essay may make ONE reference to either Locke or Newton. • The essay may mention ONE Enlightenment thinker in passing but never develops the connections. • Supporting evidence is weak or nonexistent. • Statements are superficial and general without any factual support. • Little historical evidence is presented. • Little or no analysis is presented.

Question 6 (continued)

1–0 Points • There is no thesis. • The organization is poor. • The essay is off task and nonresponsive to the question. • There are no connections or analysis. • There is little or no evidence of any understanding.

Question 6 — Historical Background Notes

The question is a mainstream topic that is covered in depth in the major textbooks. While the texts for the most part discuss Newton and Locke separately, in the Enlightenment chapters they actually tend to lay out the connections between Locke, Newton and the Enlightenment. As a result, students should be well prepared to address the tasks presented by this question.

Locke’s ideas are presented as stemming from his two major works, The Second Treatise on Civil Government and Essay Concerning Human Understanding. In the Second Treatise Locke declares that government is set up to protect life, liberty and property. He notes that all men have natural rights (because man has the ability to reason) and that people have the right of rebellion if government becomes too tyrannical. Here Locke links economic liberty and private property with political freedom limiting voting rights to property owners.

In Locke’s Essay he notes that all ideas are derived from experience. The mind is a blank slate (tabula rasa), and human development is determined by educational and social institutions. He believed that people were reasonable and authority rested in the hands of the majority who owned property.

The texts portray Newton as the “greatest and rarest genius that ever rose for the instruction of the human species.” Newton, a devout if unorthodox Christian, noted that his works were directed toward explaining God’s message (religion was necessary). His ability to explain planetary motion and motion on Earth gave science, and through it reason, enormous prestige throughout the West.

The texts clearly link both Newton and Locke to the Enlightened philosophes by declaring that they were enchanted by the grand Newtonian design of the world-machine and Locke’s practical and reasonable view of government. The philosophes were convinced that by following the reasoning of these men they could come to discover the natural laws that governed politics, economics, justice, religion and the arts.

Several Enlightened writers are commonly connected to Locke and Newton. • David Hume refers to life as only a collection of experiences. He notes that reason cannot tell man anything about things for which the individual has no experiences. • Madame du Chatelet translated Newton’s Principia for the French, thus making the Englishman’s knowledge available for French writers to draw upon for guidance. • Voltaire declared Newton history’s “greatest man.” He mixed Newton’s glorification of science and reason with an appeal for better individuals and institutions. Voltaire defended Newton against the authorities of the times who saw his individualism as a threat to authority. Additionally he used Locke’s virtues to attack Catholic bigotry. • Montesquieu in his writings attacked traditional religious institutions and advocated religious toleration; he denounced slavery through the use of reason (Locke) and in his Spirit of the Laws applied natural law and reason to the relationship of government and law. • Denis Diderot championed Deism, a religious view held by most philosophes that was built on Newton’s natural laws.

Question 7

Analyze the development of the various forms of European socialism in the 1800s.

9–8 Points • The essay provides a sophisticated thesis that addresses the question. • The organization is clear. • The essay is well balanced and deals with at least TWO forms of socialism. • All major assertions are supported by at least TWO pieces of relevant evidence. • The essay may contain some minor errors.

7–6 Points • The essay provides a good thesis that addresses the question. • The organization is clear. • The essay is balanced with at least TWO forms of socialism discussed. • All major assertions are supported by at least ONE piece of evidence. • The essay may contain an error.

5–4 Points • The essay provides an adequate thesis OR just restates the question. • The organization is unbalanced and not necessarily effective. The essay feels like a Marx paper or a Louis Blanc essay. • Assertions are supported by ONE piece of relevant evidence. • The narrative is mostly factual, with little analysis. • The essay may contain a few errors of fact or interpretations that detract from the argument.

3–2 Points • There is no thesis or the thesis just restates the question. • The essay is poorly organized and ineffective. • The essay is off task and mostly irrelevant. • The essay shows serious imbalance. • Vague general statements are made with little factual support. • There are major errors.

1–0 Points • There is no thesis. • The organization is poor. • The essay is off task and nonresponsive to the question. • The statements are general, vague and simplistic. • There is little evidence of understanding. • The essay contains major errors.

Question 7 — Historical Background Notes

The evolution of European socialism in the 1800s is a mainstream theme covered in all the texts. The better essays will demonstrate an understanding of the movement from utopian socialism to that of practical socialism. While Marx had a major influence on European socialism in the 19th century, the prompt is not just about radical Marxism. The essays that receive higher scores will deal with multiple aspects of the European socialist movement.

As large-scale industrialization gradually transformed the agricultural economy and society in Western Europe, the 1830s and the 1840s brought heated discussion, lively debates and startling transformations in thought. The rapid increase in wage labor influenced the emergence of new political forces that, proclaiming the equality of all people, sought dramatic social and political change. One of the most powerful results of the growing preoccupation with the condition of workers was the birth of the movement known as socialism. In Europe in the 19th century, socialism focused on worker equality, equitable pay scales and, perhaps most important, humane living and working conditions. Over time, especially after 1871, European socialism became politicized, evolving into mass party movements.

Utopian socialists, most of whom were French, provided an original critique of the changes brought by the Industrial Revolution. The name “utopian” reflects their dreams of creating a perfectly harmonious way of life. This philosophy accentuated their determination to put forward demands for political and social reform.

• Count Claude-Henri de Saint-Simon (1760–1825) proposed a “religion of humanity” dedicated to alleviating the inhumane conditions of France’s working poor. In 1820 Saint-Simon published a provocative parable, wondering what would happen if all France’s nobles, churchmen, princes and princesses drowned in a terrible shipwreck. Saint-Simon’s conclusion argued that the French proletariat was far more essential for the good of the country and their loss would be disastrous. • Charles Fourier (1772–1837) claimed that there were 810 distinct personality types. Fourier proposed that they be organized into “phalanx” worker communities of 1,620 people, channeling the passions of each person into socially productive ways. • Étienne Cabet (1788–1856) was the most popular and well known of the French utopian socialists. His novel Voyage to Icaria (1840) imagined an imaginary city of wide streets, clean urinals and social harmony, a vision of organized economic and social life so attractive that even the bourgeoisie would be converted peacefully to the principles of cooperation and association. • Robert Owen (1771–1858) built a mill in New Lanark, Scotland. He provided decent housing for his workers and established schools for children. Owen also believed in the emancipation of women.

Question 7 — Historical Background Notes (continued)

Practical socialists tended to have a less idealist view of the perfect socialist world and worked toward the implementation of socialism in the here and now. While utopian socialists often embraced the nonviolent transformation of European societies, practical socialists tended to be much more militant in their methods. Many practical socialists saw the bourgeoisie as a physical enemy because they possessed capital, unfairly taken from the working class.

• Flora Tristan (1801–1844) campaigned against women’s inequality within marriage and before the law. Linking feminism and socialism, she campaigned for female emancipation with passionate speeches. • Louis Blanc (1811–1882) based his socialist model on universal suffrage where workers could increase their influence on governments. Blanc also believed the state should guarantee workers the “right to work.” • Louis Proudhon (1809–1865) looked not to strengthen the state through worker suffrage, but rather to destroy the state. Proudhon argued the very existence of the state was due to capitalism, and therefore the state was instrumental in the exploitation of workers. In 1840 Proudhon published a fiery and provocative pamphlet that answered the question “What is property?” with the resounding reply “Theft!” Preaching the abolition of the state and destruction of all private property, Proudhon had enormous influence on Marx and future Russian socialists. • Karl Marx (1818–1883) read the utopian and practical socialist commentaries and found them “unscientific.” Marx thus was one of the first to advocate “scientific socialism,” basing much of his theory on the dialectical stages of Friedrich Hegel (1770–1831.) Marx was an advocate of the ultraviolent proletariat revolution. Marx would befriend another German socialist, Friedrich Engels. Together they championed the need to destroy the modern capitalist state and to replace it with utopian communism.

Out of the philosophy of European socialism grew various socialist political parties, some violent, some not. With the growth of mass politics in the final quarter of the 19th century, European socialism became both radicalized and politicized.

• The British Labor Party was founded in 1893 by James Keir Hardie. • The French Workers Party was founded in 1883. • The German Socialist Party (SPD) was founded in 1875 as many German socialists rejected Marx’s cry for violent revolution. Eduard Bernstein (1850–1932) trumpeted the need for German socialists to reject violence and to instead work within the German political system for labor reform. His seminal work Evolutionary Socialism (1898) galvanized a continent, setting the precedent for democratic socialism throughout Europe well into the 20th century. • The Italian Socialist Party was founded in 1892. • The Russian Social Democratic Labor Party was founded in 1898 in Minsk and was the parent organization for both the Russian Bolsheviks and the Russian Mensheviks.

AP® European History 2011 Scoring Guidelines

The College Board

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Question 1 — Document-Based Question (DBQ)

Analyze the influence of ideas about gender on the reign of Elizabeth I and explain how Elizabeth responded to these ideas.

BASIC CORE — 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must address at least one idea about gender with some degree of specificity (e.g., “Most believed that women were inferior to men”; “It was against God’s wishes for women to rule”). The thesis must also include reference to or mention of Elizabeth’s response. The thesis need not appear in the first paragraph; it may be found in the conclusion.

2. Discusses a majority of the documents individually and specifically. The essay must discuss at least seven documents — even if used incorrectly — by reference to anything in the box. For an essay to receive credit for this point, documents may not be referenced collectively (e.g., “Documents 2, 3 and 6 suggest …”) unless they are then discussed individually.

4. Supports the thesis with appropriate interpretations of a majority of the documents. The essay must use at least seven documents correctly, and the documents used in the body of the essay must provide support for the thesis. The essay cannot earn this point if no credit was awarded for point 1 (appropriate thesis).

Note: 1) Attribution alone is not sufficient to earn credit for point of view. 2) It is possible for students to discuss point of view collectively, but this counts for only one point of view.

Question 1 — Document-Based Question (continued)

IDEAS • Political institutions: 3, 4, 6, 11 • Misogyny: 1, 2, 5 • Political power: 1, 3, 4, 6, 8, 10, 11, 12 • Constitutional: 2, 4 • Religious figures: 1, 2, 3, 5, 7, 9 • Personal associates: 4, 9, 10, 12 • Marriage/succession: 6, 11

RESPONSES • Authoritative: 6, 8, 11, 12 • Marriage/succession: 5, 6, 11, 12 • Regal: 6, 8, 11, 12 • Propaganda: 8, 9, 11, 12

EXPANDED CORE: 0–3 points to a total of 9 points

Expands beyond the basic core points 1–6 outlined above. The basic score of 6 must be achieved before a student can earn expanded core points. Credit awarded in the expanded core should be based on holistic assessment of the essay. Factors to consider in holistic assessment may include the following:

• Presents a clear, analytical, and comprehensive thesis. • Uses all or almost all the documents (10–12 documents). • Uses the documents persuasively as evidence. • Shows understanding of nuances of the documents. • Analyzes point of view or bias in at least four documents. • Analyzes the documents in additional ways (e.g., develops more groupings). • Recognizes and develops change over time. • Brings in relevant outside information.

Question 1 — Document-Based Question (continued)

Document Summary

Document 1: John Knox, Scottish religious reformer, First Blast of the Trumpet Against the Monstrous Regiment of Women, 1558 To promote a Woman to bear rule, superiority, dominion, or empire above any Realm, Nation, or City is against all Nature. … And that the Holy Ghost does manifestly express, saying: “I suffer not a woman to usurp authority above the man.”… So both by God’s law and by the interpretation of the Holy Ghost, women are utterly forbidden to occupy the place of God in the offices aforesaid.

Document 2: Nicholas Heath, archbishop of York, debate before the House of Lords, 1558 To preach or minister the holy sacraments, a woman may not. … A woman in the degrees of Christ’s church is not called to be an apostle, nor evangelist, nor to be a shepherd, neither a doctor nor preacher. Therefore her Highness [Elizabeth I] cannot be supreme head of Christ’s militant church, nor yet of any part thereof.

Document 3: Parliament of England, Act of Supremacy, 1559 The queen’s highness is the only supreme governor of this realm and of all other her highness’s dominions and countries, as well in all spiritual or ecclesiastical things or causes as temporal, and no foreign prince, person, prelate, state, or potentate hath or ought to have any jurisdiction, power, superiority, preeminence, or authority, ecclesiastical or spiritual, within this realm.

Document 4: John Aylmer, friend of Elizabeth I’s tutor, pamphlet, 1559 To be sure, if [Elizabeth] were a mere monarch and not a mixed ruler, you might peradventure make me fear the matter the more, and the less to defend the cause. But in England it is not so dangerous a matter to have a woman ruler.

Document 5: The Second Book of Homilies, produced by bishops of the Church of England, authorized by Elizabeth I, 1562 The husband ought to be the leader and author of love in cherishing and increasing concord. … But as for wives, they must obey their husbands and cease from commanding, and perform subjection.

Document 6: Jacques Bochetel de La Forest, French ambassador to England, report on Elizabeth I’s response to a proposed parliamentary petition on the succession question, 1566 What they asked her to do was nothing less than wishing her to dig her grave before she was dead. [Then,] addressing herself to the Lords, she said: “My Lords, do what you will. As for myself, I shall do nothing but according to my pleasure. All the resolutions which you may make have no force without my consent and authority. … I will take counsel with men who understand justice and the laws, as I am deliberating to do.” On this she dismissed them in great anger.

Document 7: Edward Rishton, Roman Catholic priest, On the Origin and Growth of the English Schism, 1585 And to show the greater contempt for our Blessed lady [the Virgin Mary], they keep the birthday of Queen Elizabeth in the most solemn way on the seventh day of September, which is the eve of the feast of the Mother of God, whose nativity they mark in their calendar in small and black letters, while that of Elizabeth is marked in letters both large and red.

Question 1 — Document-Based Question (continued)

Document Summary (continued)

Document 8: Marcus Gheeraerts the Younger, English court painter, portrait of Elizabeth I standing on a map of England, 1592

Document 9: William Tooker, personal chaplain of Elizabeth I, describing a “touching” ceremony, 1597 How often have I seen her most serene Majesty, prostrate on her knees, body and soul rapt in prayer … how often have I seen her with her exquisite hands, whiter than whitest snow, boldly and without disgust, pressing their sores and ulcers, and handling them to health … how often have I seen her worn with fatigue, as when in one single day, she healed eight and thirty persons of the struma.

Document 10: William Clowes, personal surgeon of Elizabeth I, treatise, 1602 Let us all continually pray unto Almighty God to grant [Elizabeth] long life, much happiness, peace and tranquility; that he will bless, keep and defend her Sacred person from the malice of her known and unknown enemies, so that she may forever reign over us.

Document 11: Elizabeth I, speech to Parliament delivered in 1559, recorded in an official history of her reign, first published in 1615 But now that the public care of governing the kingdom is laid upon me, to draw upon me also the cares of marriage may seem a point of inconsiderate folly. Yea, to satisfy you, I have already joined myself in marriage to an husband, namely, the Kingdom of England.

Document 12: Elizabeth I, speech to English troops delivered in 1588 before the attempted invasion of the Spanish Armada, recorded in a letter by an eyewitness, 1623 I have placed my chiefest strength and safeguard in the loyal hearts and good will of my subjects. I know I have but the body of a weak and feeble woman, but I have the heart and stomach of a king. I myself will be your general, judge and rewarder of every one of your virtues in the field.

Question 1 — Document-Based Question (continued)

A Closer Look at Point of View

There are many means by which a student can demonstrate point-of-view analysis in the DBQ.

Examples of ACCEPTABLE Point-of-View Analysis

Relating authorial point of view to author’s place in society

1. “Bishops of the Church of England, who would have naturally opposed the progression of gender equality due to their affiliation with the conservative Church, wrote, ‘Wives … must obey their husbands and cease from commanding’” (document 5).

2. “Members of the clergy, for example, John Knox, a religious reformer, went so far as to title a book, First Blast of the Trumpet Against the Monstrous Regiment of Women. In his book, Riston, a Roman Catholic priest, displeased about the changing views of the Virgin Mary in England, openly criticized Elizabeth for demoting Mary in importance. Also the Archbishop of York argued that women cannot hold clerical titles and therefore can never be head of the Church of England. However, all of these negative attitudes and criticisms come from clergy who, as a group, tend to be conservative” (documents 1, 2, 7 — counts as one POV).

3. “One must keep in mind that Bochetel was French and due to the long standing animosity between the two nations, may have simply been eager for the anticipated turmoil which would weaken England” (document 6).

Evaluating the reliability of the source

1. “Aylmer’s opinion could be related to his friendship with the Queen’s tutor, and may cause him to defend her, rather than look at her rule objectively” (document 4).

2. “Elizabeth’s personal surgeon, William Clowes, supports her rule and prays for a long life for her. His relationship with Elizabeth could influence with his judgment about her success as a ruler” (document 10).

3. “As William Tooker, Elizabeth’s personal chaplain, describes about a ‘touching ceremony’ in 1597, one can clearly see that she commanded and got respect on a personal level, not just for being Queen. Although supportive, it is similarly biased for one of Elizabeth’s closest subjects to be in such admiration of her” (document 9).

Recognizing that different kinds of documents serve different purposes

1. “Marcus Gheeraerts the Younger, an English court painter, would have collaborated with Elizabeth in creating her portrait, standing on a map of England, to present her as regal and powerful to those who aimed at discrediting her” (document 8).

Analyzing the tone of the documents

1. “Jacques Bochetel de la Forest from France seemed to approve. He reports, in what can only be taken for an amused tone, of her response to parliament” (document 6).

Question 1 — Document-Based Question (continued)

A Closer Look at Point of View (continued)

Examples of UNACCEPTABLE Point-of-View Analysis

1. “This document is biased because the speaker shows only one point of view for the idea of women rulers” (document 1). The essay fails to explain what the speaker’s point of view is and why it constitutes a bias.

2. “This document is biased because the speaker is a member of the church and wants to show that his side is right” (document 2). The essay fails to explain why the position of church member implies a bias.

3. “This document is biased because the touching of a monarch was believed to cure disease” (document 9). The essay presents no explanation regarding the motivation of the speaker.

4. “This source may be accurate because the author was a friend of Elizabeth’s tutor” (document 4). The essay fails to explain why a friend of Elizabeth’s tutor would be a reliable source.

5. “The Second Book of Homilies also supports the religious bias against Elizabeth’s ability since it was a piece of literature written by the bishops of the Church of England.” The essay states a fact without analyzing what the bias is or why the bishops held it.

Question 2

Analyze the factors that contributed to the increasing centralization of Spain and the factors that contributed to the continuing fragmentation of Italy in the period 1450–1550.

9–8 points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; covers at some length all major topics suggested by the prompt (at least two factors each for Spain and Italy). • All major assertions are supported by multiple pieces of relevant evidence and linked to the question. • Essay may contain errors that do not detract from argument.

7–6 points • Thesis is explicit and responsive to the question. • Organization is clear, is effective in support of the argument, but may not be consistently followed. • Essay is balanced; covers at least briefly all major topics suggested by the prompt (two factors each for Spain and Italy). • All major assertions are supported by at least one piece of relevant evidence and linked to the question. • Essay may contain an error that detracts from argument.

5–4 points • Thesis is explicit but not fully responsive to the question. • Organization is clear, is effective in support of the argument, but may not consistently be followed. • Essay shows some imbalance; neglects some major topics suggested by the prompt. • Essay may have two factors for either Spain or Italy and one for the region. • Most of the major assertions are supported by least one piece of relevant evidence and linked to the question. • Essay may contain a few errors that detract from argument.

3–2 points • There is no explicit thesis or the thesis merely repeats or paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance; neglects most major topics suggested by the prompt. • Only one or two major assertions are supported by relevant evidence. • Essay may contain several errors that detract from argument.

1–0 points • There is no discernible attempt at a thesis. • There is no discernible organization. • Essay mentions one or none of the major topics suggested by the prompt. • Little or no supporting evidence is used. • Essay may contain numerous errors that detract from argument.

Question 2 (continued)

Historical Background

Spain

• Iberia was divided into parts—Portugal, Castile, Aragon, Granada (Muslim ruled until 1492). • Marriage of Ferdinand (d. 1516) and Isabella (d. 1505) took place in 1469. o Opposed by Castilian nobility, Kingdom of Spain was created after 10 years of civil war. o Assumed thrones in 1474 (Castile) and 1479 (Aragon), but not a monolithic state. . Aragon — federation of territories . Castile • Monarchs asserted authority over nobles. • Cortes of Castile, dominated by urban elements who wanted peace, helped rulers establish superiority. o Centralization: . Reduced number of great nobles in royal council, replaced by lawyers. . Relied heavily on the Hermandad (civic militia) to enforce justice. . Encouraged marriage between two nobilities. . Overhauled crown administration, especially financial agencies. • Ability became more important than birth. • Hidalgos (lesser nobles) depended on royal favor and became more important at court. • Controlled military orders. • Controlled power of great nobles. . Church: • Pope gave Ferdinand and Isabella the title “Catholic Monarchs” and the right to make ecclesiastical appointments in newly won territory after they destroyed the Muslim kingdom in the South. • Charles I (also Holy Roman Emperor Charles V), successor to Ferdinand and Isabella, gained complete control over Church appointments. . Catholic reformation: Ignatius Loyola created Jesuits in 1534, missionaries and educators who cooperated with Spanish monarchy. Royal administration over towns and cortes. • Royal officials (corregidores) were given new powers in hierarchy. • Justice system was supervised directly by crown. • Taxes became more efficient. . Spanish monarchy also had effective control over Office of the Inquisition in Spain and used it to foster religious unity. . Reconquista of Muslim Spain was accomplished by 1492 — expelled Jews in 1492, Muslims in 1502, Moriscos in 1506. . Ferdinand created most effective standing army in Europe. • Charles I/V continued Ferdinand and Isabella’s policies. • Spanish colonial empire led to great increase in wealth of Spain in 1500s.

Question 2 (continued)

Historical Background (continued)

Italy

• Unique state structure was developed during the Renaissance. o There were two types of states: republics and principalities. o Five major states (Naples, Papal States, Milan, Florence and Venice) maintained balance of power from 1450 to 1490s with Peace of Lodi (1454). o Venice and Florence were seen as model republics. . Venice was really an oligarchy of aristocratic merchants ruled by an elected doge. . Florence was run by Medici family, originally merchant-bankers. o Principality of Milan: . Ruled by Visconti family, which died out in 1447. . Sforza took over in 1450 and proclaimed it a duchy again until France invaded in 1494. . Eventually fell under Spanish rule. o Papal States: . Pope Alexander VI (1492–1503) was father to Cesare and Lucrezia Borgia. . Popes wanted to restore papal authority undermined by Schism (1378–1417). . Counter-Reformation popes revitalized both spirituality of Church and administration and finances of papacy in Rome but were not generally interested in Italian unification. • Renaissance: o Civic humanism enhanced rivalries between cities. o Humanism and individualism at times emphasized individual achievement over political commitment. o Secularism inhibited the possible unifying force of the Church in Italy. • Italian Wars or Habsburg-Valois Wars (1494–1559): o Milan asked Charles VIII of France for help in 1494 against Florence and Naples, thereby starting Italian Wars. . Rome was sacked by imperial troops in 1527; symbolized the weakness of Italy in the face of foreign invasion. . Charles V gained control of much of the peninsula in 1529 (Peace of Cambrai) and took Milan in 1535. o Fighting ended in 1559, but Habsburgs controlled Italy except for Venice, Tuscany (under the Medici) and Papal States. o Italian Wars demonstrated that small Italian city-states could not withstand large, centralized monarchies like Spain or France. Italy remained divided and largely under foreign rule by mid-1500s.

Question 3

Compare and contrast Enlightenment and Romantic views of nature, with reference to specific individuals and their works.

9–8 points • Thesis is explicit and responsive to the question, addressing all tasks of the question. • Organization is clear, consistently followed, and effective in support of the argument. • Essay addresses all tasks suggested by the question (comparison of Enlightenment and Romantic views of nature, contrast of Enlightenment and Romantic views of nature). • Major assertions are supported by development of at least one Enlightenment figure and/or works and at least one Romantic figure and/or works. • Essay may contain errors that do not detract from argument.

7–6 points • Thesis is explicit and responsive to the question. • Organization is clear and effective in support of the argument. • Essay addresses all tasks suggested by the question (comparison of Enlightenment and Romantic views of nature, contrast of Enlightenment and Romantic views of nature). • Major assertions are supported by discussion of one Enlightenment figure and/or works and one Romantic figure and/or works. • Essay may contain an error that detracts from argument.

5–4 points • Thesis is explicit but not fully responsive to the question; may contrast views of nature without providing a relevant comparison. • Organization is clear in support of the argument but may wander off task. • Essay fails to address all basic tasks of the question; analysis may be simplistic. • Most of the major assertions are supported by relevant evidence; may provide contrast in views about nature without providing a relevant comparison; may provide general treatment of either the Enlightenment’s or Romanticism’s views on nature; or may conflate views on nature of the Scientific Revolution and the Enlightenment without discussion of the latter. • Essay may contain a few errors that detract from argument.

3–2 points • Thesis may be explicit but fails to address the tasks of the question. • Organization may be ineffective in addressing the tasks of the question. • Essay neglects most major topics suggested by the prompt. • Few or no assertions are supported by relevant evidence; may offer a superficial or generic discussion of individuals and/or works associated with the Enlightenment and Romanticism. • Essay may contain several errors that detract from argument.

1–0 points • Thesis may be erroneous or absent. • Organization is ineffective in addressing the tasks of the question. • Essay may not demonstrate understanding of either period beyond certain generic terms or phrases. • Little or no supporting evidence is provided. • Essay may contain numerous errors that detract from argument.

Question 3 (continued)

Historical Background

Scientific Revolution

• Credited with providing a new understanding of the natural world; textbooks explicitly connect the Scientific Revolution to the Enlightenment. Some texts place material for the two periods within the same chapter. • Textbooks provide detailed description and analysis of the medieval worldview and its eventual modification and rejection, beginning with Copernicus and continuing through Brahe, Kepler, Galileo and Newton. The developments in astronomy were paralleled with acceptance of a new methodology for the investigation of the natural world (scientific method). One textbook explicitly asserts that Bacon’s objective in promoting the new methodology was the conquest of nature for the benefit of humanity. • The thinkers of the eighteenth century (philosophes) are credited with the application of reason to the study of human society. Some authors point out that Enlightenment thinkers accepted the mechanistic model of the universe formulated by natural philosophers like Bacon, Descartes and Newton. • Textbooks place John Locke in a number of contexts. His Essay on Human Understanding (1690) suggested that people are molded by experience; they are “blank slates” (tabula rasa) whose natures are shaped by the physical environment. • Some textbooks identify Newton and Locke as important influences on Enlightenment thinking. Newton is credited with providing an explanation for the universe without divine intervention; discussion of Locke ranges from political and religious ideas to explanations of human character. • The ideas of Newton and other natural philosophers found a wider audience among the educated elite through the royal societies established with state support, salons, popularization texts and coffeehouses.

The Enlightenment

• Central ideas: o Natural laws — universal principles governed nature and human society. o Mechanical, mathematical model of the natural world: . Voltaire is given credit by some authors for championing Newton’s ideas on the continent. . Many textbooks mention Emilie de Chatelet as a popularizer of Newton’s works. . The Encyclopedia (1751–1772) — compilation of scientific knowledge; focus was on practical application of human knowledge. o Deism — God was regarded as the creator of the universe who set the cosmos in motion and then did not interfere. o Range of views regarding human nature: . Rousseau — The Social Contract (1762) — taught that man was born good but corrupted by society. Rural life was superior to urban life. Rousseau claimed that many of his most important ideas came while walking in the country. . Voltaire, Hume, Condorcet, Beccaria and d’Holbach are also mentioned in the context of Enlightenment views on human nature.

Question 3 (continued)

Historical Background (continued)

Romanticism

• Rousseau is sometimes identified as a precursor or an inspiration to Romantic thinkers and artists. • Texts usually define Romanticism as a reaction to the Enlightenment or classicism; no consensus exists on the extent of the reaction. • Central ideas: o Primacy of feeling over reason. o Fascination with nature — described as “awesome and tempestuous,” a source of spiritual inspiration, mysterious, “unruly,” inspiring feelings of awe and dread. o Pantheism — some Romantics associated nature with the divine. • Artists: o William Wordsworth is the most commonly used example of a poet whose work was inspired by his reverence for the natural world. Mary Shelley’s Frankenstein is described in one textbook as a warning against the consequences of challenging the natural world. The brothers Grimm collected folk tales of the German peasantry. William Blake and John Keats also appear as poets deeply affected by the power or the mystery of nature. o Textbooks provide examples of paintings by Friedrich, Turner and Constable to illustrate Romantic attitudes toward the natural world.

Question 4

Analyze how the political and economic problems of the English and French monarchies led to the English Civil War and the French Revolution.

9–8 points • Thesis statement/paragraph is explicit and accurately addresses all four components (political and economic problems in both England and France). • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; it analyzes political and economic components in both England and France. • Essay provides one or more specific pieces of evidence for each of the four components. • Essay may contain minor errors that do not detract from argument.

7–6 points • Thesis is explicit and accurately addresses all four components, although it may address one country or component in greater detail. • Organization is clear and effective in support of the argument, but perhaps not consistently followed. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly, although one country or component may be analyzed at greater length. • Essay provides at least one piece of relevant evidence for each of the four components. (Political and economic problems may be discussed together.) • Essay may contain a major error or several minor errors that detract from argument. (Examples: English peasants revolted because they were hungry; French peasants demanded political representation.)

5–4 points • Thesis is explicit but may not be fully responsive to the question; it may accurately mention only one country or only one component. • Organization is clear and effective in support of the argument but may not be consistently followed. • Essay shows some imbalance; may discuss France in detail but England minimally or vice versa. • Supporting examples are present but may be less detailed. • Essay may contain a few errors that detract from argument.

3–2 points • Thesis may be confused, implicit or vague or merely repeat or paraphrase the prompt. • Organization may be unclear, ineffective or both. • Essay shows serious imbalance; may discuss only one component in any relevant detail. • Only one or two major assertions are supported by relevant evidence. • Essay may contain several errors that detract from argument.

1–0 points • There may be no discernible attempt at a thesis, or essay may merely repeat or paraphrase the prompt. • Essay may have no discernible organization. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is used. • Essay may contain numerous errors that detract from argument.

Question 4 (continued)

Historical Background

England

Political problems

Charles I’s political difficulties stemmed in part from his wish to be absolute monarch and the perception of him as a Roman Catholic sympathizer. Charles’s rocky relationship with Parliament resulted in the Petition of Right (1628), which condemned forced loans, reiterated the right of habeas corpus, declared that soldiers and sailors could not be housed in private homes without the homeowner’s consent, and said that civilians should not be subjected to martial law (all of which Charles had done in 1626 to pay for a war with Spain that Parliament refused to finance). Irritated by Parliament, Charles did not call it into session from 1629 until 1640; this period was called the Personal Rule. When he called the Short Parliament (April– May 1640), he did not want to listen to the grievances that had built up during the Personal Rule. However, he was forced to listen to these grievances when the Long Parliament opened in November. Almost immediately the Long Parliament passed bills that repudiated Charles’s Personal Rule, including the Triennial Act (1641), which declared that Parliament had to be called at least once every three years. The final straw in this tumultuous relationship came in January 1642 when Charles attempted to arrest the five members of Parliament (MPs) who were key figures of the opposition. This action was a violation of parliamentary sovereignty.

Economic problems

The English crown’s reliance on the House of Commons for grants and taxes (the power of the purse) often made relations between the monarchy and Parliament difficult, as Charles I discovered. His first Parliament, in June 1625, granted him tonnage and poundage for only one year, rather than the customary lifetime grant. Charles collected these taxes anyway, without parliamentary approval, in subsequent years. This flouting of the law made MPs angry and contributed to Charles’s reputation as a potential absolutist.

During the period of his Personal Rule (1629–1640), Charles revived old taxes. These included distraint of knighthood (fining eligible people who had not applied for knighthood), enforcing the ancient boundaries of royal forests, collecting ship money (traditionally a levy in the form of money or ships from coastal towns in time of emergency, but expanded by Charles during the Personal Rule), and using the Court of the Star Chamber to raise money by collecting fees and fines. Charles also collected forced loans. In addition, during the Personal Rule Charles’s minister Thomas Wentworth implemented the highly unpopular policy of Thorough, which aimed to strengthen the monarchy, to collect money owed to the crown, and to make government more efficient.

Charles’s need for money to finance an army against the Scots following the First Bishops’ War (1638) forced him to call the Short Parliament (April–May 1640). The Second Bishops’ War (August–October 1640) ended with an agreement that the English would pay the Scots a large sum. To get this money, Charles had to call Parliament again in November (the Long Parliament). It was the members of the Long Parliament who eventually led the rebellion against the king.

Question 4 (continued)

Historical Background (continued)

France

Political problems

Louis XVI was not an impressive monarch. He was not educated to rule, was physically unprepossessing, and was preoccupied with hunting and his privileges. He was also faced with increasing resistance from the local parlements, which in the 1750s and 1760s joined the Paris parlement in its traditional role of defending local privileges against the king. In 1771 Louis XV’s chancellor, René Nicolas de Maupeou, began to abolish the parlements. This unpopular action was seen as replacing local control with central control. Wanting to be popular, Louis XVI dismissed Maupeou and recalled the parlements at the end of 1774. However, the parlements now saw how fragile their power was, which explains their later resistance to the king.

Under Louis XVI the parlements became increasingly resistant to royal decrees, particularly new taxes. The parlement of Paris refused to register a tax and said that only the Estates General could approve such a tax. Local parlements also refused to register new taxes, forcing the crown to resort to the lit de justice, the ceremony to force the parlement to register the tax. There were riots and calls for the Estates General (First Estate, clergy; Second Estate, nobility; Third Estate, commoners). As they voted by Estate, the First and Second Estates could combine to outvote the Third Estate — the unequal voting structure was a source of political friction.

Abbé Sieyès’s pamphlet, What Is the Third Estate? (January 1789), was one of the most famous pamphlets of this period and foreshadowed the power of the Third Estate.

Economic problems

France was relatively prosperous for the middle half of the eighteenth century, although some textbooks draw a line of continuous debt from Louis XIV or Louis XV to Louis XVI. All textbooks note the inequality of taxation. The clergy paid no taxes but gave a yearly “gift”; nobles paid few taxes (only 10 percent of all taxes collected by the 1780s); tax collectors were corrupt and inefficient (kept 60 percent of all taxes collected by the 1780s). France also had a large debt, which increased after its support of the United States in the American Revolution. In 1788 almost half the national income went to pay the principal and interest on the debt.

France also experienced bad weather, poor harvests and high food prices in the 1780s, all of which contributed to unrest among the peasantry and the urban poor.

Louis XVI had several finance ministers in five years (Anne Robert Turgot, Jacques Necker, Charles Alexandre de Calonne, Étienne Charles Loménie de Brienne and Necker again). All but Necker, who glossed over the financial problems, proposed financial reforms, including abolishing sinecures, internal customs barriers and guilds; instituting new land taxes; abolishing the salt tax (the gabelle), requiring money instead of services from the peasants, replacing the inequitable taille with a land tax that the rich as well as the poor would have to pay, and abolishing the vingtième and replacing it with a direct tax levied on all landowners. However, the parlements and the Assembly of Notables opposed these reforms. Facing revolt by the privileged groups, Louis XVI reluctantly called the Estates General.

Question 4 (continued)

Historical Background (continued)

Key Dates in the Buildup to the English Civil War

1603: James VI of Scotland became James I of England (d. 1625). 1625: Charles I succeeded his father as king of England (r. 1625–1649). 1628: Parliament passed the Petition of Right. 1629–1640: Charles I undertook Personal Rule (did not call Parliament). 1638: First Bishops’ War took place (first war for which the monarch did not have parliamentary approval). 1640: Second Bishops’ War occurred. 1640: Short Parliament took place (April–May). 1640: Long Parliament opened. 1641: Long Parliament passed the Triennial Act, prohibited arbitrary taxation and abolished the prerogative courts (Court of High Commission, Star Chamber). 1642: Charles attempted to arrest five MPs (January). 1642: Fighting broke out between Royalist and Parliamentarian forces (September).

Key Dates in the Buildup to the French Revolution

1771: Parlements was abolished by Louis XV. 1774: Louis XVI succeeded his grandfather, Louis XV (r. 1774–1793); reestablished parlements. 1774–1776: Turgot served as French finance minister; proposed ambitious reforms. 1786: Assembly of Notables convened (for the first time in 160 years) to approve Calonne’s plan to reform finances, but it refused to do so. 1787: Calonne was dismissed; increasing intransigence of parlements. 1788: French government was bankrupt. 1788: Louis XVI was forced to call the Estates General (which had last been convened by Louis XIII in 1614). 1788–1789: Massive inflation occurred; food prices rose dramatically. 1789: Meeting of the Estates General opened (May). 1789: Tennis Court Oath (June 20). 1789: Bastille was stormed (July 14). 1789: Privileges were renounced (August 4).

Question 5

Analyze how industrialization and imperialism contributed to the development of consumer culture in the period 1850–1914.

9–8 points • Thesis explicitly explains how industrialization and imperialism led to the development of consumer culture. Thesis may appear in conclusion. • Organization is clear, consistently followed, and effective in providing support for causal linkages with development of consumer culture. • Essay is balanced: both industrialization and imperialism are linked to development of consumer culture, though essay may offer less discussion of one or the other. • Essay provides three or more pieces of evidence overall, with at least one for industrialization and one for imperialism, to support assertions. • Essay may contain errors of fact, interpretation or chronology that do not detract from argument.

7–6 points • Thesis explains how industrialization and imperialism led to the development of consumer culture; may be less explicit. • Organization is clear and effective in support of the argument but may be less consistent in providing support for causal linkages with development of consumer culture. • Essay is balanced: both industrialization and imperialism are linked to development of consumer culture, though discussion of one or the other may be clearly less developed. • Essay provides at least two pieces of evidence, with at least one for industrialization and one for imperialism, to support assertions. • Essay may contain an error of fact, interpretation or chronology that detracts from argument.

5–4 points • Thesis attempts to address how industrialization or imperialism, or both, led to the development of consumer culture; may paraphrase prompt or suggest confusion or vagueness about linkages. • Organization is clear but may not fully or consistently support linkages with development of consumer culture. • Essay shows some imbalance; may focus on one area and make only general references to the other two. • Essay provides at least two pieces of evidence to support assertions about relationship between industrialization or imperialism and development of consumer culture. • Essay may contain multiple errors of fact, interpretation or chronology that detract from argument.

3–2 points • Thesis may simply restate prompt and offer little to no explanation of how industrialization or imperialism led to the development of consumer culture. • Organization may be apparent but may not support linkage between industrialization and imperialism and development of consumer culture. • Essay shows serious imbalance; discussion of one factor may predominate, with only general references to the other two, especially consumer culture. • Essay may offer few, if any, specific pieces of evidence in support of linkage between industrialization or imperialism and development of consumer culture. • Essay may contain consistent errors of fact, interpretation or chronology that detract from argument.

Question 5 (continued)

1–0 points • Thesis may simply restate or misconstrue prompt and offer little, if any, explanation of how industrialization or imperialism led to the development of consumer culture. • Organization may be apparent but may not support linkage between industrialization or imperialism and development of consumer culture. • Essay includes few relevant references to industrialization, imperialism or consumer culture in 1850–1914; may offer an ahistorical discussion. • Essay may offer little or no evidence, and what is provided may not be in support of linkage between industrialization or imperialism and development of consumer culture. • Essay may contain numerous errors of fact, interpretation or chronology that detract from argument.

Question 5 (continued)

Historical Background

Industrialization (Second Industrial Revolution)

High-level overview

• Widespread adoption of factory and mass production • Link between theoretical science and technology • Rapid development of new technologies, especially in transportation and communications • Development of the modern corporation and large capital ventures • Era of globalization • Overproduction of goods, which caused drop in prices for consumer goods • Declining death rate and higher life expectancy; rapid increase and urbanization of population • Increase in size and influence of middle class

Specific examples

Organization of Business and Industry • Limited liability laws passed in midcentury allowed for the easier creation of large firms, and stock exchanges provided capital. • French society under was integrated under Napoleon III — railroads, development of banking and capital, common dialect, newspapers, national mass culture and geographic access to cities and their goods. • Crystal Palace Exhibition showcased British technology and products — artificial flowers, cooking utensils, thermostats, etc. (13,000 exhibits). • German production boomed after unification and surpassed Britain by 1914 in chemicals, steel and coal.

New Goods and Technologies • Synthetic fibers, radio, motion pictures, telephone, telegraph, internal combustion engine (auto and airplane) were developed. • Electricity was developed. • Chemical industry was developed. • Growth of railroads allowed for easier and cheaper transportation, lowering costs. • Refrigeration allowed for longer shelf life for fruits, vegetables and meats. • Invention of photography and camera reinforced materialist focus and created new form of home decoration and display.

Urban Environment • Improvements in understanding of disease (Pasteur, Koch, Lister, etc.) and medicine transformed urban environment (public health movement). • Number of millionaires in business who displayed wealth increased. • Cities became primary sites for business and conspicuous consumption (e.g., Paris during la belle Époque).

Question 5 (continued)

Historical Background (continued)

Imperialism

High-level overview

• Transportation and communication developments (steamships, airplanes, canals, railroads, telegraph, telephone, radio) facilitated exchange of goods and ideas and control of colonies. • Access to cheap raw materials from overseas (jute, cotton, rubber, coconut oil, sugar, cocoa, peanuts, coffee) increased. • Contact with Europe stimulated colonies’ attraction to European goods. • European economic and cultural dominance established worldwide.

Specific examples

Colonial Goods and Cultural Exchange • Cocoa, sugar, tea, tobacco, coffee, cola, palm oil (soap and margarine), tin (canned foods), oil, rice, teak and rubber were exchanged. • India provided Great Britain with jute, oilseeds, cotton, indigo and tea. • Countries pursued precious gems and other key minerals and metals in South Africa. • Rubber plantations were established in Belgian Congo. • Exotic animal and plant specimens became collectors’ items. • European cultural imprint was seen worldwide — clothing, art, architecture, customs. • Artists were influenced by travel to other areas of the world (depiction of plants, cultures, goods, etc.).

Consumer Culture

High-level overview

• Cheaper food costs and increase in real wages allowed for more spending on consumer items. • Massive population increase and growth of cities (in size and as percentage of population) occurred. • Haussmanization and urban renewal were undertaken. • Leisure time increased. • Improvements in literacy and education stimulated desire for cultural products.

Specific examples

Urban Setting • New transportation was invented — streetcars and subways (by 1910, 6.7 billion riders were carried in Great Britain, France, Germany and Austria-Hungary). • Parks and green spaces were developed. • Broad boulevards, shopping areas and lighted streets were featured. • Museums, theaters (Gilbert and Sullivan), cafes, opera houses, amusement parks and elegant hotels became popular.

Question 5 (continued)

Historical Background (continued)

• Impressionists and other painters portrayed urban culture and imitated imperial aesthetics — e.g., influence of Japanese woodblocks (Van Gogh, Cassatt), Oceania (Picasso, Gauguin), and Asia (art nouveau — mass produced).

Income, Class, Gender • Real wages of British workers doubled between 1850 and 1906 (more disposable income). • Women gained full property rights in 1882 in Great Britain (Married Women’s Property Act). • Thorstein Veblen, in The Theory of the Leisure Class (1899), coined the term “conspicuous consumption” for the bourgeoisie asserting its new social status.

Family Appearances — Clothing and Housing • Housing reform and domesticity provided basis for home as refuge from outside world and encouraged increased spending on household items. • There was a greater focus on appearances — clothes, beach houses and seaside vacations, private coaches, music, opera, theater, travel, books, meals and entertaining, furniture, interior design. • Mrs. Beeton’s Book of Household Management (1861) focused on domestic life that involved consumer spending and displays; “home economics.” • Interior design reflected influence of African, Asian and Oceanic subject matter and artistic styles. • Women’s fashion featured crinoline dresses, corsets and bustles.

Leisure and Sports • Dance and music halls expanded, as well as vaudeville (50 theaters by 1900 in London). • Michelin guides appeared in 1900 (travel, bicycle racing). • World fairs and art museums grew as leisure activities and showcased new products and world travel. • Organized sports expanded, including racing (gambling), soccer (1863 — British football association), rugby, auto racing, cricket and modern Olympiad. • Physical activities, such as bicycling (1903 — Tour de France), hiking and touring, were popularized.

Products and Shopping • New goods appeared — bicycles, typewriters, clocks, sewing machines, household appliances, toothbrushes, umbrellas. • Bon Marché and other department stores featured lavish displays, finer clothes, toilet paper, marketing, professional staff, grand staircases. • Advertising expanded (Pears soap, White Man’s Burden), including mail-order catalogs. • Persian textiles, Oriental carpets, wicker furniture, Chinese porcelains and ivory (pianos) were popular. • Children’s games, toys, clothes and books were increasingly available.

Question 6

Analyze the ways in which the policies of Joseph Stalin transformed the policies of Vladimir Lenin.

9–8 points • Thesis is explicit, with specific reference to one or more ways that Stalin transformed policies of Lenin. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced and includes at least two examples of policies for both Lenin and Stalin. • Assertions about transformation of policies are supported by multiple pieces of relevant evidence. • Essay may contain errors that do not detract from argument.

7–6 points • Thesis is explicit and makes reference to transformation of policies. • Organization is clear and effective in support of the argument but may not be consistently followed. • Essay is balanced and includes at least one specific policy for both Lenin and Stalin. • Major assertions are supported by at least one piece of relevant evidence. • Essay may contain an error that detracts from argument.

5–4 points • Thesis is explicit but may not be fully responsive to the question or may fail to note transformational nature of policies. • Organization is clear and effective in support of the argument but is not consistently followed. • Essay shows some imbalance; may fail to develop evidence for either Lenin or Stalin. • Major assertion(s) are supported unevenly. • Essay may contain a few errors that detract from argument.

3–2 points • There is no explicit thesis or a thesis that merely repeats or paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance; may not discuss any policies. • Assertions lack supporting evidence. • Essay may contain several errors that detract from argument.

1–0 points • No discernible attempt at a thesis is made. • No discernible organization is evident. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is given. • Essay may contain numerous errors that detract from argument.

Question 6 (continued)

Historical Background

Vladimir Lenin

Lenin was a key figure in the Russian Revolution and its aftermath. He went into exile following the execution of his brother owing to his involvement in an assassination attempt against Tsar Alexander III. Lenin returned to Russia with the aid of the Germans in the midst of World War I.

Lenin’s writings, perhaps most notably his April Theses, attempted to reconcile Marxist ideology with the circumstances of the Russian state and society. Lenin’s attempts at reconciliation included the following assertions:

• Marx asserted that communist revolution would occur first in the most economically developed nations (e.g., Great Britain, Germany). However, Lenin argued that revolutionary activity would more easily establish a foothold in the “weakest link” of the capitalist system and subsequently spread throughout the capitalist chain. • Lenin argued that a small group of professional revolutionaries could best enact a successful revolution in an autocratic nation such as Russia, rather than relying on a spontaneous workers’ revolution. • Lenin rejected any notion of cooperation with the Russian provisional government or other “compromise” socialist groups. • Lenin added a condemnation of imperialism to the Marxist critique of capitalism.

Lenin utilized slogans such as “Peace, Bread, and Land” and “All power to the soviets!” to promote his Bolshevik agenda over that of the increasingly unpopular provisional government. He was able to capitalize on this lack of support to establish the Bolsheviks firmly in power during the October Revolution. Lenin entered into the Treaty of Brest-Litovsk with Germany, despite substantial loss of territory for the Russians, both because he recognized the unpopularity of the war and because he believed that national borders would become inconsequential once the communist revolution spread.

The Bolsheviks validated peasant seizures of land and factories and disbanded a newly elected Constituent Assembly, which was dominated by Menshevik factions. Despite opposition from a coalition of forces known as the White Army, the Bolshevik forces under the leadership of Leon Trotsky were ultimately victorious in the Russian Civil War (1918–1923). The Bolsheviks implemented a policy known as “war communism,” which nationalized key industries and collectivized agriculture. Harsh policies were introduced for peasants who refused to surrender their grain and livestock. Further, the Bolsheviks formed a secret police force (known originally as the Cheka and later as the NKVD and the KGB) to root out opposition. By 1922 Lenin and the Bolsheviks exerted full authority over most of the territory of the former Russian Empire and used the Cheka to implement a Red Terror aimed at eliminating thousands of “class enemies” of the state through widespread execution without trial. The Union of Soviet Socialist Republics (USSR) was declared in 1922.

Beyond the borders of the USSR, many communists maintained a belief in the imminent overthrow of capitalism. The Bolsheviks called for the formation of the Third International (or Comintern) in 1919. Though designed to be an international alliance of socialist groups, the Third International was clearly dominated by the ever increasing power of the newly emerging USSR.

Question 6 (continued)

Historical Background (continued)

War communism proved disastrous to the already struggling Russian economy. In the face of economic collapse, Lenin instituted a revised policy, known as the New Economic Policy (NEP), in 1921. The NEP represented a compromise with capitalism by allowing small-scale private ownership of businesses. Peasants also gained greater control over the distribution of their crops. The NEP produced some success, but it failed to boost Russian productivity beyond prewar levels and created a split among the USSR’s leadership about the wisdom of such a compromise policy.

Socially, women made substantial gains in terms of equality under Lenin’s rule. Women gained the right to vote in 1918. They also gained the right to divorce and greater access to birth control and abortion. Fundamental changes to the position of women in Soviet society were somewhat slow in coming, however, despite the formation of a women’s bureau designed to promote education among women. The Soviets also created the Communist Youth League to promote communist ideology and party membership. Artists and intellectuals were also involved in promoting procommunist ideology, though artists were allowed to engage in experimental techniques in genres such as film and visual art.

Joseph Stalin

Lenin suffered a series of strokes that left him increasingly debilitated, setting up a power struggle between Leon Trotsky and Joseph Stalin. Despite Trotsky’s dynamic leadership as commissar of war in the early part of the Russian Revolution, Joseph Stalin’s successful manipulation of patronage as the Communist Party’s general secretary allowed him to gain party support and cement his power by 1928.

Stalin ended the NEP and began building his “socialism in one country” program, since a communist world revolution seemed increasingly unlikely. To promote his goal of rapid industrialization, Stalin imposed the first of a series of Five Year Plans in 1928 aimed at making the USSR competitive with the rest of the industrialized world. These plans called for a central government agency known as Gosplan to manage resource allocation and production. The Five Year Plans were aimed primarily at increasing capital good production. Despite significant hardships as a result of this emphasis on capital goods, the Five Year Plans produced some degree of success and brought the USSR into a competitive position with other leading nations in heavy industry.

Stalin took aim at the wealth of the kulaks to build Soviet industry and infrastructure. He forcibly collectivized agriculture. Resistance from the kulaks led to reprisals and millions of deaths; some died from open resistance to collectivization policies, while others died from famine resulting from confiscation of food or the intentional destruction of crops and livestock during the resistance movement.

Stalin imposed totalitarian rule on the USSR. Independent political parties were outlawed and freedom of expression was eliminated. The cultural life of the Soviet Union existed primarily as a means of propaganda. Stalin advocated socialist realism, forms of artistic expression that glorified the worker and industry. Further, Stalin promoted his own cult of personality by having life-sized posters of himself displayed throughout the country.

To achieve his goals, Stalin attempted to strengthen the party bureaucracy under his control. Stalin remained fearful of the “Old Bolsheviks” who were part of the original revolution. He conducted a series of Great Purges that eliminated these perceived threats through a series of public confessions and executions.

Question 6 (continued)

Historical Background (continued)

Socially, women saw setbacks in some of the steps toward legal equality that they had achieved under Lenin. Stalin was concerned about declining birthrates. Therefore, in an effort to increase the Soviet birthrate, the Stalinist regime undid many of the gains that women had made in controlling reproduction.

Abortion was outlawed. Stalin praised the family and its role in inculcating traditional values of duty and discipline. Divorce became much more difficult and motherhood was promoted. The Stalinist regime made education more attainable, especially for technical or engineering-related fields.

Events before and during the Second World War led Stalin to a more assertive foreign policy. Despite significant ideological differences, Stalin entered into a nonaggression pact with Hitler’s Nazi Germany just before the outbreak of the war. Stalin used the interval of peace with Germany to expand Soviet territory, taking the Baltic states, Bessarabia, eastern Poland and parts of Finland. Eventually, however, the USSR was forced to join forces with the Allied powers after being invaded by Nazi Germany in 1941. Despite the devastation wrought by World War II on the USSR, Stalin capitalized on his status as leader of a victorious power and was instrumental in exacerbating the tensions leading to the emergence of the Cold War.

Question 7

Analyze the ways in which Western European nations have pursued European economic and political integration from 1945 to the present, referring to at least two nations.

9–8 points • Thesis explicitly addresses both economic and political integration. • Essay is organized, clearly developing both parts of the question. • At least two countries are referred to specifically and accurately connected to integration issue. • Essay uses multiple pieces of specific evidence to support claims for both economic and political integration. • Essay may contain errors that do not detract from argument.

7–6 points • Thesis refers to both economic and political integration. • Essay is organized; economic and political integration issues are covered with a few examples but may be somewhat uneven. • Two countries are accurately referred to but with uneven connection to integration issues. • Essay uses a few examples of specific evidence to support both economic and political integration but may be uneven. • Essay may contain an error that detracts from argument.

5–4 points • Thesis may only address one aspect of European integration or may only be contextual. • Organization is clear, but there may be significant imbalance in the treatment of economic and political integration. • Essay refers to two European countries relevantly, but one assertion may not be completely accurate. • Essay supports claims for economic or political integration with specific evidence. • Essay may contain a few errors that detract from argument.

3–2 points • There is no explicit thesis, or one that merely paraphrases the question or is a generic response. • Structure is disorganized, with minimal treatment of either economic or political integration, or completely omits one. • Essay refers to only one specific country accurately. • Essay supports only one or two claims with relevant specific evidence. • Essay may contain several errors that detract from argument.

1–0 points • There is no discernible attempt at a thesis or a completely inadequate attempt. • There is no clear attempt to organize the essay in a manner that addresses the question. • Essay makes little or no attempt to use relevant specific evidence. • Essay may contain numerous errors that detract from argument.

Question 7 (continued)

Historical Background

Dates of treaties refer to when the treaty was signed.

Economic Integration

Marshall Plan (1947–1952) was a United States program to help European reconstruction after the Second World War.

• Organization for European Economic Cooperation (OEEC) administered the plan and coordinated the economic policies of member states. • $13.15 billion in U.S. aid was sent to Europe under the plan. • The plan contributed to rapid economic recovery in recipient countries and helped promote the beginnings of economic integration.

Benelux customs union (1948) abolished tariff barriers among the Low Countries.

Franco-German Coal and Steel Pact (1950) was led by economist Jean Monnet and French foreign minister Robert Schuman. Schuman Declaration (1950) called for a supranational organization of European states.

European Coal and Steel Community (ECSC), created by Treaty of Paris (1951), eliminated trade barriers among the coal and steel industries of Germany, France, Benelux countries and Italy. The same members created the European Atomic Energy Community (EURATOM) in 1957.

Treaty of Rome (1957) established the European Economic Community (EEC or Common Market, later called the European Community or EC), which initially consisted of France, West Germany, Benelux and Italy.

• Treaty created a free market, eliminated tariffs among member states, and declared the intention to establish a common tariff toward all other nations (accomplished by 1968). • EEC/EC also coordinated social and economic policies among member states. • Great Britain, Ireland and Denmark joined the EEC in 1973; Greece, in 1981; Spain and Portugal, in 1986. • EEC/EC eventually became largest single trading bloc in the world, accounting for more than 20 percent of world economic output.

Schengen Agreement (1985) allowed for travel without passports among several Western European countries (later expanded and folded into the structure of the European Union).

Single European Act (1987) was ratified by the parliamentary bodies of all member states and called for the following:

• a common monetary unit, the euro • free movement of goods, labor, capital and services • coordination of social welfare policies and charter of labor rights • common production standards • uniform tax rates • recognition of each other’s professional licensing

Question 7 (continued)

Historical Background (continued)

Several European Free Trade Area (EFTA) nations joined the 12 EC nations in 1991 to create the European Economic Area.

Treaty of European Union (Maastricht Treaty, 1992) confirmed the arrangements of the Single European Act and created the European Union (EU), establishing the following:

• a stronger central banking system (European Monetary Institute) • a common defense system • common social policies regarding immigration and labor practices

More countries eventually joined the EU: Austria, Finland and Sweden (1995); Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia, Slovenia, Cyprus and Malta (2004); Romania and Bulgaria (2007).

In 1999 the euro was established as a virtual currency for settling financial accounts. In 2002 euro notes and coins were issued, replacing several national currencies in Western Europe.

Political Integration

Council of Europe was created in Strasbourg in 1948:

• Could not pass binding legislation but could provide forums for discussion. • Mission was to uphold individual and political freedom and rule by law. • Human Rights Commission began to hear petitions regarding violations.

NATO, a defensive alliance among Western European countries and the United States, was established in 1949 primarily as a counter to the perceived threat of the Soviet bloc.

In 1967 ECSC, EEC and Euratom were combined into the European Community. In the 1970s and 1980s the EC was more of an intergovernmental organization than a supranational entity; this trend was heightened by increased diversity of its member countries.

In 1979 citizens of member nations began voting directly for candidates to the European Parliament, but the Parliament’s influence as a legislature did not grow significantly.

The EU is currently moving from an intergovernmental role toward a supranational one, opening the way for greater political integration. The Treaty on European Union (Maastricht Treaty) required member nations to demonstrate acceptable standards of democratic government and human rights. The treaty also introduced the idea of European citizenship. In addition to aspects of the treaty listed in the section on economic integration above, the treaty also included the following:

• Common Foreign and Security Policy (CFSP) • provisions for police and judicial cooperation in criminal matters • expansion of the role of the European Parliament

Question 7 (continued)

Historical Background (continued)

In 2005 the European Parliament ratified a new constitution to streamline decision making and better coordinate economic, employment, diplomatic and defense policies, but several member countries held referenda that rejected the proposed constitution.

In 2007 France and Germany produced a simplified version for ratification.

Summary of EU governing structure:

• Council of the European Union is the main decision-making body. It represents the member states. • European Parliament represents the people and shares legislative and budgetary power with the council. • European Commission represents the common interests of the EU and is the prime executive body ensuring implementation of policy.

AP® European History 2011 Scoring Guidelines Form B

The College Board

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AP® EUROPEAN HISTORY 2011 SCORING GUIDELINES (Form B)

Question 1 — Document-Based Question (DBQ)

Analyze views concerning immigration to Europe in the second half of the twentieth century and explain how these views changed.

BASIC CORE — 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must addresses at least two views of immigration and at least make an acknowledgment of change over time.

2. Discusses a majority of the documents individually and specifically. The essay must discuss at least seven documents — even if used incorrectly — by reference to anything in the box. For an essay to earn credit for this point, it cannot reference documents collectively (e.g., “Documents 2, 3 and 6 suggest … ”) unless they are then discussed individually.

3. Demonstrates understanding of the basic meaning of a majority of the documents. The essay may not significantly misinterpret more than 1 document. A major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping. This point cannot be earned if the essay did not earn point 2 (discusses at least seven documents).

4. Supports the thesis with appropriate interpretations of a majority of the documents. The essay must use at least seven documents correctly, and the documents used in the body of the essay must provide support for the thesis. This point cannot be earned if no credit was awarded for point 1 (appropriate thesis).

5. Analyzes point of view or bias in at least three of the documents. Look for an explanation as to the “why” for the point of view; hence look for catchwords (because, due to, therefore, etc.).

6. Analyzes documents by explicitly organizing them in at least three appropriate groups. A group must have at least two documents. If one document out of a group of two is incorrect, there no longer is a group. Some possible valid groupings include the following:

• Hostile views of politicians or political parties: documents 2, 9 • Positive views of politicians or political parties: documents 6, 7, 12 • Positive views of immigrants themselves: documents 1, 5, 11 • Justice, equality, liberty, human rights: documents 6, 8, 12 • Ambivalent or negative views of immigrants, being in exile, racism/hatred: documents 1, 4, 5, 8, 10 • Cultural differences acknowledged or decried: documents 4, 5, 7, 8

Question 1 — Document-Based Question (continued)

EXPANDED CORE: 0–3 points to a total of 9 points

Expands beyond the basic core points 1 through 6 outlined above. The basic score of 6 must be achieved before a student can earn expanded core points. Credit awarded in the expanded core should be based on holistic assessment of the essay. Factors to consider in holistic assessment may include the following:

• Presents a clear, analytical and comprehensive thesis. • Uses eight or more documents. • Uses the documents persuasively as evidence. • Shows understanding of nuances of the documents. • Analyzes point of view or bias in at least four documents. • Analyzes the documents in additional ways (e.g., develops more groupings). • Brings in relevant outside information.

Question 2

Describe the challenges to royal authority in eastern Europe in the seventeenth and eighteenth centuries and evaluate the effectiveness of those challenges.

9–8 points • Thesis either identifies at least two challenges that applied to eastern Europe in general OR identifies one challenge and connects it explicitly to at least two eastern European states. • Essay may discuss external (international) challenges as well as internal challenges. • Organization is clear and supports the argument. • Discussion addresses at least two eastern European countries. • Essay is well balanced in its discussion of identified challenges to royal authority. • All major assertions are supported by multiple pieces of relevant evidence. • Essay may contain some minor errors that do not detract from the argument.

7–6 points • Thesis either identifies at least two challenges that applied to eastern Europe in general OR identifies one challenge and connects it explicitly to at least two Eastern European states. • Essay may discuss external (international) challenges as well as internal challenges. • Organization is clear and supports the argument. • Discussion addresses at least two eastern European countries, though it may be unbalanced. • Essay may emphasize one country more than the other or may emphasize one challenge more than the other. • All major assertions are supported by several pieces of relevant evidence. • Essay may contain some errors that do not detract from the argument.

5–4 points • Thesis addresses a challenge or challenges in a general context OR generalizes about eastern Europe without focusing on challenges to royal authority. • Organization is unbalanced or ineffective. • Discussion focuses either on one challenge or on one eastern European state. • Essay tends to look at accomplishments of monarchs rather than challenges to monarchs. • Essay contains more than one piece of historical evidence. • Essay may contain minor errors.

3–2 points • Thesis statement is missing or merely restates the prompt. • Organization is unclear and ineffective. • Essay is often off task and irrelevant. • Essay shows serious imbalance. • There is limited supporting evidence. • Essay may contain several errors that detract from the argument.

Question 2 (continued)

1–0 points • Thesis is missing. • Essay is poorly organized. • Essay is off task or not responsive to the prompt. • There is little or no supporting evidence. • Essay has major errors.

Question 3

Describe and analyze the impact of the rise of Russia on international relations in Europe in the period from 1685 to 1815.

9–8 points • Thesis is strong and addresses both the rise of Russia and its impact on Europe. • Organization is clear and effective. • Essay is well balanced and discusses both the rise of Russia and its impact on Europe. • Essay addresses all three components of the question: religion, government and daily life. • All major assertions are supported by multiple pieces of relevant evidence. • Essay demonstrates how the rise of Russia is linked to Russia’s impact on the rest of Europe. • Essay contains some insightful analysis. • Essay may contain some errors that do not detract from the argument.

7–6 points • Thesis addresses both the rise of Russia and its impact on Europe. • Organization is clear and effective. • Essay treats both the rise of Russia and its impact on Europe but might show some imbalance. • Essay contains some analysis, though it tends to read more as historical narrative. • Essay may contain minor errors.

5–4 points • Thesis is clearly stated but uneven (e.g., addresses Russia’s rise but not its impact). • Organization may be unbalanced and ineffective. • Discussion tends to focus on either the rise of Russia or the impact of Russia. • Major assertions are supported by at least one piece of evidence. • Essay may contain minor errors.

3–2 points • Thesis is missing or just restates the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance. • Discussion contains at least one piece of historical evidence. • Essay may contain several errors that detract from the argument.

1–0 points • Thesis is missing. • Essay is poorly organized. • Essay is off task or not responsive to the prompt. • There is little or no supporting evidence. • Essay contains major errors.

Question 4

Contrast Renaissance Florence with Reformation Geneva with respect to religion, government, and everyday life.

9–8 points • Thesis contrasts the two cities. • Organization is clear and effective (e.g., juxtaposes differences between the two cities side by side). • Essay addresses all three components of the question: religion, government, daily life. • All major assertions are supported by multiple pieces of relevant evidence. • Both cities are contrasted with respect to all three topics: religion, government, daily life. • Essay analyzes the differences identified and places them in historical context. • Essay may contain some minor errors that do not detract from the argument.

7–6 points • Thesis contrasts the two cities. • Organization is clear and effective (e.g., juxtaposes differences between the two cities side by side). • Essay addresses both cities with respect to at least two components: religion, government or daily life. • Essay makes an attempt to analyze the differences and place them in historical context. • Essay may contain minor errors.

5–4 points • Attempted thesis may simply restate the prompt. • Organization if simplistic or ineffective (e.g., one paragraph on Florence and one paragraph on Geneva). • An attempt is made to show some contrasts between cities, but the coverage of the three components is uneven. • Essay does not attempt to analyze or contextualize the differences; tends to read as factual narrative. • Essay may contain minor errors.

3–2 points • Thesis is missing or just restates the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance; may address only one city. • Essay contains some supporting evidence. • Essay may contain several errors that detract from the argument.

Question 5

In the late nineteenth century, millions of workers and intellectuals proclaimed themselves socialists, yet few worked toward the violent revolution predicted by Karl Marx. Analyze the major factors that account for this phenomenon.

9–8 points • Sophisticated thesis identifies more than one factor. • Discussion is well balanced and deals with at least three factors explaining the demise of radical Marxism. • Organization is clear and effective. • All major assertions are supported by multiple pieces of relevant evidence. • Essay contains a strong sense of cause and effect; analysis is insightful. • Essay may contain some minor errors that do not detract from the argument.

7–6 points • Thesis identifies more than one factor. • Discussion is well balanced and deals with at least two factors explaining the demise of radical Marxism. • Organization is clear and effective. • All major assertions are supported by several pieces of evidence. • Essay contains some analysis, though causal links may not be fully fleshed out. • Essay may contain some errors.

5–4 points • Attempted thesis either identifies just one factor or tends to restate the prompt. • Organization is unbalanced and ineffective. • Discussion either focuses on a single factor with adequate supporting evidence or addresses multiple factors but without sufficient supporting evidence. • Essay is primarily factual narrative; there is little or no analysis. • Essay may contain some errors that detract from the argument.

3–2 points • Thesis is missing or just restates the prompt. • Discussion may be limited to a general narrative of Marxist ideology. • Essay provides at least some supporting evidence. • Essay is often off task and irrelevant. • Essay may contain several errors that detract from the argument.

Question 6

Analyze the extent to which conservatives in continental Europe were successful in achieving their goals in the years between 1815 and 1851. Draw your examples from at least two states.

9–8 points • Clear thesis articulates the extent to which the conservative goals were met in at least two states. • Organization is clear and effective (e.g., juxtaposes developments in at least two countries side by side). • Essay is well balanced and recognizes at least two states’ attempts to achieve conservative goals. • All major assertions are supported by multiple pieces of relevant evidence. • Essay contains strong historical analysis rather than just factual narrative. • Essay may contain some errors that do not detract from the argument.

7–6 points • Thesis articulates the extent to which conservative goals were met in at least two states. • Organization is clear and effective (e.g., juxtaposes developments in at least two countries side by side). • Essay is well balanced and recognizes at least two states’ attempts to achieve conservative goals. • All major assertions are supported by several pieces of relevant evidence. • Essay contains some analysis, though not fully articulated. • Essay may contain some errors that do not detract from the argument.

5–4 points • Attempted thesis either addresses just one state or addresses two or more states collectively, without specificity regarding the extent to which conservative goals were achieved in either state. • Organization is clear but shows some imbalance (e.g., may focus on one country more than the other). • Discussion is not balanced in regard to different conservative goals or individual countries. • Major assertions are supported by at least one piece of evidence that demonstrates conservative reactions. • Essay contains primarily factual narrative with little or no analysis. • Essay may contain some errors.

3–2 points • No thesis is or attempted thesis just restates the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance. • There is little or no supporting evidence or the intended supporting evidence is not clearly linked to the question (e.g., may outline a narrative of the events surrounding the Congress of Vienna without connecting them to conservatism and its political goals). • Essay may contain several errors that detract from the argument.

Question 6 (continued)

Question 7

Analyze the impact of science and technology on European society in the period from 1800 to 1900. 9–8 points • Thesis is sophisticated and clearly stated and addresses both science and technology. • Organization is clear and effective. • Discussion is well balanced and contains both scientific and technological developments, mostly from the specified time period. • All major assertions are supported by multiple pieces of relevant evidence. • Essay contains insightful analysis of the impact of scientific discoveries and technological advances on society. • Essay may contain some minor factual or chronological errors that do not severely detract from the argument.

7–6 points • Thesis is clearly stated and addresses both science and technology. • Organization is clear and effective. • Essay is mostly balanced between science and technology; most of the discussion is chronologically on task. • Assertions are supported by at least two pieces of evidence. • Essay contains some analysis, though it tends to read more as historical narrative. • Essay may contain some minor factual or chronological errors that do not severely detract from the argument.

5–4 points • Attempted thesis may address only one component (science or technology) or may be a restatement of the prompt. • Organization may be unbalanced and ineffective. • Discussion tends to focus on either just science or just technology. • Major assertions are supported by at least one piece of evidence. • Essay tends to read as factual narrative with little analysis of social impact. • Essay may contain factual or chronological errors that detract from the argument (e.g., discussions of the scientific or agricultural revolutions).

3–2 points • Thesis is missing or just restates the prompt. • Organization is unclear and ineffective. • Discussions shows serious imbalance or may be largely or mostly off task chronologically. • Essay contains at least one piece of specific historical evidence. • Essay may contain several errors that detract from the argument.

AP® European History 2012 Scoring Guidelines

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AP® EUROPEAN HISTORY 2012 SCORING GUIDELINES

Question 1 — Document-Based Question (DBQ)

Analyze various arguments that emerged over the course of the nineteenth century about how to improve the lives of European workers.

BASIC CORE — 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must address at least two arguments concerning improvements in European workers’ lives with some degree of specificity. The thesis need not appear in the first paragraph; it may be found in the conclusion.

2. Discusses a majority of the documents individually and specifically. The essay must use at least seven documents — even if used incorrectly — by reference to anything in the box. Documents cannot be referenced collectively to get credit for this point (e.g., “Documents 2, 3, and 6 suggest … ”) unless the essay goes on to discuss them individually.

3. Demonstrates understanding of the basic meaning of a majority of the documents (may misinterpret no more than one). The essay may not significantly misinterpret more than one document. A major misinterpretation is an incorrect analysis OR one that leads to an inaccurate grouping. An essay cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents).

4. Supports the thesis with appropriate interpretations of a majority of the documents. The essay must use at least seven documents correctly and analytically in the body of the essay to provide support for the thesis. An essay cannot earn this point if no credit was awarded for point 1 (appropriate thesis). An essay also cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents).

5. Analyzes point of view or bias in at least three documents. The essay must make a reasonable effort to explain why a particular source expresses the stated view by • relating authorial point of view to author’s place in society (motive, position, status, etc.); OR • evaluating the reliability of the source; OR • recognizing that different kinds of documents serve different purposes; OR • analyzing the tone of the documents; must be clear and relevant. Note: 1. Attribution alone is not sufficient to earn credit for point of view (POV). 2. It is possible for essays to discuss point of view collectively (includes two or three documents in making a single POV analysis), but this counts for only one point of view.

Question 1 — Document-Based Question (continued)

Arguments Regarding Improvements of Workers’ Lives*

• Laissez-faire/noninterventionist/classical economist: documents 1, 2, 10 • State interventionist/reformist/activist/socialist: documents 3, 5, 7, 8, 9, 12 • Radical: documents 5, 6, 8, 11 • Revolutionary: documents 5, 6, 11 • “Unity”: documents 4, 5, 9, 11 • Working women’s rights: documents 5, 8 • Expanded suffrage/workers’ rights: documents 4, 8, 12

*These themes may be incorporated into chronologically structured essays that emphasize change over time.

Expanded Core: 0–3 points to a total of 9 points

The essay merits credit beyond the basic core of 1–6 points. The basic score of 6 must be achieved before an essay can earn expanded core points. Credit awarded in the expanded core should be based on holistic assessment of the essay. Factors to consider in holistic assessment may include the following:

• Presents a clear, analytical, and comprehensive thesis. • Uses all or almost all the documents (10–12 documents). • Uses the documents persuasively as evidence. • Shows understanding of nuances of the documents. • Analyzes point of view or bias in at least four documents cited in the essay. • Analyzes the documents in additional ways (e.g., develops more groupings). • Recognizes and develops change over time. • Brings in relevant outside information.

Question 1 — Document-Based Question (continued)

Document Summary

Document 1: Thomas Malthus, English economist, An Essay on the Principle of Population, second edition, 1803 The causes of poverty and social inequality cannot be resolved by the rich or by government intervention; the poor should have patience.

Document 2: David Ricardo, English economist, Principles of Political Economy and Taxation, 1817 Legislative reforms to increase workers’ wages (e.g., the Poor Laws) run counter to the principles of free- market enterprise (laissez-faire); further, Ricardo shifts responsibility to the poor and suggests ironically that the legislature regulate population size. Note: the principal thrust of this document is that Ricardo opposes government intervention.

Document 3: Saint-Amand Bazard, French social theorist, public lecture, 1828 Laissez-faire policies are not effective in alleviating miseries of the poor in the short term.

Document 4: London Workingmen’s Association, petition to Parliament for the “People’s Charter,” 1838 Granting the suffrage to all workers over the age of 21 will relieve the suffering of the laboring poor.

Document 5: Flora Tristan, French writer and political activist, The Workers’ Union, 1843 Only through unity will the working class be able to demand concessions from the bourgeoisie, and the unity of working men and women will result in gender equality.

Document 6: Karl Marx and Friedrich Engels, German Social theorists, The German Ideology, 1845–1846 A wholesale revolution is the only way to achieve the overthrow of the ruling class.

Document 7: Louis Blanc, French political leader, The Organization of Labor, introduction to the second edition, 1848 Only strong government intervention can successfully overturn laissez-faire principles in order to alleviate social inequality.

Document 8: Pauline Roland, French writer and political activist, letter to the editor of the French newspaper Universal Well-Being, 1851 Women should have a right to the same employment opportunities as men in order to establish their independence.

Document 9: Ferdinand Lassalle, German political activist, “The Workers’ Program,” public speech delivered in Berlin, 1862 Only the state, ruled by the ideas of the working class, can promote and protect the moral principles of equality for all people.

Document 10: John Stuart Mill, English political theorist and member of Parliament, Chapters on Socialism, unfinished book, begun in 1869 and published posthumously in 1879 Contrary to the beliefs of Socialists, the current system of liberal government is slowly eradicating social injustices.

Question 1 — Document-Based Question (continued)

Document Summary (continued)

Document 11: Central Electoral Committee of the Eleventh Arrondissement of the city of Paris during the period of the Paris Commune, 1871 The realization of the commune will ensure the establishment of individual rights for all citizens and eliminate class distinctions.

Document 12: Alexandre Millerand, member of the French national legislature, speech, 1896 Suffrage seeks to establish economic and political liberation for all, rather than to resort to revolution.

Question 1 — Document-Based Question (continued)

A Closer Look at Point of View

There are many means by which an essay can demonstrate point-of-view analysis in this DBQ.

Examples of ACCEPTABLE Point-of-View Analysis

Relating authorial point of view to author’s place in society

1. “Tristan tried to spread unity among her readers by suggesting that strong union will be difficult to break by others of higher standing or social ranking. Having felt the vulnerability and difficulties of being a woman, Tristan acknowledged the fact that equality should not be limited to one gender.”

2. “David Ricardo stated that wages should not be controlled by government. As a classical economist and supporter of laissez-faire, Ricardo would have collected factual evidence to reinforce his conclusion that free markets should continue.”

3. “Marx and Engels were two of the most anti-capitalistic men of their era and it is easy to see that their main course of action would be to overthrow the imperialistic, capitalistic governments of Europe.”

4. “The Workingmen’s Association, made up of members of the class most afflicted by the government’s apathy, experienced first-hand the problems caused by a lack of representation.”

Evaluating the reliability of the source

1. “Bazard is speaking in a public lecture, implying that he was trying to gain the worker’s favor by pointing out the cruelties of capitalism.”

2. “But the fact that Louis Blanc is a French political leader where the workers were more inclined to demand equality and betterment of living standards, indicates that he may have inevitably chosen to cater to their needs to gain their support and bring stability to France.”

3. “Roland, a writer and political activist, expressed her ideals of gender equality. She, as a woman like Tristan, is a reliable source of the reformist viewpoint that many women held on the topic of gender equality.”

Recognizing that different kinds of documents serve different purposes

1. “By presenting his view in a public lecture, Bazard intended to whip up popular support for his agenda.”

2. “By presenting a petition to Parliament the London Workingmen’s Association hoped to gain approval for new legislation to extend the suffrage to workers over the age of 21.”

3. “In publishing her views in an activist newspaper like Universal Well-Being Roland could be certain to spread the word over a large audience of Frenchmen.”

Question 1 — Document-Based Question (continued)

A Closer Look at Point of View (continued)

Analyzing the tone of the documents

1. “Saint-Amand Bazard argues that laissez-faire economics demands that a worker sit by and wait on the reassurance that he will get food in a few years. He claims that in the midst of “thousands who are starving” merely waiting until the invisible hand balances the economy is absurd.”

2. “The urgency and passion of this document was obviously intended to appeal to workers’ emotions and inspire revolution, making it propaganda.”

3. “Louis Blanc proclaims passionately that strong government intervention should undermine laissez-faire policies and thus achieve freedom for all.”

Examples of UNACCEPTABLE Point-of-View Analysis

1. “The point of view is that of workers who have decided to stand up to the government” (doc. 1).

Why unacceptable? The essay explains workers’ action but does not explain why it represents a bias.

2. “Marx would most likely promote his theory of socialism at all costs since he completely believed in it.”

Why unacceptable? This argument is circular and could be said of all authors. The essay does not explain why Marx holds this theory.

3. “This source is biased as Blanc is a political leader and is most likely a conservative as he is pushing for the idea of increased government control.”

Why unacceptable? The statement incorrectly identifies Blanc as a conservative.

4. “These two individuals’ views are fueled by their gender.”

Why unacceptable? The essay makes no connection between gender and the issues they are promoting.

5. “Ricardo’s work was published in a book and can be read as reliable and informed, as he is a very educated man.”

Why unacceptable? There must be more explicit explanation of the source of a person’s credibility than a generic situation of simply publishing work or having education.

6. “Pauline Roland, although biased because she is a woman, advocated in a letter to the editor of a French newspaper that women should receive the same rights as men are entitled to, including complete independence of work and home.”

Why unacceptable? The essay presents little more than attribution (a woman) to explain why Roland holds these stated views.

Question 2

Analyze various ways in which technological developments contributed to the expansion of state power in the period 1450 to 1600.

9–8 points • Thesis explicitly explains various ways in which technological developments contributed to the expansion of state power. Thesis may appear in conclusion. • Organization is clear, consistently followed, and effective in providing one or more well-developed causal linkages to increased state power. • Essay is well balanced, discussing both technological developments and expansion of state power, though it may offer less discussion of one or the other. • Provides evidence of two or more technological innovations in detail. • May contain errors in fact or chronology that do not detract from the argument.

7–6 points • Thesis explains various ways in which technological developments contributed to the expansion of state power. Causal linkage is present but may be less evident. • Organization is clear and effective but may be less consistent by providing one or more developed linkages to increased state power. • Essay is relatively balanced, discussing both technological developments and expansion of state power, though discussion of one or the other may be clearly less developed. • Provides evidence of two or more technological innovations. • May contain an error in fact or chronology that detracts from the argument.

5–4 points • Thesis attempts to explain various ways in which technological developments contributed to the expansion of state power, but the explanation may be vague or confused. • Organization is clear but may only partly provide causal linkage to increased state power. • Essay may be imbalanced, focusing on technological developments and making only general reference to growing state power or vice versa. • Provides evidence of at least one technological innovation. • May contain a few errors in fact or chronology that detract from the argument.

3–2 points • Thesis may restate the prompt or offer little or no explanation of various ways in which technological developments contributed to the expansion of state power. • Organization may be apparent but offers no causal linkage to increased state power. • Essay may show serious imbalance, with parts of the prompt neglected or misconstrued. • May offer some evidence of technological innovation. • May contain several errors in fact or chronology that detract from the argument.

1–0 points • Thesis may be absent or repeat the prompt. • Organization may be coincidental, with no causal linkage to increased state power. • Essay may show gross imbalance, ignoring parts of the prompt. • May offer little, ineffectual, or irrelevant evidence of technological innovation. • May contain numerous errors in fact or chronology that detract from the argument.

Question 2 (continued)

The Question

• Requires students to explain how technological developments helped increase state power. • These developments and increase of powers must generally take place between 1450 and 1600. • Plurality of first part of the prompt requires students to discuss two or more examples of innovation. • Expansion of state power is singular and nonspecific; may be discussed by state or by phenomenon.

Clarification • Technological developments can mean invention (e.g., movable-type print) and innovation (e.g., cartography). Compass and gunpowder are acceptable. Nontechnological developments (banking, double bookkeeping, etc.) should not be credited. Innovation must relate to rise in state power. • Examples of innovation may come from the same field (e.g., caravel and lateen sail as part of discussion on ships) or different fields. • Time frame may include bordering innovations (e.g., cannons 1380, telescope 1608). However, references to (early) Middle Ages and the Enlightenment are clearly out-of-bounds.

The Essay

• Thesis must link technical innovation to expanding state power (i.e., how). • Organization must show causal linkage between innovation and state power, either through one well-developed connection or through multiple connections. • Balance must be shown through discussion of both innovation and state power. Some essays may be more focused on innovation than on state power. Such imbalance is acceptable as long as it is not too severe. • Evidence must support at least two innovations.

Clarification • Strong essays have explicit theses. Medium essays may imply linkage to state power or deem such a connection obvious. Weak essays state but seldom link innovation to state power. • Strong essays explicitly state how/why the discussed innovation contributed to the rise of state power. Medium essays may describe this in less evident or partial terms. Weak essays often fail to address state power beyond paraphrasing the prompt. • Strong essays display sophistication in balancing the prompt, through either an extended discussion or greater variety of examples. Medium essays often discuss two to three examples in less sophisticated terms. Weak essays often lack balance, ignoring or misconstruing state power. • Strong essays often distinguish themselves through well-chosen evidence. Medium essays may also display mastery of fact, though of limited time or nature. Weak essays may offer generalizations in lieu of evidence.

Scoring

• Students have a limited time to complete the essay at the end of a long exam. Essays do not need to be exhaustive to earn high scores. On the other hand, they must show evidentiary intent: a lucky fact or evidence out of period/context does not raise an essay. Key is how well the essay engages the entire prompt.

Question 2 (continued)

• Essays must respond to the prompt in the thesis (how). This may be explicit (strong essays) or implied/less evident (medium essays). Theses that repeat the prompt or have no linkage despite rich narratives in the body paragraphs earn low scores • Explicit (i.e., furthering the argument) discussion of incorrect or out-of-period information constitutes a serious error. Extraneous information not contributing to the argument may be ignored. Misstatements in context due to speed or fatigue (typewriter instead of movable type) should not detract. Persistent misstatements throughout the essay do constitute an error.

Historical Background (based on Eugene Rice, The Foundation of Early Modern Europe, 1460–1559. New York: Norton 1970)

During the feudal monarchies of the Late Middle Ages, the king was weak and his vassals powerful. This landed military aristocracy held private hereditary rights to wage war, to tax, and to administer and enforce the law — rights normally attributed to the sovereign state. However, the period 1450–1600 marked a significant stage of transition in which the royals of Europe consolidated their power and their holdings with various degrees of success. By the end of the 16th century, the king’s officers had mostly displaced vassals as local governors, while a professional mercenary force lessened the latter’s role in war. Exploration in turn expanded empire and contributed to the treasury. By 1559 states were more sovereign than feudal.

Technological innovations contributed significantly to this expansion of state power. The application of gunpowder as the propellant for cannon balls quickly breached the stone walls of cities and castles, while arquebusiers and musketeers in concert with pikemen decimated the mailed knight chevaliers on the battle field. The invention of movable-type printing and paper allowed for quick dissemination of royal decrees and odes of royal greatness, as well as extending the royal reach for censorship of adversarial or protestant writings. The printed book allowed the scholars of Europe to cooperatively question the long- held conventions of the Church, and for Lutheranism to spread like wildfire. Innovations in ship design, ship armament, and navigation turned Portugal and Spain into seafaring empires, in which bounty financed further state usurpation of power.

Examples of People

• Warfare o Mehmed II (ruled 1451–1481) breached the walls of Constantinople. o Charles VII completed 60 castle sieges in one year. o General Fernando de Avalos (1489–1525) perfected the modern infantry. o Philip II (ruled 1554–1598) sent the Armada to sail against Elizabeth I (ruled 1558–1603) in 1588. • Printing: Printing with movable type was perfected by Johan Gutenberg (1395–1468), Johann Fust (1400–1465), and Peter Schöffer (1425–1502), among others. • Science o Nicolaus Copernicus (1473–1543) published On the Revolutions of Celestial Spheres in 1543. o Leonardo da Vinci (1452–1519) was the greatest of Italian artist-engineers. o Agricola, also known as Georg Bauer (1490–1555), wrote the textbook on mining and metallurgy De re Metallica (1556). • Exploration o Prince Henry the Navigator (1394–1460) sponsored exploration for sea routes to India and to combat Muslim infidels. o King John II (ruled 1481–1495) was an avid expansionist.

Question 2 (continued)

o Bartholomeu Dias (1450–1500) voyaged around the Cape. o Vasco da Gama (1469–1524) sailed to India, where Alfonso de Albuquerque (1453–1515) established the Portuguese empire in the Indian Ocean. o Pedro Cabral (1468–1520) discovered Brazil. o Isabella of Castile (1451–1504) and Ferdinand of Aragon (1452–1515) commissioned Christopher Columbus (1451–1506) to sail for the New World (“India”) to conquer riches and smite heathens. o Amerigo Vespucci (1451–1512) explored Rio de la Plata for Spain, while Ferdinand Magellan (1480–1521) rounded the southern strait to the Pacific Ocean. o Conquistadores Hernan Cortes (1485–1547) and Francisco Pizarro (1470–1541) subjugated and looted the Aztec and Inca empires. o Vasco Nunez de Balboa (1475–1519) traversed the Panama isthmus. o John Cabot (Giovanni Caboto, 1450–1499), on commission of Henry VIII (1491–1547), sought out Brazil but found Newfoundland.

Innovations Described in Textbooks

• Print: movable-type printing, paper making • Gunpowder: cannon, arquebus, musket • Ships: caravel, fluyt (fluit), lateen sail (with square rig), sternpost or axial rudder, mounted cannon • Navigation: cartography, portolani (detailed navigational regional charts), magnetic compass, astrolabe, tide calendar

Examples of Expansion of State Power

• Lessening the lord-vassal dependency; weakening of the Church through science and Lutheranism • Expanding armed power through professional armies and cannoned navies • Expanding empire through exploration and conquest • Enriching state wealth through trade and import of raw materials, gold, and silver

Question 3

Analyze various ways in which religious reform in the sixteenth and seventeenth centuries influenced the arts.

9–8 points • Thesis is explicit and includes specific points establishing linkage between religious reforms and the arts. • Organization is clear, consistently followed, and effective in support of the argument • Essay is well balanced; shows understanding of Protestant and Catholic reforms and makes explicit linkage to developments in the arts. • Includes two or more pieces of relevant evidence for both Protestantism and Catholicism (which may include discussions of styles and trends rather than specific artists and works). • May contain errors that do not detract from the argument.

7–6 points • Thesis is explicit and makes an attempt to link religious reforms and the arts. • Organization is clear, is effective in support of the argument, but may not be consistently followed. • Essay is balanced; suggests understanding of both religious reforms and developments in the arts, though linkage between the two topics may be uneven. • Includes at least one piece of relevant evidence for Protestant and Catholic reforms OR may focus only on Protestantism or Catholicism, but with examples from multiple art forms. • May contain an error that detracts from the argument.

5–4 points • Thesis may be simplistic, may lack linkage between religious and artistic developments, or both. • Organization is clear, effective in support of the argument, but not consistently followed. • Essay shows some imbalance; may allude to religious reforms or developments in the arts without an explicit attempt to link the two areas. • Includes at least one piece of relevant evidence for most assertions but lacks sufficient specificity or linkage. • May contain a few errors that detract from the argument.

3–2 points • Essay lacks explicit, relevant thesis or contains a thesis that merely repeats or paraphrases the prompt. • Organization is unclear and ineffective in advancing an argument. • Essay shows serious imbalance; may concentrate only on the Renaissance or on some other singular aspect of the topic. • Contains little relevant evidence regarding relationship between religious reforms and the arts or may fail to demonstrate understanding of the term “religious reforms.” • May contain several errors that detract from the argument.

Question 3 (continued)

1–0 points • Essay makes no discernible attempt at a thesis that demonstrates understanding of the prompt. • There is no discernible organization that advances an argument. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is used, or there is a general discussion of art or religion without regard to the prompt. • May contain numerous errors that detract from the argument.

Question 3 (continued)

Question Analysis

The phrase “religious reform” is intended to embrace both Protestant movements and the Catholic (Counter) Reformation. Responses should attempt to make an explicit linkage between artistic developments and religious reform. Essays that are limited to describing artistic developments, even in detail, without linking them to religious reform have not fully addressed the prompt. Essays in the highest scoring range (8–9) should address both Protestant and Catholic reforms. Note that the phrasing “the arts” was kept deliberately open; students may discuss anything that might be considered part of the arts — they are not limited to the visual arts, nor are they expected to cover the full range of the arts.

This topic seems to be addressed explicitly in most European history textbooks. Most commonly, texts noted the simplicity sought in architecture and the visual arts among many Protestant movements and the connections between Catholicism and the Baroque movement. However, most textbooks do not contain extended discussions or examples beyond the visual arts.

Historical Background

The role of the arts in the Reformation era was a source of some controversy. Catholics and Protestants disagreed with each other, and there was also considerable disagreement among various Protestant groups.

By the early sixteenth century, a Christian (northern) humanist movement emerged, which combined an appreciation for classical learning with Christian piety. Some scholars began calling for reforms within the Catholic Church, utilizing literature as a means of conveying their ideas. Erasmus, author of The Praise of Folly, used satire to reinforce what he considered true Christian values. Thomas More wrote Utopia as a critique of contemporary society. Despite their push for reform, they stopped well short of calling for a break with the Catholic Church, and it was Martin Luther who ultimately divided Christendom with his calls for reform.

Martin Luther believed that painting and sculpture played some role in spreading the word of God, particularly among the illiterate populace who might find more meaning in the visual rather than in the printed word or elaborate sermons. He also favored the incorporation of music into church services, and he composed hymns personally for such purposes.

Other Protestant leaders, most notably Huldrych Zwingli, believed that visual ornamentation and music detracted from the Gospel message. Music was eliminated from church services and organs were removed from churches. Zwingli favored simple church architecture devoid of ornamentation and images. John Calvin also disapproved of what he perceived as distracting ornamentation. He condemned attempts to humanize God through portraiture, believing it detracted from God’s omnipotence. Calvinism’s prevalence in the Netherlands led to the destruction of many sculptures and other visual images in formerly Catholic churches; instead, they were redesigned to reflect the Calvinist concept of austerity in order to eliminate distractions in the religious experience.

The Catholic Church reaffirmed the importance of the arts at the Council of Trent in the mid-sixteenth century. It declared that likenesses of Christ, the Virgin Mary, and the saints encouraged veneration and that music and pictorial art promoted piety and furthered religious education.

Baroque art originated in Rome in the late sixteenth century. The movement was characterized by ornate styling, intense emotion, and freedom from restraint. The goals and beliefs of the Catholic Church (for example, the spiritual intervention of God and the saints in everyday life) were promoted through Baroque © 2012 The College Board. Visit the College Board on the Web: www.collegeboard.org. AP® EUROPEAN HISTORY 2012 SCORING GUIDELINES

Question 3 (continued)

art. The Baroque movement’s ties to Catholicism during this period are exemplified in the architecture and decoration of such buildings as the Jesuit Church of Jesus in Rome. Bernini was among the principal artists of the period, executing a number of commissions for the Catholic Church, including the baldachin for St. Peter’s Basilica and religious sculpture such as the Ecstasy of St. Teresa. Rubens was the leading religious painter of the Catholic Reformation.

In music there was a similar divide between Protestant simplicity (e.g., vernacular hymns) and Catholic Baroque complexity, though this later broke down as many composers in Protestant areas also began working in the Baroque musical style. Bach is the best-known composer of this period.

Both Protestants and Catholics used religious art for propaganda purposes. Woodcuts were an especially popular means to spread religious teachings as well as to condemn those of other religious groups. Protestant austerity can also be linked to greater use of woodcuts and engravings (as opposed to painting and illumination) to disseminate religious ideas. Albrecht Dürer gained fame in Germany for paintings and engravings known for their strong religious messages.

Protestant emphasis on accessibility of the Bible led to an increase in literacy and an increase in the popularity of vernacular literature. General interest in religion and religious reform led to the increased popularity of such literary genres as popular devotional literature and spiritual autobiography. Access to such works was aided greatly by the development of the printing press.

Protestant reforms led to the disappearance of Church patronage of the arts in many areas; artists were increasingly supported by the state or wealthy individuals. The loss of Catholic patronage, coupled with a rejection of artistic decoration in many Protestant churches, led to the development of painting by artists such as Rembrandt and Vermeer in northern Europe that catered to the private market. Such paintings were often smaller in scale and depicted ordinary activities, though they were still sometimes characterized by subtle spiritual messages.

Question 4

Analyze various ways in which government policies during the Revolutionary and Napoleonic era contributed to a greater sense of French national identity in the period 1789 to 1815.

9–8 points • Thesis is explicit and establishes linkages between government policies and national identity for both time periods. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced, discussing both the French Revolution and Napoleonic periods, with well- developed linkages to national identity. • Includes two or more government policies from each era, with well-developed linkages to national identity. • May contain errors that do not detract from the argument.

7–6 points • Thesis is explicit and responsive to the question. • Organization is clear, is effective in support of the argument, but may not be consistently followed. • Essay is balanced, discussing both the Revolutionary and Napoleonic periods, with clear linkages to national identity. • Includes at least one government policy from each era, with clear linkages to national identity and some development of linkage. • May contain an error that detracts from the argument.

5–4 points • Thesis is explicit; thesis may not simply paraphrase the question, but linkages to national identity may be vague. • Organization is clear, is effective in support of the argument, but not be consistently followed. • Essay shows some imbalance; one of the two periods may be addressed superficially without clear linkage to national identity. • May develop the links between policy and identity well in one period or weakly in both periods. • May contain a few errors that detract from the argument.

3–2 points • Essay contains no explicit thesis or a thesis that merely repeats or paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance; may not address one of the periods with any relevant policies or linkage to national identity. • May have only one link between policies and national identity. • May contain several errors that detract from the argument.

1–0 points • There is no discernible attempt at a thesis. • Essay shows no discernible organization. • May be a narrative of the time periods, with no link to national identity. • Lacks relevant links between policies and national identity. • May contain numerous errors that detract from the argument.

Question 4 (continued)

Question Analysis

The phrase “government policies” is intended to mean exactly that: decisions or actions taken by the French national government. The storming of the Bastille and the women’s march on Versailles are not examples of policies leading to national identity. The prompt describes the process as one-directional — government’s impact on national identity. Essays may discuss any of the governments during the Revolutionary period but need not discuss all the governments. For example, one essay may link the policies of Louis XVI in 1789 to inspiring a sense of national unity against the government, while another may link the National Assembly’s Declaration of the Rights of Man to a rising sense of citizenship and national unity.

The phrase “greater sense of French national identity” is intended to evoke the increasing likelihood of inhabitants of France thinking and acting as citizens of France rather than subjects of the monarchy or members of smaller groups (regional, corporate, civic identities, religious affiliations, etc.). Students might not have a sophisticated understanding of this concept, and few textbooks discuss it in depth. Essays that discuss emerging nationalism, national unity, feeling French (as opposed to feeling Catholic, for example), and other wording that clearly indicates that the student is linking government policies to a rising sense of identification with nation are all acceptable.

Examples of Linkages Between Policies and Identity

• Issuance of the Declaration of the Rights of Man establishes the government as the guarantor of individual rights and transforms inhabitants of France from subjects of the king to citizens of France. • Abolition of Old Regime privileges changes people’s relationship to the state; it becomes more uniform. • Wage and price controls (e.g., Le Chapelier Law, law of the maximum) establish government as the regulator of economy and protector of individuals’ economic interests. • Levee en masse creates a citizen army and theoretically mobilizes all citizens into service of France. End of aristocratic monopoly in the military officer corps leads to promotion based on merit and broader participation in the higher ranks of a national army. • Establishment of national festivals and the cult of the Supreme Being also promotes nationalism; government policies that weaken the independence of the Catholic Church (e.g., Civil Constitution of Clergy, closing of churches) weaken people’s attachment to a rival source of authority. Election of clergy also changes people’s relationship to the Church. • “Rationalization” of administrative divisions (départements) weakens regional identities. • Replacement of appointive offices with elective offices (mayor, departmental councils, judges, deputies, etc.) opens them to more citizens. • Standardization of weights and measures (metric system) also weakens local identities. • Napoleon’s promotion of state-run schools increases attachment to nation; teaching of standardized language breaks down local and regional identities. • The Concordat of 1801 allows people to be both Catholic and French. Peasants in particular can now be loyal to the Church without challenging government authority. • The Code Napoleon supersedes many local/regional laws and customs and reinforces national identity. • French victories during the Revolutionary period and conquests under Napoleon encourage national pride; Revolutionary ideals give French people the sense that they have a mission to spread these ideals. • Common enemies unite the French. Common enemies may be domestic (the Terror), foreign (the Coalitions, Britain, etc.), or both.

Question 4 (continued)

Basic Question Timeline

1789 • May: Estates-General, Cahiers, and elections raise political consciousness. • June: National Assembly, Tennis Court Oath (1789–1791 Constituent Assembly). • July: Bastille, Great Fear. • August: Declaration of the Rights of Man, revocation of noble privilege, abolition of feudalism. • October: women’s march to Versailles. • National guard organized with elected officers — concept of the citizen soldier begins.

1790 • Nobles lose all privilege and become ordinary citizens. • Civil Constitution of the Clergy.

1791 • Constitution, June — king attempts to flee. • Provinces replaced with departments; economic unity — no internal tariffs, monopolies, guilds, workers’ associations, strikes; nationalized church property — issued assignats.

1792 • War with Austria, Prussia, and émigrés — volunteer army. • August — Parisians storm the Tuileries Palace; new elections held for a National Convention. • September — monarchy ends; Republic established. • Military victories occur and feudal privileges are abolished in conquered territories.

1793 • King guillotined. • Factions in Convention — Jacobins (Mountain) and Girondins, with the Plain in between. • Draft begun after Spain, Piedmont, and Britain join Prussia and Austria. • Law of the Maximum — price controls. • Committee of Public Safety — Reign of Terror begins. • Names of streets changed; new calendar, metric system, new religion introduced; central bank established. • August: levee en masse begins — all able-bodied single men between 18 and 25 are drafted.

1794 • Universal free primary education, for boys and girls, male and female teachers. • Army continues to grow—750,000 men by end of year. • June victories against Austria. • Economic mobilization on home front to support army. • July — Robespierre guillotined, terror ends, white terror begins.

1795 • Constitution of the Year III creates the Directory, 1795–1799.

Question 4 (continued)

1799–1815 • Coup of Brumaire; Napoleon centralizes power as first consul (lifetime first consul — 1802, emperor — 1804). • 1801 The Concordat restores the Church. • Civil Code (Napoleonic Code), meritocracy. • Third Coalition 1805–1812 victories, European domination, more conscription. • Continental System and naval war with Britain. • Napoleon defeated, Bourbons restored.

Question 5

Analyze the ways in which the rise of the middle class affected family structure and gender roles in Europe in the 1800s.

9–8 points • Thesis is explicit and fully responds to the question — refers to several ways in which middle-class family structure and gender roles changed in the 19th century. • Organization is clear and effectively supports the argument — body paragraphs develop the various ways family structure and gender roles changed as alluded to in the thesis. • Essay is well balanced — all topics required by the question are covered at length. • Uses elaborative evidence to support all major ideas regarding family structure and gender roles. • May contain an error or off-topic content that does not detract from the argument.

7–6 points • Thesis is explicit and responds to the terms of the question — may respond to family and gender issues less thoroughly. • Essay is organized and supports the argument but may stray off task — may merge gender roles and family structure issues into a single paragraph. • Both topics required by the question are covered at least briefly — some factors may be more developed than others. • Uses elaborative evidence to support most claims. • May contain an error or off-topic content that detracts from the argument.

5–4 points • Thesis is explicit but not fully responsive to the question — may refer to only one of the issues of family and gender. • Essay may deal with only one of the issues of family and gender. • Uses some elaborative evidence. • May contain a few errors that detract from the argument.

3–2 points • May contain no explicit, valid, or accurate thesis or is largely a paraphrase of the question. • Is poorly organized. • May fail to address most of the terms of the question in any substantial manner — may conflate middle-class and working-class families on the family and gender issue. Must provide at least one reference to a valid middle-class development on the family or gender issues, even if not labeled as middle class. • Uses little to no evidence. • May contain several errors that detract from the argument.

1–0 points • Makes no discernible attempt at a thesis. • Shows a disorganized response that suggests little or no understanding of the question — may simply discuss the working class with no allusion to middle-class developments. • Ignores most of the major topics suggested by the question. • Uses no evidence that is relevant to the question. • May contain numerous errors that detract from the argument.

Question 5 (continued)

Question Coverage in Popular European History Textbooks

Chambers et al., The Western Experience (10th ed.)

Chapter 22 • Develops the idea of diversity behind the middle-class label, bankers through to shopkeepers. • Valued economic self-sufficiency, literacy, respectability. • Valued constitutionalism, equal rights, economic freedom. • Women were assigned the role of guardians of morality — played major role in creating the middle- class identity. • Home and family were linchpins of middle-class life. • The stay-at-home wife was one of the chief signifiers of middle-class respectability, isolated from business and politics. • Women supervised the home and all domestic chores themselves, through servants, or both. • Women were idealized as tender, innocent, gracious, but fragile. • The home was the moral citadel protecting the family from the outside world, and women maintained the moral atmosphere. • Wives were responsible for the moral upbringing of their children — motherhood was an honored occupation. • Childhood lasted longer in a middle-class home — extensive training was required.

Chapter 24 • Middle-class women engaged in charitable organizations and education. • The International Congress of the Rights of Women was held in Paris, 1878. • Expanding field of social work in late 19th century began to pay middle-class women. • Women’s colleges were established at Oxford and Cambridge in the 1870s. • Italian Maria Montessori lectured on the “new women” at end of 19th century. • At end of 19th century, women lived longer and had fewer children — harder to justify their sheltered role in society.

Spielvogel, Western Civilization (comp vol., 3rd ed.)

Chapter 24 • Domestic servants were used, but the practice was more limited than had been thought. • Middle-class wives frequently worked hard on domestic chores yet had to appear to be idle. • Middle-class women were educated in domestic crafts, singing, piano playing. • Children were seen as unique beings, not small adults (Rousseau); child rearing was seen as the mother’s special charge; new children’s games and toys were created.

Chapter 23 (5th ed.) • The “Woman Question” Man for the field and woman for the hearth: Man for the sword and for the needle she: Man with the head and woman with the heart Man to command and woman to obey; All else confusion —Tennyson , The Princess

Question 5 (continued)

• Condoms not widely used until after 1900, though family planning spread most quickly among the propertied classes. • Middle-class families fostered the ideal of togetherness: family Christmas conventions.

McKay, A History of Western Society (10th ed.)

• Strict division of labor and rigidly constructed separate spheres for middle-class husbands and wives. • Women lacked many basic legal rights; e.g., British women had no legal identity so could not own property and had few rights to divorce or gain child custody. • In 1882 British feminists secured full property rights. • More women gained professional and white-collar employment after 1880. • Women’s preeminence in household management often made them ”the power behind the throne.” • Women presided over the home as a refuge from the hard, impersonal urban world — “Home, sweet home.” • Mrs. Beeton’s Every Day Cookery and Housekeeping Book became popular. • By late 19th century, marriages were based more on sentiment and attraction than on financial considerations. • Mr., Mrs., and Baby, by Gustave Droz (121 editions, 1866–1884) advocated love within marriage as essential to happiness. • Droz also urged fathers to participate in child rearing. • French marriage manuals in late 19th century stressed women’s sexual needs and the “right to orgasm.” • Child rearing involving affection and attachment grew in the 19th century. Use of wet nurses declined. • Rigid control of child’s upbringing, often to repress sexuality. • Number of children per middle-class family decreased, allowing families to have more time to care for each child — for English women in 1860s, decreased to six children; in 1890s, to four. • Birthrates fell across Europe. • Use of contraception increased by late 19th century.

Kishlansky, Civilization in the West (4th ed.)

• “Home is emphatically man’s place of rest, where his wife is his friend who knows his mind, where he may be himself without fear of offending, and relax the strain that must be kept out of doors: where he may feel himself safe, understood, and at ease” — Victorian magazine article, 1870. • Mrs. Beeton’s Book of Household Management — home “management,” home economics; the wife presiding over the running of the household in the manner of a businessman presiding over his business. • Gentility connected to morality.

Question 6

Analyze various ways in which ideology shaped foreign policy in Nazi Germany in the period 1933 through 1945.

9–8 points • Thesis is explicit and fully responsive to the question. Thesis may appear in the beginning or in the closing paragraph. • Analyzes multiple examples of ideology and foreign policy actions/initiatives in some detail. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced, discussing both ideology and foreign policy with specificity. • All major assertions are supported by multiple pieces of relevant evidence. • Contains strong linkage between ideology and foreign policy. • May contain errors that do not detract from the argument.

7–6 points • Thesis is explicit and responsive to the question. • Analyzes multiple examples of ideology and foreign policy actions/initiatives. • Organization is clear, is effective in support of the argument, but may not be consistently followed. • Essay is balanced, discussing both ideology and foreign policies with some specificity. • Contains clear linkage between ideology and foreign policy. • All major assertions are supported by at least one piece of relevant evidence. • May contain an error that detracts from the argument.

5–4 points • Thesis is explicit but not fully responsive to the question. • Analysis may mention both ideology and foreign policy but discuss one with more specificity. • Organization is clear, effective in support of the argument, but not consistently followed. • Essay shows some imbalance; neglects some major topics suggested by the prompt. • Linkage may not be clearly articulated or developed. • Most major assertions are supported by least one piece of relevant evidence. • May contain a few errors that detract from the argument.

3–2 points • Thesis is not explicit or merely repeats or paraphrases the prompt. • Analysis may mention an ideology or foreign policy. • Organization is unclear and ineffective; essay lacks specificity and may restrict itself to generalities. • Essay shows serious imbalance, neglecting most major topics suggested by the prompt; only one aspect of ideology or foreign policy may be covered. • Linkage is merely suggested or altogether absent. • Only one or two major assertions are supported by relevant evidence. • May contain several errors that detract from the argument.

Question 6 (continued)

1–0 points • There is no discernible attempt at a thesis. • There is no discernible organization. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument. • May contain information entirely unconnected to the question.

Question 6 (continued)

Historical Background

Nazi ideology saw the world in terms of a “struggle of nations” for dominance; a nation’s worth was largely measured in terms of military power and an ability to support aggression, thus Hitler early in his reign committed Germany to massive rearmament and abrogation of the Versailles Treaty.

Relevant restrictions on Germany in the Versailles Treaty: • Reduction of military forces (army reduced to 100,000 men; navy reduced; no tanks, no submarines, no air force). • Loss of territory: Rhineland made into a Demilitarized Zone (DMZ); the Saar, Danzig, and Memel put under League of Nations control; West Prussia, Upper Silesia, and Posen to Poland; Alsace- Lorraine to France; Hultschin to Czechoslovakia; Eupen and Malmady to Belgium; Northern Schleswig to Denmark; lands gained in Treaty of Brest-Litovsk. • Reparations payments to victor nations and acceptance of Article 231, the “war guilt clause.”

“Struggle of nations” idea also led Hitler to try to make Germany economically self-sufficient (autarky). He adopted the concept of a defense-led economy (Wehrwirtschaft) and linked it to the national struggle. This belief implied that crucial resources outside Germany (e.g., oil) should be acquired by conquest rather than trade. Hitler further stated that acquiring the territory set aside in the Polish Corridor was vital to Germany’s ability to withstand any wartime blockades. The “struggle of nations” also meant that Hitler would never negotiate for a compromise peace once the war had begun.

Mein Kampf was published in 1925. In it Hitler outlined the idea of Lebensraum, or living space, required for the German people; his racial theory characterized the Aryan race as predominant and other races (Poles, Slavs, Roma, Jews) as inferior. It articulated an idea of Germany’s destiny as Europe’s most powerful nation, a destiny achievable through the leadership and authority of the National Socialist (Nazi) Party. Hitler’s early speeches emphasized concern for sovereign equality and national self-determination: although this originally meant self-determination for Germany (escaping Versailles’s restrictions), eventually the language was used to advocate self-determination for all Germans (those in the Saar, in Czechoslovakia, etc.).

Rearmament occurred throughout the 1920s as Germany secretly rebuilt its military while still keeping to the letter of the Versailles restrictions. Hitler wanted to openly rebuild Germany’s military power: • 1933 — Army prepared to treble in size; Air Ministry built 1,000 planes; increased construction on military bases. Hitler withdrew from the Geneva Disarmament Conference when France would not agree to equal levels of armament with Germany. • 1935 — Hitler openly broke with Versailles Treaty, announced Germany’s rearmament, and subsequently mandated conscription for German men; the number of planes in Luftwaffe increased to 2,500; the Wehrmacht expanded to 300,000 men.

Nazi ideology is authoritarian, stressing the importance of a single strong leader (Fuhrerprinzip). On an administrative level, Nazi Germany’s foreign policy was placed almost entirely in Hitler’s hands.

Nazi ideology stressed German nationalism and the idea that all Germans should be under one state (Grossdeutschland); thus Hitler committed himself to occupation of all regions with significant German populations (Austria, Sudetenland). • 1935 — A plebiscite in the Saar region confirmed a desire for reunification with Germany. A Nazi- funded Czech Sudeten-German party was created that complained of discrimination against ethnic Germans.

Question 6 (continued)

• 1938 — March: Hitler sent the army to occupy Austria (Anschluss); in September held Munich Conference (including England’s Neville Chamberlain, France’s Edouard Daladier, Italy’s Benito Mussolini). The Munich Compromise authorized Germany’s occupation of the Sudetenland. Czechoslovakia and the USSR were excluded. The following year Germany occupied the rest of Czechoslovakia.

Anticommunism (anti-Bolshevism, anti-Judeo-Bolshevism) was central to Nazi ideology; thus Hitler saw eventual conflict with the Soviet Union as inevitable. • 1939 — Nazi-Soviet Pact was signed in August. Molotov for the USSR and von Ribbentrop for Germany agreed that each country would remain neutral if the other was involved in a war. • 1941— Operation Barbarossa: Nazi invasion of the Soviet Union included the “commissar order” to shoot Communist Party agents in the army, communist agitators, Bolshevik rebels, and Jews. The Einsatzgruppen (SS) was given specific orders to isolate, terrorize, and murder Jewish populations.

Fascist Italy was seen as a natural partner and ally because of ideological similarities. Pact of Steel in 1939 committed Italy to supporting Germany in the event of a war and made the agreement that neither would negotiate a peace without the consent of the other.

Support of the Nationalists in the Spanish Civil War is also an example of ideology driving foreign policy. • 1936 — Germany signed a nonintervention agreement with regard to Spain but formed the Condor Legion (a combined air-army force), which aided the Nationalists from 1936 to 1939. • 1937 – Guernica was bombed by the Condor Legion.

Support of quasi-fascist regimes in Eastern Europe and the Balkans (Hungary, Romania, Bulgaria) and for ethnic Germans in the Balkan countries (Volksdeutsche) led to formation of Volksdeutsche Mittelstelle (VoMi), or Ethnic German Aid Office, in 1935.

Nazi racial ideology of Aryan superiority over non-Aryan Untermenschen encouraged Polish and Balkan conquests and the invasion of Russia, expulsions of non-Aryan populations in Eastern Europe, destruction of Polish intelligentsia, etc. The treatment of occupied countries in Western Europe was significantly less harsh, in part because of the ideological perception that Western European “races” were more akin to the Aryans.

Anti-Semitism of Nazi ideology led to extermination of Jews in occupied countries (Holocaust). • 1935 — Nuremberg Laws deprived German Jews of citizenship, civil rights, and civil liberties (domestic). • 1937–1938 — Labor and concentration camps set up in Germany (Buchenwald, Flossenburg) (domestic). • 1939 — Einsatzgruppen (SS) sent to Poland and USSR to find and murder Jews; ghettoes for Jews established in Poland; camps for detention, slave labor (e.g., Chelmno or Kulmhof) established. • 1941 — “Final Solution” adopted, camps created or adapted for use as extermination sites (e.g., Auschwitz-Birkenau, Belzec, Poznan in Poland); transit and detention camps established in France, the Netherlands, Italy, Ukraine, Croatia, and other occupied areas.

Question 7

Analyze various factors that contributed to the process of decolonization in the period 1914–1975.

9–8 points

• Thesis identifies at least TWO factors that contributed to the process of decolonization in the period 1914–1975. Thesis may appear in the opening or the closing paragraph. • Organization is clear, consistently followed, and effective in support of the argument. • Provides effective analysis of at least TWO factors; may focus on the process of decolonization for only ONE European empire OR a single non-European region. • All major assertions are supported by specific pieces of relevant evidence. • May contain errors that do not detract from the argument.

7–6 points • Thesis refers to at least TWO factors. • Organization is clear, effective in support of the argument, but not consistently followed • Essay provides some analysis of at least TWO factors, possibly unevenly. • All major assertions are supported by some relevant evidence. • May contain an error that detracts from the argument.

5–4 points • Thesis includes possible factors OR may identify ONE factor. • Organization supports the argument. • Essay may be primarily descriptive rather than analytical. • Some evidence is included. • May contain a few errors that detract from the argument.

3–2 points • Thesis may be vague OR merely repeat or paraphrase the prompt. • Organization is unclear and ineffective. • Essay is merely descriptive and may be off task. • Minimal evidence is provided. • May contain several errors that detract from the argument.

1–0 points • Thesis may not be supported or may be erroneous or missing. • No discernible organization. • Argument is off task or missing. • Little or no supporting evidence is provided. • May contain numerous errors that detract from the argument.

Question 7 (continued)

Historical Background

Possible Periodization

• First World War, interwar period, Second World War (1914–1945) • Post-1945 era

Context: The New Imperialism

• Between 1870 and 1914 (some sources cite the 1880s), European political expansion brought much of the rest of the world under its direct control. Motives are usually identified as economic (raw materials, foreign markets, places for capital investment), geopolitical (protection of vital lanes of communication and transport), and sociocultural (Europe’s so-called civilizing mission to Social Darwinist assertions that superior races have the right to test themselves on the field of honor). • Some authors acknowledge resistance to European rule prior to the First World War. Others note that most people accepted rule by a small elite, a practice quite common before the arrival of Europeans. Anti-European movements often were divided into traditionalists who rejected the idea that Europe had something to teach the colonies versus modernizers who advocated a selective adoption of Western lifestyles and values.

Between the World Wars (1914–1945)

• Some colonial powers employed soldiers and laborers from the colonies during the First World War in Europe and other theaters of war. One textbook indicates that one million Africans, one million Indians, and one million soldiers from British dominions fought in the Great War. • Some imperial powers encouraged colonial subjects of their rivals to revolt against their rulers. The most common example is the Arab Uprising against the Ottoman government. • Either the British and French promised greater political authority to colonials or colonials expected greater political sovereignty in exchange for their support of the European imperial power — expectations that were not satisfied in the postwar era. • Paris Peace Settlements (1919–1923): o Colonial aspirations were in part inspired by Woodrow Wilson’s 14 Points and its support of the principle of self-determination. o The winners of the war established the mandate system in the lands of the defeated Central Powers. The Middle East mandates are described most often; textbooks describe them either as relatively quiet or as turbulent. o The empires of Britain and France were larger than before the First World War, but some textbooks point out that such empires now faced greater challenges to their authority. • The interwar period (1919–1939) receives very uneven coverage in the textbooks. India demanded independence from European rule, Japan challenged Western interests in East Asia, and at least one textbook also notes the rise of anti-imperialism in Asia and Africa during the 1920s and 1930s. Gandhi led a nonviolent protest movement against British rule in the interwar period; Ho Chi Minh led a violent but unsuccessful peasant uprising in Indochina. • The Japanese expansion into Southeast Asia during the Second World War came at the expense of the Western European empires like Britain and France. Japan justified its agenda on the grounds that Asia should be controlled by Asians. In reality the Japanese exploited the indigenous population for their own ends. The Japanese success, however, undermined Western prestige in Asia.

Question 7 (continued)

Post-1945 Era and Decolonization

• Imperial collapse in Africa and Asia after 1945 occurred rapidly. Textbooks identify a variety of factors for the relatively rapid pace of decolonization: the loss of Western power, the intensified demand by African and Asian peoples for self-determination, concerns in the metropole over the cost of empire, the discrepancy between Western rhetoric regarding basic rights and its application into policy, efforts by the Cold War superpowers to extend their global influence. The texts sometimes offer a contrast between British and French decolonization. • South and Southeast Asia — India, Indochina, Indonesia: o British authorities negotiated an end to imperial control in India. Despite Gandhi’s opposition, the region’s religious and ethnic divisions resulted in the partition of the subcontinent into two nation-states, India and Pakistan, with Pakistan itself later splitting into two states (present-day Pakistan and Bangladesh). Some textbooks note that partition proved violent and bloody. o Ho Chi Minh and the Viet Minh proclaimed Vietnam’s independence in 1945 but were forced to fight a war against the colonial power, France. Military defeat at Dien Bien Phu compelled French recognition of Vietnamese independence at the Geneva Conference in 1954. o The Dutch East Indies (Indonesia) receives little treatment aside from an occasional reference to the violent expulsion of the Dutch (1945–1949). • The Middle East and North Africa: o A number of texts identify the region as an arena for confrontation by the Cold War superpowers. o Britain surrendered control of Palestine to the United Nations. The state of Israel was proclaimed in 1948, setting the stage for a number of wars between Israel and its Arab neighbors. As a result, the national aspirations of the peoples of the region became entangled in the political agendas of the Cold War superpowers. o Egypt, a British protectorate for part of the early 20th century, challenged European authority in 1956 when its president, Gamal Abdel Nasser, nationalized the Suez Canal. The British and French invaded Egypt but were forced to back down by the open hostility of the American and Soviet governments, an indication of European weakness in the age of the superpowers. o An Algerian nationalist movement (the FLN) was established in 1954 and won independence after a vicious war characterized by acts of brutality and terrorism by both sides. French President Charles de Gaulle gradually negotiated French withdrawal from the colony in 1962. • Sub-Saharan Africa: o Coverage of the process of decolonization for sub-Saharan Africa is uneven. o Kenya is sometimes contrasted with Ghana (violence vs. nonviolence), but limited analysis is offered. Some authors comment on the fact that decolonization in sub-Saharan Africa proved a relatively smooth transition. o Less common are references to the loss of the Portuguese empire (Angola and Mozambique) and the Belgian Congo.

AP® European History 2013 Scoring Guidelines

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AP® EUROPEAN HISTORY 2013 SCORING GUIDELINES

Question 1 — Document-Based Question (DBQ)

Analyze the arguments and practices concerning religious toleration from the 16th to the 18th century.

Basic Core: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must address arguments and practices, though it does not necessarily need to use both the terms “arguments” and “practices” explicitly. The thesis must suggest a minimal level of analysis drawn from the documents with some degree of specificity. The complete thesis must appear in either the introduction OR the conclusion.

2. Discusses a majority of the documents individually and specifically. The essay must discuss at least seven documents—even if these are used incorrectly—by reference to anything in the box. A document can be cited by number or by name, or it can be referenced in other ways that make it clear which document is being discussed. Documents cannot be referenced together to get credit for this point (e.g., “Documents 1, 4, and 6 suggest . . . ”) unless they are discussed individually.

3. Demonstrates understanding of the basic meaning of a majority of the documents (may misinterpret no more than one). The essay may not significantly misinterpret more than one document. A major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping or a false conclusion. An essay cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents). A document that is erroneously grouped with other documents is considered a misinterpretation.

4. Supports the thesis with appropriate interpretations of a majority of the documents. The essay must use at least seven documents correctly, and the documents used in the body of the essay must provide support for the thesis. An essay cannot earn this point if no credit was awarded for point 1 (appropriate thesis). An essay also cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents).

Note: 1. Attribution alone is not sufficient to earn credit for point of view (POV). 2. It is possible for essays to discuss point of view collectively (includes two or three documents in making a single POV analysis), but this counts for only one point of view.

Question 1 — Document-Based Question (continued)

For Toleration Moral principles/rights: 1, 5, 6, 10 Practical necessity: 2, 4, 5, 11 Peace and unity: 4, 5, 9, 11 Religious principles: 1, 4, 5, 9, 10, 11 Enlightened thinkers: 1, 6, 11

Against Toleration Raison d’etat/harmful to the state: 7, 8, 12 Religious convictions: 3, 7, 8

Middle Ground/Compromise Protestant and Catholic compromise: 2, 4, 5, 10 Catholic concessions: 4, 5 Protestant concessions: 1, 9

Rulers For toleration: 2, 5, 10 Against toleration: 8, 12

Expanded Core: 0–3 points to a total of 9 points

Expands beyond the basic core of 1–6. The basic score of 6 must be achieved before an essay can earn expanded core points. Credit awarded in the expanded core should be based on holistic assessment of the essay. Factors to consider in holistic assessment may include

• Has a clear, analytical, and comprehensive thesis (that may explicitly discuss “arguments” and “practices” concerning religious toleration). • Uses all or almost all of the documents (10-12 documents). • Uses the documents persuasively as evidence (may group them explicitly into “arguments” and “practices” categories). • Shows understanding of nuances of the documents. • Analyzes point of view or bias in at least four documents cited in the essay. • Analyzes the documents in additional ways (e.g., develops more groupings). • Recognizes and develops change over time. • Brings in relevant “outside” information.

Question 1 — Document-Based Question (continued)

A Closer Look at the Thesis Statement

Examples of acceptable and unacceptable theses

Strong theses

• “Different people took different routes regarding their practices and arguments about religious toleration. Some political leaders supported religious toleration for political purposes, other rulers used it to maintain peace and stability, enlightened thinkers supported religious toleration based on principle, and some rulers did not support religious toleration out of religious conviction.”

• “The Protestant Reformation of the 16th Century sparked a widespread debate over the topic of religious toleration. In some regions, non-Catholic religions were accepted in varying degrees, while in others Protestants were marked as heretics and persecuted. In some regions of Europe religious toleration was granted as a means of maintaining peace and unity. Conversely, other countries harshly persecuted non-conformers as a method of preserving the power of the absolute ruler.”

Adequate theses

• “Many Europeans struggled over the issue of religious toleration. The arguments and practices included toleration, non-toleration, and compromise. The debate came down to peace or not within the state.”

• “From the sixteenth to eighteenth century, religious practices and arguments were subject to the ideals and motives of their particular regions. Monarchs in one part of Europe would allow a degree of tolerance according to their own desires, while popular movements would affect the policy of another region. Thus the religious practices and arguments of the time were largely influenced by political motives of maintenance of peace or of consolidation of power, as well as popular desires for religious liberty.”

Inadequate theses

• “There were lots of arguments and practices concerning religious toleration in Europe. These can be looked at in several distinct ways.”

• “Religious toleration was very common in the sixteenth and eighteenth century. During the early modern times of Europe, almost every state had its church that had its own ruler. Because of the Protestant Reformation, most states of Europe had religious minorities.”

Question 1 — Document-Based Question (continued)

A Closer Look at Misinterpretations

Examples of major misinterpretations or incorrect usage coming from the documents

• “Document three advocates tolerance. The Protestant council favors tolerance by lack of violence and persecution” (Doc. 3). • “Voltaire, a philosopher concerning many organized religions, also was against multiple coexisting religions.”

Examples of minor errors

• “King Louis XIV revoked the Edict of Nantes and cast out those who wouldn’t convert to Catholicism. He also proclaimed that any caught preaching the Protestant faith would be executed” (Doc. 8). • The student mistakes “galleys” for “gallows.” • “Rousseau, a French philosophe argued for religious toleration under the government, but his view may have been affected by his overwhelming adoration of English society, which did practice religious toleration” (Doc. 11). Although the essay cites Rousseau, it clearly meant to refer to Voltaire.

A Closer Look at Point of View

There are many means by which an essay can demonstrate point-of-view analysis. (The following examples are NOT meant to be exhaustive).

Examples of ACCEPTABLE point-of-view analysis

Relating authorial point of view to author’s place in society

• “Castellio, as a French Protestant from a Catholic country (although writing in Switzerland), must have faced intolerance himself.” • “By banning Protestant faith across his nation, King Louis XIV attempted to secure his own kingdom and power from the threats of uprising.”

Evaluating the reliability of the source

• “Though the Catholic chapter agreed to fix certain concerns of the Protestants, the document is biased, as it portrays the Catholics as extremely understanding and open because it was a Catholic document and would aim to positively portray the clergy responsible for the changes, even though the toleration is by no means all-encompassing.” • “This source, as a private letter from a mother to her son and heir, would be likely to be an accurate expression of Maria Theresa’s personal sentiments.”

Question 1 — Document-Based Question (continued)

Recognizing that different kinds of documents serve different purposes

• “Also, because these Levelers were writing in a pamphlet, they likely used particularly strong language to get people to support them against a monarchy they felt was religiously oppressive.”

• “They were against the King and the idea of a monarchy and supported Parliament in the English Civil War. By releasing their pamphlet they hoped to appeal to the crowds of England.”

Analyzing the tone of the documents

• “There might be irony in this document since Castellio is condemning other forms of Protestantism when he is a Protestant himself.”

Examples of UNACCEPTABLE point-of-view analysis

• “Document 1 is reliable because Sebastian Castellio is a theologian.”

Why is this unacceptable? This is merely attribution with no attempt at further analysis beyond the stated information from the document itself; the statement does not explain why a theologian might be a reliable source (authorial POV and reliability).

• “However, the municipal council may be making this exception for many reasons seeing how the document is a contract.”

Why is this unacceptable? The statement does not explicitly analyze how a contract might cause a change in government policy (documents serving different purposes).

• “The Edict of Fontainebleau is not biased because it is an edict.”

Why is this unacceptable? This is merely attribution with no attempt at further analysis. The analysis is erroneous in implying that proclamations are purely objective (documents serving different purposes).

Question 2

Analyze the differences between the political ideals expressed in the visual arts of the Renaissance (15th – 16th centuries) and the political ideals expressed in the visual arts of the Neoclassical/Romantic period (18th – 19th centuries).

8-9 Points • Thesis explicitly and fully responds to the terms of the question. • Organization is clear and effectively supports the argument. • Body paragraphs develop political differences as seen in the art of both periods. • Essay is well-balanced. • Uses substantial specific evidence to illustrate political ideals-art nexus in both periods. • May contain errors or off-topic content that does not detract from the argument. • May describe nonpolitical aspects of the art periods. • May make art attribution errors within the period.

6-7 Points • Thesis is explicit and responds to the terms of the question. • Responds to both periods but not in a balanced manner. • Essay is organized and supports the argument but may stray off task. • Art-politics connection in both periods is covered if uneven. • Uses specific evidence to support the argument in both art periods but may be imbalanced. • May contain an error or off-topic content that detracts from the argument. • May make art attribution errors outside of the period.

4-5 Points • Thesis is explicit but may not be fully responsive to the question. • Essay may only make an art-politics connection with one of the art periods. • Uses some specific and appropriate evidence that accurately makes an art-politics connection. • May contain a few errors that detract from the argument.

2-3 Points • May contain no explicit, valid or accurate thesis or just paraphrases the question. • Essay may be poorly organized. • Essay fails to address the art-politics question in any substantial manner. • Uses little to no valid, appropriate evidence that supports the argument for an arts-politics connection.

0-1 Points • No discernible attempt at a thesis. • Disorganized response that suggests little or no understanding of the question; may ignore the charge of the question. • Uses no relevant evidence. • May contain numerous errors that detract from the argument.

Question 2 (continued)

Historical Background

Possible approaches to this question include

RENAISSANCE (Italian) 1. Focus on the city state; art used for its glorification Brunelleschi’s dome for Santa Maria del Fiore. Florence commissioned Michelangelo’s David, in part to celebrate the defense of civil liberties and as a metaphor of Florence’s victory over Milan. 2. Celebrating the power of aristocratic elites The Medici, Federigo da Montefeltro 3. Celebrating the power of the papacy—indivisibility of religious and political power St. Peter’s Basilica, Sistine Chapel ceiling 4. Role of civic humanism: obligation to support and advance the city-state, in this case by art and architecture Supportable by much of the above.

RENAISSANCE (Northern) 1. Celebration of royal/imperial power Portrait of Charles V by Titian, 1548 2. Celebration of the rising nation-state, new statecraft The Ambassadors, Hans Holbein the Younger, 1533 Henry VIII, Hans Holbein, 1540

NEOCLASSICAL/ROMANTIC PERIOD

Neoclassicism 1. Cultivating classical republican values of individual sacrifice for the good of society Jacques Louis David, Oath of the Horatii, 1784; David, The Lictors Bringing Brutus the Bodies of His Sons, 1789; David, Oath of the Tennis Court, 1791; David, Death of Marat, 1793

Romanticism 1. Celebrating imperial, Napoleonic power; art as propaganda David, Napoleon Crossing the Alps, 1800–1805; David, Napoleon’s Coronation, 1805–1807; Napoleon Visiting the Plague-Stricken at Jaffa by Antoine-Jean Gros, 1804; Napoleon in His Study, David, 1812 2. Celebrating nationalism and liberalism Delacroix, Liberty Leading the People, 1830 3. Celebrating nationalism J.M.W. Turner, Battle of Trafalgar, 1822; Arc de Triomphe, 1806–1836; The Third of May, 1808, Francesco Goya 4. Critiques of royal authority Gericault, The Raft of the Medusa, 1819; Peterloo Massacre, drawing, 1819

Question 3

Analyze the differences between the motives that shaped European colonial expansion in the period 1450 – 1750 and the motives that shaped European colonial expansion in the period 1850 – 1914.

9-8 Points • Thesis is explicit and addresses more than two motives for European expansion in both time periods. • Organization is clear, consistent, and the essay offers strong analysis of differences in motives. • Essay is well balanced and effectively analyzes motives and differences for both periods. • Analysis of motives is well supported by relevant evidence (i.e., specific countries, well developed ideas, or both). • May contain errors that do not detract from the argument; may also contain minimal extraneous information that does not detract from the argument. For example, “Cotton was produced in North America in the 1450 – 1750 period”; mentioning this is not erroneous.

7-6 Points • Thesis is explicit and addresses more than one motive. • Organization is clear, consistent, and the essay offers analysis of differences in motives. • Essay is balanced; analyzes motives and differences for both periods. • Analysis of motives is supported by relevant evidence (i.e., specific countries, well developed ideas, or both). • May contain an error that detracts from the argument; may contain some extraneous information that does not detract from the argument.

5-4 Points • Thesis is explicit but not fully responsive to the question. • Organization is clear and effective. Time periods may be treated in a more parallel fashion, with analytical connection between the two provided solely at the beginning or the end of the essay. • Essay shows some imbalance; may discuss one period in greater depth than the other. • Motives may be analyzed with general evidential support (i.e., “Europeans in Africa”). • May contain a few errors that detract from the argument; may contain extraneous information that does detract from the argument. For example, slavery did exist in Africa in the 1850 – 1914 period, but enslavement by Europeans should specify Leopold, Belgium, Congo Free State, or even Belgian Congo.

3-2 Points • No explicit thesis or a thesis that merely repeats or paraphrases the prompt. • Organization may be unclear and ineffective. • Essay shows serious imbalance, motives identified but discussed sparingly. • Motives may be mentioned but not explained. • May contain several errors that detract from the argument.

Question 3 (continued)

1-0 Points • No discernible attempt at a thesis. • No discernible organization. • Motives may not be mentioned or not be explained. • Little or no supporting evidence used. • May contain numerous errors that detract from the argument.

Question 3 (continued)

Historical Background

• Western Europeans seeking spices, slaves, and gold wanted to bypass Ottoman and Venetian “middlemen” controlling trade with the East. Portugal sought an overseas route to India. The Portuguese established settlements in Madeira and the Azores in the 1420s and from there launched trade with Africa. They settled at Arguin in the 1440s, and within 60 years Portugal controlled Europe’s trade in African gold. Prince Henry the Navigator’s school for sailing and navigation promoted voyages of exploration. Bartholomew Dias rounded the Cape of Good Hope in 1487, and in 1498 Vasco da Gama reached India, allowing Portuguese traders to establish settlements at Goa and Calcutta.

• Spain sent Columbus to find a water route to China in 1492, and he discovered the West Indies. Ferdinand Magellan and Amerigo Vespucci verified that Columbus had discovered a New World, which spurred desire to conquer and control that region. Hernan Cortes arrived in Mexico in 1519, and by 1521 he had defeated the Aztec Empire for Spain. In 1532, Francisco Pizarro attacked the Inca Empire. Settlements were established and gold, riches, and produce sent back to Spain. Adventure and opportunity attracted sailors and soldiers, while the practice of primogeniture left many second sons open to lives in the New World.

• Catholic missionaries followed the conquistadors. The Jesuits and the Franciscans were active in the Caribbean and throughout South and Central America during the 16th and 17th centuries. Catholic agents established churches and missions in Portuguese settlements in Madeira, Goa, Japan, and China. Missionaries brought faith, European languages and cultural customs, and spread imperial influence. English Puritans settled in Plymouth in 1620. Dissenters from the Church of England established colonies and communities in North America: Puritan dissenters in Rhode Island (1636), the Quakers in Pennsylvania (1682), and English Catholics in Maryland (1634). French Huguenots settled in New Amsterdam and New Rochelle following the revocation of the Edict of Nantes in 1685.

• Aside from gold and silver profits (especially from Potosi), mercantilists sought other raw materials. Sugar became a source of wealth, especially for England and France. Tens of millions of pounds of sugar were shipped from the Caribbean to other colonies in North America and also back to Europe. Production was enabled by the introduction of large-scale slave labor. After indigenous populations were depleted by disease and violence, colonial planters turned to African slaves for labor. Slaves were exported to the sugar cane plantations and to southern colonies in North America, where they produced tobacco, rice, and, eventually, cotton. Triangular trade developed in response to these demands for colonial labor.

Question 3 (continued)

• International competition became an important motive. The Treaty of Tordesillas (1494) divided unclaimed lands between Spain and Portugal. Facing the fact that Portugal had found a water route to India, Spain sent Magellan to find a passage to Asia in 1517. England was concerned about losing ground to competitor nations and chartered the East India Company (1600) to compete with the Dutch. British colonies in Virginia were established to promote England’s economic power: Roanoke (1585) to serve as a base for attacking Spanish treasure ships and Jamestown (1607) to find gold and a water passage to the Orient. British desires to consolidate holdings along the Eastern Seaboard required French and Dutch holdings to be controlled or conquered. New Amsterdam was conquered in 1664 and its ownership finalized in 1674. British and French rivalry over key areas in North America, the Saint Lawrence and Ohio River valleys and northern New England, continued until the end of the Seven Years’ War (1763). The same was true in India, where both increasingly allowed the Compagnie des Indes and the British East India Company to assume government functions. The War of Jenkins’ Ear (1739–1743) was fought intermittently over British goods being shipped to Spanish holdings in the Caribbean.

• The New Imperialism was characterized by European assumption of direct control over indigenous peoples rather than indirect control over emigrant settlers. The differences in religion, technology, and cultural practices were often exacerbated by European ideas about racial superiority, cultural superiority, and social Darwinism. Many European powers assumed a civilizing mission, illustrated in Rudyard Kipling’s poem, “The White Man’s Burden” (1899).

• Imperialism of free trade, or the right of a European country to sell its goods without tariffs or restrictions from the target market, emerged. The Opium Wars with China and the Treaty of Nanking in 1842 granted the British control of Hong Kong, rights of extraterritoriality, and access for British missionaries. After 1860, Britain and France forced China to open more ports and to accept additional foreign influences. At the same time, European governments used tariffs and restrictions to protect their home markets. These stifled competition from India and other Asian markets. In India, British protectionist measures reduced Indian cotton exports from finished products to raw materials, which were then finished in Britain and sold back to Indians.

• Investments in infrastructure were made to ensure easier passage to areas under European control, which also motivated Europeans to acquire more territory. The Suez Canal (1869) was built by the French, but a controlling interest was purchased by the British in 1875 to protect their holdings in India. The Panama Canal was begun in 1881 by the French, although they were forced to sell their interests. Cecil Rhodes envisioned a grand African railway in the 1880s and 1890s connecting South Africa to the Nile, a “Cape to Cairo” connection. Germany financed the construction of a Baghdad Railway in the early 1900s connecting the Mediterranean (and ultimately Berlin) to the Persian Gulf.

Question 3 (continued)

• Concerned about the balance of power following defeats in the Napoleonic Wars, France invaded Algeria in 1830 and acquired control of Ivory Coast in 1843. After the loss of Alsace-Lorraine in the Franco-Prussian War, France expanded its overseas empire in 1875 by acquiring the French Congo, establishing a protectorate in Tunisia (1881), and acquiring French Sudan (1883). Rules for establishing European territorial claims in Africa were formalized at the Berlin Conference (1884– 1885). The French went on to acquire Niger (1890), Guinea (1891), and Chad (1900). Their drive eastward and the British drive southward down the Nile culminated in a standoff at Fashoda (in modern-day Sudan) in 1898. France eventually yielded all claims to the Nile River basin, leaving the area in British control.

• Britain’s involvement was largely to protect India and its own economy. The British government assumed control of India following the Sepoy Rebellion in 1857. Queen Victoria was named Empress of India in 1877. Control over the Suez Canal came about in 1875, and concerns over the Nile and its source (discovered in Sudan in 1862) led the British to conquer Sudan in 1899. Britain also had colonies in East Africa, Uganda, and Somalia. British presence in South Africa originated in the early 19th century, but under the influence of Cecil Rhodes British interests expanded north. The discovery of diamonds and gold in the region increased the British presence, causing conflicts with the Boers living in the adjoining Transvaal Republik and eventually leading to the Boer War in 1899.

• Leopold II of Belgium sought African possessions to bolster his country’s economy and international prestige. Leopold sent explorer David Livingston into the Congo region in the 1870s; later he lobbied for control of the Congo River basin and was granted recognition of his control of Congo Free State. Leopold’s control over the Congolese people was brutal and harsh. He amassed a tremendous fortune in rubber and ivory.

• German popular pressure to expand in Africa conflicted with Bismarck’s reluctance to do so, but Germany did establish protectorates in Cameroon, Southwest Africa, and East Africa in 1884 and 1885. Italy established Assab in Eritrea, resulting in the 1894 Abyssinian War, an Italian loss both in terms of money and prestige. Italy also acquired control of Italian Somaliland.

Question 4

Analyze the differences between the impact of Newtonian physics on European culture and the impact of Darwinian biology on European culture.

9-8 Points • Thesis explicitly explains in what ways Newtonian physics and Darwinian biology each impacted European culture. • Organization is clear, consistently followed, and effective in discussing at least two differing impacts of Newtonian physics and Darwinian biology on European culture — either discussed together or separately. • Essay is well balanced, discussing both Newton and Darwin, though essay may offer less discussion of one or the other. • Essay provides relevant evidence of two or more impacts on European culture — at least one per scientist. • May contain errors in fact or chronology that do not detract from the argument.

7-6 Points • Thesis explains in what ways Newtonian physics and Darwinian biology each impacted European culture. • Organization is clear and effective but may be less consistent by providing one developed and one less-developed argument of Newton’s and Darwin’s differing impacts on European culture. • Essay is relatively balanced, discussing both Newton and Darwin, though discussion of one or the other may be clearly less developed. • Essay provides evidence of at least two impacts on European culture — one per scientist. • May contain an error in fact or chronology that detracts from the argument.

5-4 Points • Thesis attempts to answer the prompt but may be general, singular, or vague in explaining ways that Newtonian physics and Darwinian biology impacted European culture. • Organization is clear and effective but may be less consistent by providing one developed or several less-developed arguments about Newton’s and Darwin’s differing impact on European culture. • Essay may show imbalance, offering only one valid discussion of Newton or Darwin. • Essay provides evidence of one or two impacts on European culture. • May contain a few errors in fact or chronology that detract from the argument.

3-2 Points • Thesis may restate prompt or offer little or no valid explanation of ways Newtonian physics and Darwinian biology impacted European culture. • Organization offers minimal argumentation of Newton’s or Darwin’s differing impact on European culture, or either. • Essay may show serious imbalance; parts of the prompt are neglected or misconstrued. • Essay may offer some evidence of cultural impact, but it may be vague or conflated. • May contain several errors in fact or chronology that detract from the argument.

Question 4 (continued)

1-0 Points • No discernible attempt at a thesis. • Organization may be coincidental, with no argument of Newton’s or Darwin’s differing impact on European culture. • Essay may show gross imbalance; parts of the prompt are ignored. • Essay may offer little, ineffectual, or irrelevant evidence of cultural impact. • May contain numerous errors in fact or chronology that detract from the argument.

Question 4 (continued)

Historical Background

The Question • Students must explain HOW Newtonian physics and Darwinian biology each impacted culture differently. • There is no specific time frame specified. • The prompt requires students to discuss two or more examples of impact. . Clarification

• The phrasing invites students to write separate arguments on Newton’s and Darwin’s impact on culture, with explicit or implicit discussion of differences. • The prompt does not require students to explain Newtonian physics or Darwinian biology. • European Culture may be interpreted as European society. Thus, essays could discuss persons (e.g., Voltaire, Spencer, philosophes), institutions (church, government), eras (Scientific Revolution, Enlightenment), intellectual movements ( Social Darwinism, Deism) and political trends (imperialism, laissez faire liberalism). • Essays could discuss contemporaneous time periods, bordering time periods, or both. References to chronologically or thematically more distant developments may be valid but should be looked at carefully on a case-by-case basis (e.g., Industrial Revolution, Nazism).

The Essay • Thesis. Essay must identify ways Newtonian physics and Darwinian biology each affected European culture, that is, how the culture was affected. • Organization. Essay must offer causal linkage between Newtonian physics and Darwinian biology on the one hand and European culture on the other. Discussion of two such linkages satisfies the prompt. • Balance. Essay must discuss the impact of each scientific advance on European culture. • Evidence. Essay must support at least one (combined or separate) societal impact per scientific advance.

Clarifications

• Strong essays will have explicit theses that deal with differing impacts for both scientific advances. Medium essays may only allude to impacts. • Strong essays will explicitly state the causal effects of each scientist on European culture. Medium essays may describe this in more general or partial terms. Weak essays often fail to address culture specifically. • Strong essays display sophistication in contrasting multiple developed examples of differing impact. Medium essays often discuss two to three examples in more basic terms. Weak essays tend to highlight one scientist over the other or discuss science rather than culture. • Strong essays will often distinguish themselves through well-chosen multiple evidence. Medium essays can also display mastery of fact but will typically have less material dealing with causality. Weak essays typically offer only generalizations as evidence.

Question 4 (continued)

• Students must respond to the prompt in the thesis and the body (i.e., HOW these two scientific advances affected culture). Theses that repeat the prompt, elaborate on scientific innovation rather than societal impact, or have no linkage despite rich narratives in the body score low. • Discussion of incorrect information as part of an attempt to develop the argument constitutes an error that detracts from the essay’s argument. Extraneous information not contributing to the argument may be ignored. Occasional minor misstatements should not be counted as errors that detract from the argument.

NEWTONIAN PHYSICS

With his magnum opus Philosophiæ Naturalis Principia Mathematica (Mathematical Principles of Natural Philosophy, first published in 1687), natural philosopher Sir Isaac Newton (1642–1727) posited universal mathematical principles, formulas, and laws that could explain the motions of terrestrial and celestial objects. Synthesizing the work of Copernicus, Kepler, and Galileo, Newtonian physics dethroned Aristotelian/Ptolemaic cosmology and enhanced the prestige of the scientific method as the means to the truth.

The appeal of natural universal law regulating the material world profoundly impacted European culture:

• Scientific Academies promoted mechanical learning (engineering) for the benefit of state power and emerging industry; Newtonian physics arguably helped lay the foundations of the Industrial Revolution.

• The philosophes and salons of the Enlightenment and later figures spread Newton’s work to the literate, whose quest for rationality and self-governance sought to apply the concept of uniform, universal laws to human society as well as the natural world; social criticism resulted in both the defense of the free economic forces (Smith) and insistence on natural rights by contract or revolution (Locke, Montesquieu, Rousseau, Hegel, Marx).

• Deists argued that Newton’s mechanistic cosmology with its universal laws and predictable outcomes was evidence that God had created and set in motion the universe, but then no longer intervened in its working. (As a devout Christian, Newton himself saw no conflict between science and religion and insisted on God’s continued intervention in the physical world.)

Question 4 (continued)

DARWINIAN BIOLOGY

With his groundbreaking study On the Origins of Species by Means of Natural Selection, or the Preservation of Favored Races in the Struggle for Life (1859) and subsequent study The Descent of Man, and the Selection in Relation to Sex (1871), naturalist Charles Darwin (1809–1882) offered empirical evidence for the development of animal and plant life and the emergence of new species over time. He also introduced the principle of natural selection and the struggle for individuals and species to survive.

Darwin’s methodology established general principles that have shaped most aspects of the biological sciences since his time. His theory of evolution radically altered conceptions of geologic time and human origins, and, for many, undermined conceptions of man’s dominant place in the universe.

The Darwinian challenge to religious faith, hierarchal order, and human behavior had a profound impact on European culture:

• Evolution undermined many people’s belief in the Bible’s account of the creation of the natural world as it offered an alternative explanation of the development of life without ongoing divine intervention. The adoption of a Darwinian outlook in the biological sciences ultimately led to the end of the (direct) role of religion in questions of science.

• For some, Darwinism led to a questioning of the traditional and Christian notions of the centrality of man in the universe. Some interpretations of the theory of evolution relegated humans to a relatively recent species in the history of the natural world.

• Adherents of Social Darwinism applied the concepts of natural selection to the social order and contemporary human and international relations. Herbert Spencer (1820–1903) coined the notion of the “survival of the fittest” (often misattributed to Darwin) and used it to justify laissez faire economic practices, as well as to promote the notion that certain “races” (usually Europeans) were biologically superior. The misapplication of Darwinian biology led to the justification of European imperialism and nationalistic and militaristic expansion.

Question 5

Analyze the factors that led to the expansion of women’s participation in the paid workforce in Europe over the course of the 20th century.

9-8 Points • Thesis is explicit and fully responsive to the question, explicitly linking factors to paid workforce outcomes for women over the “course of the 20th century.” • Organization is clear, consistently followed, and effective in support of the argument, focused on factors that affected participation in the paid workforce, not merely events that affected women. • Essay is well balanced. The essay task is plural (factors) and requires balanced coverage that spans the century. • All major assertions in the essay are supported by multiple pieces of specific evidence that link factor and outcome. • May contain errors that do not detract from the argument.

7-6 Points • Thesis explicitly links factors to paid workforce outcomes for women and is responsive to the “course of the 20th century.” • Organization is clear and effective in linking factors to participation in the workforce but not consistently followed. • Essay is balanced; the essay tasks (factors) cover the entire century, but there may be less coverage of early or late century or conflation or generalization of events and outcomes. • All major assertions in the essay are supported by specific evidence, and assertions attempt to link factor and outcome. • May contain an error that detracts from the argument.

5-4 Points • Thesis is explicit but not fully responsive; there may be little distinction between factors and actual outcomes, or thesis may not respond to the course of the century or rely on out-of- period evidence. • Organization is clear and effective in support of the argument but not consistently followed. Essay may generalize or err in linking some developments and outcomes. • Essay may show imbalance; some major topics suggested by the prompt may be neglected or links between factors and outcomes may be insufficient. • Most of the major assertions in the essay are supported by relevant evidence. • May contain a few errors that detract from the argument.

3-2 Points • Thesis is not explicit or incomplete, or the thesis merely repeats or paraphrases the prompt. • Organization is unclear and ineffective in treatment of factors or outcomes. • Essay shows serious imbalance, some major topics (factors, outcomes, post-World War II era) are neglected or are addressed superficially. • Major assertions are insufficiently supported by relevant evidence. • May contain several errors that detract from the argument.

Question 5 (continued)

1-0 Points • No discernible thesis. • No effective organization. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence used.

Question 5 (continued)

Historical Background

. Analysis is demonstrated through causal links between factors and outcomes.

The prompt asks the student to “analyze the factors,” in other words to link causal factors between various events, processes, and changes and the increasing participation of women in the paid workforce. Essays might describe details of the increase in women’s paid work outside the home, but they should primarily address the causes for that change.

. The prompt is intentionally broad in scope, especially in its chronology; therefore examples are plentiful and can be drawn from throughout the century.

The chronological and geographic scope are deliberately broad to afford students maximal opportunities for illustrative examples, but even high-level responses should not be required to cover every country or economic change. The prompt wording “the course of the 20th century” reasonably suggests an approach using chronological organization, which may include early century status quo, WWI expansion, WWII expansion and post-WWII economic, social, and cultural causes for expansion.

. Some 19th century developments such as industrialization and urbanization continue into the time period and may be linked to 20th century outcomes to women’s participation in the paid workforce.

. Appropriate factors most often cited in textbooks include

Industrialization • Various phases. • National circumstances:western European, fascist states, communist states. Urbanization • Greater opportunity for employment in cities. • Higher cost of living influences female employment. Technological changes • Strength decreased as a factor for employment. • Labor-saving devices. • Jobs “suitable” for women from new technology: telephone, telegraph, office work. Economic changes • Increasing consumerism/materialism. • Increase in service jobs created opportunities. • Declining income from agriculture. • Wages for skilled work. • Consumerism necessitated additional income and created service jobs in department stores. • Consumerism:materialism created demand for “things.” • Craftsmen continued to work at home; wives and daughters went to the factories for work. • Urban or rural piecework of low-cost consumer goods (toys, clothing) widely used throughout Europe, providing additional work and income.

Question 5 (continued)

Ideological/cultural/social changes • Taking on men’s work during the wars lessened gender distinctions. • Communist/ socialist rejection of bourgeois social organization encouraged women in the workforce. • Acceptance of independent (“modern”) women. • Late century challenges to parental, marriage, and gender roles. • “Modern woman:” acceptance of greater individual agency and choice. • Examples of prominent, “self-made” women: Florence Nightingale, Marie Curie, Mary Cassatt, Edith Cavell, Simone de Beauvoir, Valentina Tereshkova, Margaret Thatcher. • Cultural examples: Doll’s House. • Employer change of view towards women’s abilities. • Compulsory education factors: o end of child labor contribution to family income puts pressure on women to make up the difference o provided largely untapped pool of educated workers.

Political/ government policy changes • Suffrage. • Imperialism introduced new products and consumer desire. • Education. • War-time contributions acknowledged. • Equality. • Post-WWII social legislation eased working outside the home. • Laws prohibiting child labor. • State-supported child care andmaternity leave.

Health and medical • Birth control • Abortion • Fewer children • Later pregnancies • Greater longevity: need for income

. Chronology

1903 Emmeline Pankhurst founds Women’s Social and Political Union. 1907 Maria Montessori opens Casa dei Bambini, a model for early childhood education outside the home. WWI era trends: Jobs opened to women: war work, civil service; women who entered wartime workforce often left the workforce after the war; influence of propaganda. 1918 German women gain the vote. Women over 30 are granted the right to vote in Britain. 1920s Aleksandra Kollontai, Commissar for Public Welfare in the Soviet Union, promotes birth control, education, and day care for working parents.

Question 5 (continued)

1928 All British women gain the vote. 1925 Italian women gain the vote. 1925 Italian women resist government policies aimed at increasing birthrate, continue working outside the home. WWII era trends: Millions of women join the paid (and unpaid) workforce (military and civilian); volunteerism; armed forces; influence of propaganda. Post WWII era trends: Divorce laws eased; increased need for two incomes; more women stay in workforce after the war than was the case after World War I; expanded educational opportunities; “second wave feminism;” expansion of legal rights and career opportunities; EU gender equality policies. 1949 Simone de Beauvoir, The Second Sex. 1970s Birth control pill introduced in Europe. 1970s and beyond: Women elected as national leaders in several European states (e.g., Margaret Thatcher).

Question 6

Analyze the factors that led to the expansion of the welfare state in Western Europe in the mid-20th century.

9-8 Points • Thesis identifies at least TWO factors that led to the expansion of the welfare state in Western Europe in the mid-20th century (1930s–1970s). • Organization is clear, consistently followed, and effective in support of the argument. • Essay is balanced in its analysis of factors that led to the expansion of the welfare state in the mid- 20th century. • Major assertions in the essay are supported by multiple pieces of evidence. • May contain errors that do not detract from the argument.

7-6 Points • Thesis identifies at least TWO factors that led to the expansion of the welfare state in Western Europe in the mid-20th century (1930s–1970s), but the essay may not develop these fully. • Organization is clear, effective in support of the argument, but not consistently followed. • Essay provides analysis of factors that led to the expansion of the welfare state in the mid-20th century but may do so in an unbalanced way, placing greater focus on one factor. • Major assertions in the essay are supported by relevant evidence. • May contain an error that detracts from the argument.

5-4 Points • Thesis may identify ONE or more factors that led to the expansion of the welfare state in Western Europe in the mid-20th twentieth century (1930s–1970s), but it may develop only ONE factor effectively. • Organization is clear, effective in support of the argument, but not consistently followed. • Essay may attempt analysis of factor or factors but be unsuccessful in its efforts; essay may be primarily descriptive with little or no analysis of factor or factors. • Some major assertions in the essay are supported by relevant evidence. • May contain a few errors that detract from the argument.

3-2 Points • Thesis may be explicit but fails to address the prompt; factors may be identified but developed inadequately in the body of the essay. • Organization is ineffective. • Essay may fail to address the time period OR may focus on other developments of the time period (Cold War, decolonization, European integration) OR earlier efforts at social reform (Bismarck, the British Liberal Party) without linking such developments to the expansion of the welfare state in Western Europe in the mid-20th century. • Essay may provide limited relevant evidence. • May contain several errors that detract from the argument.

Question 6 (continued)

1-0 Points • Thesis may be erroneous OR irrelevant OR absent. • No discernible organization. • Essay may fail to address the topic. • Essay may contain little OR no relevant supporting evidence.

Question 6 (continued)

Key terms

• Analyze. The charge is defined in the course guide in the following manner: “to determine the component parts; examine their nature and relationship.” • Factors. “One that actively contributes to the production of a result.” • Expansion. The process of increase of the “extent, number, volume, or scope of.” • Welfare State. “The tendency of post-World War II states to establish safety nets for citizens in areas of birth, sickness, old age, and unemployment.”

“A system (developed on both sides during the Cold War) comprising state sponsored social programs to provide health care, family allowances, disability insurance, and pensions for veterans and retired workers.”

Historical Background

1. Factors identified by textbooks as causes for the creation of the welfare state

A. Response to economic hardship caused by the Great Depression and the two world wars. B. Cold War – concerns over the strength of Communist parties in Western Europe (France, Italy) are usually mentioned. C. Need for the reintegration of soldiers into civilian life. D. Anxiety over declining birth rates. E. Concern over wartime suffering (World War II). F. Socialist demands for social justice and liberty. G. Reduction of class tensions. H. Economic security designed to create citizens who could enjoy a more comfortable life.

2. Context

A. By the early 20th century, a number of Western European governments had adopted measures that foreshadowed the welfare state of the mid-20th century. B. Bismarck’s Germany pioneered social welfare legislation in the 1880s (sickness and accident insurance, old-age pensions) as a way of weakening the Social Democratic Party. Despite Bismarck’s efforts, the Social Democratic Party retained the support of Germany’s workers and was the largest political party in the Reichstag by 1914. C. The British Liberal Party abandoned some of its commitment to laissez-faire in the years 1906–1916 when it enacted a host of social measures. One textbook describes the legislation as the “first hesitant steps toward the future British welfare state.” The reforms, according to some authors, were designed to halt the growth of the Labor Party. These reforms included insurance for sickness, accidents, old age, and (to a limited degree) unemployment. Some textbooks identify one piece of legislation by name (National Insurance Act of 1911).

Question 6 (continued)

3. The Great Depression (1930s). In the long run, the effects of the economic collapse (the rise of Nazism, the appeal of Communism) persuaded many in Western Europe of the need to provide citizens with some degree of economic security.

A. Some textbooks note the fact that Great Britain cut benefits for the unemployed and the elderly in the early 1930s. B. In the 1930s, the British economist John Maynard Keynes called for increased state spending (“priming the pump”) when the private sector is unable or unwilling to maintain adequate levels of investment; deficit spending (“Keynesian economics”) will be accepted as orthodox economic policy by most Western states until the 1970s. C. France and the Popular Front – Leon Blum and the Socialist Party came to power in 1936 and introduced a series of reforms designed to meet the grievances of workers: the 40-hour work week, collective bargaining, and paid vacations. D. Scandinavian countries – Sweden, in particular, accepted a growing role for the state in the area of social welfare. Deficit spending financed old-age pensions, unemployment insurance, subsidized housing, and maternity allowances. One textbook asserts that Scandinavian socialism evolved from a long-standing tradition of cooperation. E. Some textbooks also point out that Fascist Italy and Nazi Germany provided public works programs, leisure time activities, inexpensive vacations, and subsidies for newlywed Aryan families.

4. The Postwar Period (after 1945). A new commitment surfaced to state-financed social programs. All textbooks focus on the example of Great Britain under the Labor government of Clement Attlee (1945–1951), and some mention specific legislation by name. Other Western European states receive less detailed treatment. Aims and motives are defined in a variety of ways.

A. The Beveridge Report of 1942, which laid out the rationale for the British welfare state, is not explicitly mentioned by all authors. The report recommended the creation of a “cradle to the grave” welfare system involving unemployment and old-age insurance, as well as national health services. Conservatives in Great Britain modified the program in the 1950s and 1960s but did not challenge the idea of the welfare state until the 1970s. B. The Labour government (1945–1951) came to power pledging to implement a program of social welfare. Parliament passed legislation that established a comprehensive program of nationalized health insurance and service and comprehensive social security and unemployment insurance. The observation that such laws represented a broadening or extension of existing welfare legislation is made by some authors. Conservative governments in the 1950s supported efforts to improve housing. C. Other Western European states enacted social welfare legislation as well. Textbooks treat such programs in a more generalized way, citing prenatal policies designed to raise birthrates, subsidized housing, and free or inexpensive higher education as significant elements of the postwar welfare state. Some authors emphasize that in its initial stages, the welfare state often discouraged women’s participation in the workplace (in Great Britain and West Germany). Health care was widely adopted, although no uniform system existed. In some cases medical care was free, while in other countries citizens contributed a portion of the cost. Free tuition or low fees for university education was intended to reduce class tension. The welfare state resulted in a dramatic increase in state spending on welfare programs, usually paid for by higher taxes. D. Some textbooks also place the development of the welfare state in Western Europe within a broader context, pointing out that the Cold War created competition between two different systems of economic and social development.

Question 7

Analyze the factors that led to the rise of right-wing authoritarian regimes in continental Europe in the interwar period (1919–1939).

9-8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistently followed and effective, addressing multiple factors clearly linked to rise of regimes. • Essay is well balanced; all major topics suggested by the prompt are covered, although essay may contain more specific evidence from one regime than another or may treat right-wing regimes as a category with strong emphasis on developing the factors and links. • All major assertions in the essay are supported by multiple pieces of relevant evidence. • May contain errors that do not detract from the argument; identifying the USSR as a right-wing regime detracts from the argument, for example.

7-6 Points • Thesis is explicit and responsive to the question. • Organization is clear and effective; it must clearly link factors to the rise of regimes. • Essay is balanced; essay may address one regime significantly less than another if factors and linkage to rise of regimes are well balanced. • All major assertions in the essay are supported by at least one piece of relevant evidence. • May contain an error that detracts from the argument; identifying the USSR as a right-wing regime can be ignored if this is the only major error.

5-4 Points • Thesis is explicit, but not fully responsive to the question, or it is weakly developed. • Organization is clear and effective; may focus more on causes or responses and may have somewhat rudimentary analysis. • Essay shows some imbalance: o Strong discussion of only one regime that clearly links factors to rise of regime o More focus on conditions or regime building o Emphasizes time period after rise to power more than rise to power. • Most of the major assertions in the essay are supported by least one piece of relevant evidence; essay needs to do more than assert that conditions after WWI were poor. • May contain a few errors that detract from the argument.

3-2 Points • No explicit thesis or has a thesis that merely repeats or paraphrases the prompt or is poorly developed. • Organization is unclear and ineffective. • Essay shows serious imbalance; may have some information on one regime, information may be very generic, or essay may not support the thesis. • Only one or two major assertions are supported by relevant evidence; these essays are less specific and may describe generally poor conditions. • May contain several errors that detract from the argument.

Question 7 (continued)

1-0 Points • No discernible attempt at a thesis or has a thesis that is wholly undeveloped. • No discernible organization. • Only one or none of the major topics suggested is mentioned or topics are undeveloped. • Little or no relevant supporting evidence used.

Question 7 (continued)

Historical Background

Italy

• Political Factors: postwar democratic government could not find consensus between Socialist and Catholic parties and was not effective in dealing with issues such as: Treaty of Versailles (Italia irredenta, Fiume 1919), inflation, unemployment, Red Years 1920–1922 (progressive tax, legalized peasant land seizures). • Social and economic factors: demobilized soldiers increase unemployment; high inflation; agricultural depression (rural workers form Red Leagues); banditry in south; Socialists gain influence; workers/unions become more militant; fears of USSR; industrialists and landowners worried; fascist groups create disruption through riots and violence. • Rise of Mussolini: promises strong, militarized state to restore Italy to Roman glory; appeals to middle class and landowners; funded by wealthy industrialists and landowners; use of violence and terror against political left and to create disruption; use of propaganda; 1922 march on Rome, King Victor Emmanuel III asks Mussolini to form government, legislature grants Mussolini permission to rule by decree, Fascists become majority party in 1923 elections.

Germany

• Political Factors: Weimar Republic (parliamentary system, blamed for surrender and Versailles, Socialists and Communists gaining seats but at odds with each other); fear of revolution (growing Socialist/Communist influence contributes to growing militancy of right-wing groups like Freikorps); Spartacist revolt in 1919 crushed by Freikorps. • Social and economic factors: disappointment with Versailles (Clause 231 on war guilt, reparations, loss of natural resources, military limitations); inflation (reparations, burning/playing with worthless money, wheelbarrows of money, Germany defaults and France occupies Ruhr Valley 1923, Dawes Plan 1924); growing conviction that Jews and Socialists “stabbed Germany in the back” and stole the German victory; Great Depression (6 million unemployed by 1932, 44 percent drop in production, loss of welfare benefits). • Rise of Nazi party: helped by depression; scapegoats (primarily Communists, Socialists and Jews); racial nationalism; Hitler (leader by 1921, Beer Hall Putsch 1923, Mein Kampf 1925); appeals to middle class, small property owners, pensioners, elderly, war widows, rural middle class, workers in small businesses; second largest party in Reichstag in 1930; 1933, Hitler becomes Chancellor, Reichstag fire, proclaims Third Reich, Enabling Act.

Spain

• Political Factors: weak monarchy hurt by regionalism; political power dominated by coalitions of nobility, church and army; loses Morocco; falls to Second Republic in 1931; leftist “October Revolution” in 1934 lasted two weeks before Franco crushed it; Popular Front (Radicals, Communists, Socialists, some anarchists) v. conservative groups (old elites, church, monarchists, nationalists, most of army); country polarized between left and right until Civil War in 1936 (Hitler and Mussolini support Franco, USSR helps Republicans, West stays out, Republicans split, conservatives include most of army and are increasingly unified around Franco). • Social and economic factors: labor, peasantry, nobles, church, small middle class all at odds with each other; strikes; violence (Falange or Black Shirts 1933); weak economy (lack of infrastructure, regional differences, attempts to modernize, land reform, labor reform all fail). • Rise of Franco: supported by army and church; aid from Italy and Germany; brutal warfare. © 2013 The College Board. Visit the College Board on the Web: www.collegeboard.org. AP® EUROPEAN HISTORY 2013 SCORING GUIDELINES

Question 7 (continued)

Eastern Europe

• Political Factors: new democracies very fragile, little or no experience ruling themselves (multiple parties span political spectrum, rise of radical agrarian parties, legacies from different empires, clash of old and new elites); peace treaties (all countries felt their territorial claims had been violated, large populations of national minorities); had to build administration and rebuild from war; fears of communism. • Social and economic factors: high illiteracy rates; small middle class; agriculture depressed by grain imports; economies hampered by national tariffs that impeded prewar flow of goods; only Austria and Czechoslovakia had advanced industries; lack of infrastructure; growing/displaced populations; economic and social conflicts reinforced by ethnic and religious differences. • By 1939, right-wing authoritarian regimes in Poland (1926), Lithuania (1926), Albania (1928), Yugoslavia (1929), Hungary (1932), Austria (1933), Estonia (1934), Latvia (1934), Bulgaria (1935), Greece (1936), and Romania (1938).

General Issues

• Political Factors: fear of communism; old elites lost power and prestige after World War I; contested boundaries in many areas led to nationalism competing with new democracies; mass mobilization techniques used by parties; revolutionary new political movements on right and left; parliamentary governments seem unable to deal with crises so dictator looks more attractive; nationalism growing. • Social and economic factors: changed economic conditions as result of war and depression (war debt, inflation, increased government regulation of economy, beginnings of welfare states, rise of corporatism, increasingly militant working class); cultural change causes uncertainty, right-wing promises return to roots; middle class loses savings and security in economic crises and fear the left. • Fascist ideology o Mass mobilization but not political participation; hierarchical structure; rejection of parliamentary rule o Borrowed from other ideologies: conservative values of hierarchy and order and contempt for parliamentary ineffectiveness; popular racist doctrines; corporatism (unity over class warfare); Christian images of blood and martyrdom o New social and political order based on the nation; national identity overrides all others (rejection of class distinction); usually expansionist (not Spain or Portugal) • Fascism’s Appeal: o Spoke to many groups: World War I vets renew “camaraderie of the trenches” and patriotism; rural society threatened by urbanization; small businesses threatened by large corporations; businessmen threatened by workers; middle class threatened by socialism; old elites threatened by democracy; unemployed threatened by depression; religious way of life threatened by secularism; all fear communism. o Notion of service to the nation attractive; emphasizes unity over individualism; uniforms (shirts of one color that anyone can afford); paramilitary organization; decisive action to remake society through discipline and force; street drama, symbols, propaganda; violence; technology and modernization; seen as outside of corrupting politics of democracy; patriotism of World War I; holds “enemies” responsible for poor economy and bad governments (liberal politicians, Jews, Marxists, foreigners); fascism promises orderly, united and prosperous state.

AP® European History 2014 Scoring Guidelines

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AP® EUROPEAN HISTORY 2014 SCORING GUIDELINES

Question 1 — Document-Based Question (DBQ)

Analyze the factors that contributed to the emergence of a workers’ opposition movement in communist Poland in the period 1956–1981.

Historical Background: After the Second World War, Poland became part of the Soviet bloc and the Polish communist party had a virtual monopoly on power.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must refer to at least TWO specific causal factors. The thesis must suggest a minimal level of analysis drawn from the documents. The thesis may appear in either the introduction OR the conclusion.

2. Discusses a majority of the documents individually and specifically. The essay must discuss at least seven documents — even if used incorrectly — by reference to anything in the box. Documents can be cited by number or by name, or they can be referenced in other ways that make it clear which document is being discussed. Documents cannot be referenced together in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest …”) unless they are discussed individually.

3. Demonstrates understanding of the basic meaning of a majority of the documents (may misinterpret no more than one). An essay may not significantly misinterpret more than one document. A major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping or a false conclusion. An essay cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents).

A document that is erroneously grouped with other documents is considered a misinterpretation.

4. Supports the thesis with appropriate interpretations of a majority of the documents. The essay must use at least seven documents correctly, and the documents used in the body of the essay must provide support for the thesis. An essay cannot earn this point if no credit was awarded for point 1 (appropriate thesis). An essay also cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents).

5. Analyzes point of view or bias in at least three documents. The student must make a reasonable effort to explain why a particular source expresses the stated view by: • relating authorial point of view to author’s place in society (motive, position, status, etc.); OR • evaluating the reliability of the source; OR • recognizing that different kinds of documents serve different purposes; OR • analyzing the tone of the documents; analysis must be clear and relevant.

Note: 1. Attribution alone is not sufficient to earn credit for point of view (POV). 2. It is possible for essays to discuss point of view collectively (e.g., can include two or three documents to make a single POV analysis), but this counts for only one point of view.

Question 1 — Document-Based Question (continued)

6. Analyzes documents by explicitly organizing them in at least three appropriate groupings. A grouping must contain at least two documents that are used correctly and individually. Groupings and corresponding documents may include the following:

The following groupings are not exhaustive:

Political repression by Communist Party Critique of dissent: 1, 3, 7, 12 Complaints about lack of rights (e.g., freedom of speech): 2, 3, 4, 5, 8, 9 Increasing discontent among workers: 6, 8, 9, 11, 12 Catholic criticism of repression: 5, 11 Political action by dissidents Support of activists: 2, 4, 5, 6, 8, 9 Opposition activists in Poland: 2, 6, 8, 9, 11 Support of workers’ movement outside Poland: 4, 6 Expression of discontent from workers’ and strikers’ point of view Defending workers’ protest: 2, 4, 5, 6, 8, 9, 11 Support for workers by nonworkers: 2, 4, 5, 6 Desire for independent labor unions: 4, 9 Economic discontent Failure of Communist party to provide economic well-being for workers: 2, 6, 9, 10 Workers’ economic challenges: 6, 8, 9, 10 Religious actions and critiques Catholic support for workers’ movement: 5, 11, 7 (due to its reference to Pope John Paul II) Intellectual dissent: Disjunction between theory and practice of communism: 2, 4, 8, 9 Writers’ critique of exploitation: 2, 4

EXPANDED CORE: 0–3 points to a total of 9 points

• Has a clear, analytical, and comprehensive thesis (that explicitly discusses three or more factors for the emergence of a workers’ movement) • Uses all or almost all of the documents (10-12 documents) • Uses the documents persuasively as evidence • Shows understanding of nuances of the documents • Analyzes point of view or bias in at least four documents cited in the essay • Analyzes the documents in additional ways (e.g., develops more groupings) • Recognizes and develops change over time • Brings in relevant “outside” information

Question 1 — Document-Based Question (continued)

A Closer Look at the Thesis Statement

Examples of acceptable and unacceptable theses:

Stronger theses: • “The Communist party’s oppressive regime which grants no political voice nor freedom of speech to the workers significantly made the workers disenchanted with the regime, the pope [sic] support of the Polish People’s Liberalist movement to break out from the Communist party’s oppression also helped the workers’ movement gain force in a largely Catholic country like Poland. Finally, the dissatisfaction of the workers for their life, both in the factories where they may be subject to random dismissal, or in home where the lack of consumer goods made life all the more unsatisfactory, provided the Solidarity with a wide base of support with workers eager to advance their life quality.”

• “Many factors led to the worker opposition to the communist government. Workers protested because the government falsely represented their political motives and ignored their demands for more democratic rights. Other factors that contributed to the opposition included anger over poor economic conditions, the desire for independent unions, Polish Catholic religious traditions, and intellectuals who criticized the lack of freedom in the communist party.”

Adequate theses: • “This emergence of a workers’ opposition movement was contributed to by the misrepresentation of the working class by the communist party, unfair treatment of the working class, and controlling ways of the communist party.”

• “The documents discuss three important factors during this time which was unemployment, distrust for communism, and a need for a new system.”

• “During this time the workers were seeking more rights, and protested in public assembly, despite danger of government oppression.”

Inadequate theses: • “The worker’s opposition movement in Poland was sparked by workers who had been wronged by bosses and the government. While people tried to stop the opposition from happening like the authors in documents 3, 5 and 9, there were others who wanted the opposition to occur, like the authors in documents 1, 2, 4, 8, 10 and 12.”

• “The three different groups in the Polish community who were the Polish Communist Party, the Catholic Church, and the Polish intellectuals tried their best to bring the workers who were fired back to work because they had seen how their economy was declining.”

A Note on Factors: A listing of social groups alone does not constitute factors. A factor suggests some kind of action or causality.

Question 1 — Document-Based Question (continued)

A Closer Look at Misinterpretations

Examples of major misinterpretations or incorrect usage coming from the documents: • Doc 6: “Document six shows how the average wages for Polish workers dropped dramatically in several regions throughout Poland. This demonstrates that the Communist party did not ensure living wages for the people.”

• Doc 6: “Government-sponsored aid from the Communist Party was insufficient in providing a living wage for fired workers.”

• Doc 12: “As a member of Solidarity, Jaruzelski describes how the Solidarity movement continued to grow due to worker dissatisfaction.”

Example of minor errors: • “The bishops’ resolution could be influenced by the fact that in 1976 the ruling pope was Pope John Paul II, who was originally from Poland and lobbied for the wants of the Polish working class, so if the bishops made a good impression on Pope John Paul II, then they may be promoted to a higher position, such as a cardinal or archbishop”. o Pope John Paul II became pope in 1978, two years after Document 5 was published.

• “A chart depicting a trade union’s financial aid for fired workers shows that these workers are being paid less than half the yearly salary of what few who are still working have.” o The document is not from a trade union, and the payments are charitable contributions rather than salaries.

A Closer Look at Point of View

There are many means by which a student can demonstrate point-of-view analysis.. (The following examples are not meant to be exhaustive.)

Examples of ACCEPTABLE point-of-view analysis:

Relating authorial point of view to author’s place in society • “It is not surprising that a group of Catholic bishops in Poland would demand better treatment of the Polish people because as Church leaders they would naturally be in favor of social justice.”

• “The Polish Communist party is atheistic and would therefore oppose attempts by Christian Churches to advocate on behalf of workers.”

Evaluating the reliability of the source • “Kuron and Modzelewski are most likely trustworthy sources because they are members of the Communist party yet they take a critical view of the party. They have seen the issues that they criticize first-hand. (Doc. 2)”

• “This document may not be reliable because Jaruzelski wrote his views in his memoir that he planned to publish and he might have wanted to make Solidarity look like more of a threat to his Communist government than it really was.”

Question 1 — Document-Based Question (continued)

Recognizing that different kinds of documents serve different purposes • “Document 7 is obviously an overt attempt at Communist Party propaganda to convince Polish children that the pope is an enemy of the people. The government does not want the pope to successfully spread liberal ideas to the Polish people.”

• “The photograph in Doc. 10 was taken by a Communist party photographer so it is probably an attempt to document for the government economic problems that the Polish people are facing.”

Analyzing the tone of the documents • “It is ironic that the editorial in the People’s Tribune proclaims that the Communist party and its workers are unified when a large-scale strike a few months earlier resulted in several dozen workers killed at the hands of the government. (Doc. 1)”

Examples of UNACCEPTABLE point-of-view analysis:

• “Edward Gierek is biased because he is a Communist Party leader.” o Why is this unacceptable? This is merely attribution with no attempt at further analysis beyond the stated information from the document itself; the statement does not explain why a Communist Party official might be biased against increased democracy for workers. (Authorial POV and reliability)

• “General Wojciech Jaruzelski might be stretching the truth in Document 12 because he wrote this statement in a memoir.” o Why is this unacceptable? The statement does not explicitly analyze how an account written in a memoir might influence the veracity of the author’s account. (Documents serving different purposes)

• “The Document 11 is not biased because it is a photograph and photographs don’t lie.” o Why is this unacceptable? This is merely attribution with a feeble attempt analysis. The analysis is erroneous in implying that the use of photographs is purely objective. (Documents serving different purposes)

Question 2

Analyze the differences in the approaches to church-state relations advocated by various Protestant groups in the 1500s.

9–8 Points • Thesis is explicit and fully responsive to the question, introducing at least three distinct Protestant approaches to church-state relations. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; major tasks stated in the prompt are all covered at some length; balance between examples or coverage of the entire century is not required. • All major assertions in the essay are supported by multiple pieces of relevant evidence. • May contain errors that do not detract from the argument. • Approaches to church-state relations may be identified as ideas or actions taken by Protestant groups or leaders. • Analysis accounts for differences in approaches by effectively linking them to their causes or purposes.

7–6 Points • Thesis is explicit and responsive to the question introducing at least two distinct Protestant approaches to church-state relations. • Organization is clear, effective in support of the argument, but may not be consistently supportive of the thesis. • Essay is balanced; all major tasks stated in the prompt are covered at least briefly; balance between examples or coverage of the entire century is not required. • All major assertions in the essay are supported by at least one piece of relevant evidence. • May contain an error that detracts from the argument. • Approaches to church-state relations by different Protestant groups may be unevenly developed; approaches may be identified as ideas or actions taken by Protestant groups or leaders. • Analysis accounts for differences in approaches by linking them to their causes and purposes.

5–4 Points • Thesis is explicit, but not fully responsive to the question; attempts to introduce differences in Protestant approaches to church-state relations may be too generalized. • Organization is clear but may not be consistently effective in support of the argument. • Essay shows some imbalance; major tasks stated in the prompt are neglected or attempts to address differences in approaches are insufficiently identified or developed. • Most of the major assertions in the essay are supported by least one piece of relevant evidence. • May contain a few errors that detract from the argument. • The essay may be mostly narrative or present very limited analysis of approaches.

3–2 Points • No explicit thesis, a thesis that merely repeats or paraphrases the prompt, or a thesis that does not address Protestant approaches to church-state relations. • Organization is unclear and ineffective. • Essay shows serious imbalance; most tasks stated in the prompt are neglected or insufficiently identified or developed. • Major assertions are not adequately supported by relevant evidence or analysis. • May contain several errors that detract from the argument.

Question 2 (continued)

1–0 Points • No discernible attempt at a thesis. • No discernible organization. • One or none of the major tasks stated in the prompt is mentioned. • Little or no supporting evidence used. • May contain numerous errors that detract from the argument.

Question 2 (continued)

Historical Background

• Sixteenth-century religious movements brought tumult to the status quo across the Europe. Changes in religious thought challenged the spiritual and temporal authority of the Catholic Church and introduced new perceptions about the rights and responsibilities of the individual and the community; communal and individual relationships with God; and the power, nature, and purpose of virtually all sources of authority. Responses to these upheavals from both faith communities and governments gained urgency as the reformers' messages about salvation gained adherents and fused with long-standing political and social dissatisfactions, profoundly threatening traditional power arrangements.

• Protestant approaches to church-state relations evolved over the course of the 16th century, varying according to local and national political and social conditions, denominational beliefs and practices, and the influence of new sources of authority. Lutherans, dependent on protection by the nobility of the Holy Roman Empire, took an approach that supported obedience to the state as a primary obligation of good Christians. Calvinists (including the Huguenots, Presbyterians, and others) rejected traditional state primacy and attempted to establish theocratic societies ruled by the elect, first in Geneva, then spreading to Scotland, Scandinavia, England and elsewhere. Zwingli, an early supporter who left Luther’s movement over religious differences and established Protestantism in Zurich, eventually took the approach that governments were God’s agents on earth and should generally be obeyed, a decision that deeply divided his followers. Henry VIII of England melded elements of Catholic practice and theology with the growing popularity of Protestantism in England. His purposes, both political and practical, led to the establishment of a statist Protestant religion which replaced the authority of the Pope with that of the English monarch as head of the Anglican Church. Anabaptism, sometimes referred to as the Radical Reformation, originally separated from other Protestant denominations by rejecting the practice of infant baptism. Their approach to the state was seen as virtually anarchist because they disavowed practices that supported temporal authority, including oath-taking and military service. Nevertheless, Anabaptists also maintained strict theocratic control over virtually all facets of life in their stronghold of Munster. Later groups that grew out of Anabaptism took the path of parallel existence rather than continued resistance to the state.

• Protestant challenges to state authority brought political repression and war, notably with the French Wars of Religion (1562–1598), a bloody and prolonged civil war that demonstrated the complex nature of such conflicts, combining dynastic, class, economic, and political factors with the passion and determination of aroused religious fervor. The eventual settlement near the end of the century, following nearly four decades of war, included limited tolerance for the Protestant minority, the right of Protestant towns to fortify and protect themselves against their monarch (Edict of Nantes), and the religious conversion of the very monarch who had previously led the Huguenot forces. The ironic twist is memorably captured in words attributed to the triumphant rebel-turned-legitimate-monarch, Henry IV: “Paris is well worth a mass.”

Question 2 (continued)

TIMELINE

1517 Martin Luther – 95 Theses. 1521 Diet of Worms. 1523 Zwingli preaches church reform in Zurich with secular town council as basis of authority. 1525 Anabaptists break from Zwingli, separating from all secular control, including oaths and military service. Division caused by the issue of using force to establish New Jerusalem. 1530s Henry VIII ends papal authority in England. 1531–47 Schmalkaldic League/War – Holy Roman Empire princes allied to defend Lutheranism and their political independence; Charles V won war. 1534 Act of Supremacy establishes monarch as head of the Anglican Church. 1536 Calvin’s Institutes of the Christian Religion published; establishes Geneva theocracy. 1547 Death of Henry VIII of England. 1555 Peace of Augsburg – recognizes Lutheran and Catholic states in Germany. 1558–1603 Elizabeth I’s reign. 1560 Calvinism challenges status quo in France. 1562-98 Wars of Religion in France; large Huguenot migration to Netherlands. 1566 Revolt of the Netherlands. 1572 St. Bartholomew’s Day massacre in France. 1587 War of the Three Henrys, last of eight religious civil wars in France. 1589 Henry IV of France converts to Catholicism, begins reign. 1598 Edict of Nantes, end of French Wars of Religion.

Question 3

Analyze the similarities in the methods that various absolute monarchs used in the 1600s and 1700s to consolidate and increase their power.

9–8 Points • Thesis is explicit and fully responsive to the question. • Organization is clear, consistent, and effective in support of the argument; discussion of similarities is explicit throughout. • Essay is well balanced, discussing more than one monarch and more than one method. • All major assertions in the essay are supported by multiple pieces of relevant evidence and are well developed; essay addresses similarities of monarchs from both centuries. • May contain errors that do not detract from the argument. (An essay scored 9 does not need to be perfect.)

7–6 Points • Thesis is explicit and responsive to the question. • Organization is clear, effective in support of the argument; discussion of similarities is explicit but may be less developed than a higher scoring essay. • Essay is balanced, discussing more than one monarch and more than one method. • All major assertions in the essay are supported by at least one piece of relevant evidence, although some arguments may be less developed than a higher scoring essay; essay may address similarities of monarchs from both centuries. • May contain an error that detracts from the argument.

5–4 Points • Thesis is explicit, but not fully responsive to the question or thesis is only partially proven. • Organization is clear, effective in support of the argument, but not consistently followed; discussion of similarities is implicit or not sufficiently developed. • Essay shows some imbalance; discussion contains more than one monarch and at least one method. • Most of the major assertions in the essay are supported by at least one piece of relevant evidence. • Essay is more descriptive than analytical and may be limited to one century. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis, a thesis that merely repeats or paraphrases the prompt, or thesis is not proven. • Organization is unclear and ineffective; may contain no discussion of similarities. • Essay shows serious imbalance, only one specific method and monarch are discussed. • Only one or two major assertions are supported by relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • May have a barely discernible attempt at a thesis, or thesis is not supported. • May have some discernible organization or is irrelevant. • May have little or no supporting evidence, or evidence is irrelevant. • May contain numerous errors that detract from the argument.

Question 3 (continued)

Historical Background

Thesis:

Acceptable theses may include statements about monarchs:

• asserting their control over established elites, such as the landed nobility; • curbing the power of traditional consultative bodies such as parliaments; • increasing and maintaining standing armies; • expansionist wars; • expanding service bureaucracies; • employing mercantilist policies; • asserting control over church affairs and religious appointments; • early colonization; • taking measures to grow government revenues; • supporting the arts, scientific academies, or both, to increase royal prestige; • benefiting from the work of political theorists propounding the theory of the divine rights of kings.

Organization:

It is expected that the most effective essays will be organized according to the types of methods monarchs used, with examples drawn from various case studies as needed, but essays can also be organized as point-by-point comparisons or narratives of two monarchs’ actions. Essays employing the latter organization (comparison of just two monarchs) may earn all nine points, provided the discussion of the categories is analytical and well developed.

Balance:

Perfect balance between periods is not required, but high-quality essays must make some attempt to address both the 17th and the 18th centuries.

Evidence:

a) Monarchs addressed might include: Louis XIV Charles I James I James II Frederick II Frederick William, the “Great Elector” Maria Theresa Joseph II Peter the Great Catherine the Great

Question 3 (continued) b) Methods that monarchs used to consolidate their power may include: Standing armies Taming the nobles Bureaucracy, civil service, service nobility Symbolic politics – visual displays of power Mercantilist politics, taxes Control of the church, attempts to control the church Intellectual theories in support of the monarchy, divine rights, enlightened absolutism

Terminology:

For the purposes of this question, essays may discuss as “absolute monarchs” rulers that are referred to under the rubric of “Enlightened monarchs” in European history textbooks.

Question 4

Analyze the differences in the ideas held by various Enlightenment figures concerning the roles of women in European society.

9–8 Points • Thesis is explicit, fully responsive to the question, and clearly addresses at least two distinct ideas. • Organization is clear, consistently followed, and effective in support of the argument. • Essay is well balanced; all major topics suggested by the prompt are all covered at some length. • All major assertions about differences in the essay are supported by multiple pieces of relevant evidence that relate specifically to women’s roles. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and responsive to the question and clearly addresses at least two distinct ideas. • Organization is clear, effective in support of the argument, but may not be consistently followed. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. • All major assertions about differences in the essay are supported by at least two pieces of relevant evidence that relate specifically to women’s roles. • May contain an error that detracts from the argument.

5–4 Points • Thesis is explicit and sufficiently addresses distinct ideas on women’s roles but may use nonspecific language in responding to the question. • Organization is clear and effective in support of the argument, but it is not consistently followed. • Essay shows some imbalance; one idea may be more fully developed than the other. • Most of the major assertions about differences in the essay are supported by at least one piece of relevant evidence that relate generally to women’s roles. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats or paraphrases the prompt, may address only one idea. • Organization is unclear and ineffective. • Essay shows serious imbalance; most major topics suggested by the prompt are neglected. • Only one or two major assertions about differences are supported by at least one piece of relevant evidence that may relate to women’s roles. • May contain several errors that detract from the argument.

1–0 Points • No discernible attempt at a thesis, addresses only one idea, or none. • No discernible organization. • Only one or none of the major topics suggested by the prompt are mentioned. • Little or no supporting evidence is used to demonstrate different ideas of women’s roles or to name one Enlightenment figure with no specific details or ideas relating to women’s roles. • May contain numerous errors that detract from the argument.

Question 4 (continued)

Historical Background

The question asks for an essay about the differences of more than one idea held by Enlightenment figures about the roles of women in European society. The task requires knowledge of figures from the European Enlightenment and the ability to articulate those figures’ different ideas of women’s roles. An essay may assert that the legacy of the Enlightenment is ambivalent in that: a) many (or most) Enlightenment figures argued that the principles of liberty, equality, and emphasis on reason should be extended to women, and that women ought to have greater access to education, intellectual life, and perhaps even a degree of political equality with men b) on the other hand, other Enlightenment figures offered new arguments for the exclusion of women from the public sphere, based on emerging bourgeois ideas of domesticity or “natural” differences between the sexes.

Generally accepted dates for the period of the Age of the Enlightenment, an international and cosmopolitan intellectual and cultural movement with regional and national particularities, range from the late 17th (1690) through the 18th century (1789), although some textbooks (e.g., Hunt’s Making of the West) examine the period from 1750–1789. With a singularly secular focus, a large number of figures wrote on reforming governments, and especially the individual’s liberties under those governments, in publications addressed to “the publick.” Gender is but one of the many topics considered by Enlightenment figures; specifically, writings on traditional gender roles considered not only political and civil rights, but also education, vocation, literature, the arts, mathematics, physics, and so on. Gender is, however, a topic unevenly attended by Enlightenment figures — not all considered gender specifically in their writings, but may have offered passing commentary about the nature of women. Women also authored some of the Enlightenment canon in a variety of fields.

Those who wrote specifically on the nature of women or on women’s roles tended to reinforce traditional ideas based on “natural” (biological) differences or criticized as inferior those writers who advocated the inclusion of women in intellectual and other academic affairs. Such figures maintained various views, which ranged from allowing and encouraging women and young girls to pursue an education, to promoting equality of the sexes in economic and political life, to pointing out the contradictions of writers who advocated for being freed from arbitrary or absolute governments while maintaining a similar kind of control over women.

Relevant Historical Figures

The following alphabetical list of some prominent Enlightenment figures offers a quick reference of points of view concerning the roles of women in European society. An asterisk (*) denotes an Enlightenment figure who did not explicitly write or speak on the roles of women, but whose views can be broadly interpreted to fall into a certain category. Placement into a category is based on a preponderance of writings from a figure; an essay could successfully argue for a figure’s placement in a different category by using specific evidence.

Question 4 (continued)

Inclusive view/Progressive Mixed view/Limited Exclusive view/Separate ideas support spheres

d'Alembert, Jean-Baptiste le Beccaria, Cesare d’Holbach (Paul-Henri Thiery) Rond Diderot, Denis Jefferson, Thomas Astell, Mary Encyclopédie Kant, Immanuel Catherine the Great* Hobbes, Thomas Napoleon, Bonaparte Cavendish, Lady Margaret Hume, David* Rousseau, Jean-Jacques Châtelet, Emilie Locke, John Christina, Queen of Sweden Voltaire Coffeehouses/Debate Societies ▪ Adkins, Elizabeth/Moll King ▪ Carlisle House ▪ Female Congress ▪ Female Parliament ▪ La Belle Assemblee Condorcet, Nicolas Czartoryska, Zofia De Gouges, Olympe Franklin, Benjamin Herder, Johann Gottfried* Kauffman, Angelica Macaulay, Catharine Maria Theresa* Montagu, Lady Mary Wortley Montesquieu, Baron de Salon/Salonnières ▪ Beaumer, Mme. ▪ Gacon-Dufour, Mme. ▪ Geoffrin, Marie-Therese ▪ Herz, Henriette ▪ Lespinasse, Jeanne-Julie ▪ Le Journal des Dames ▪ Maine, Duchesse ▪ Maintenon, Mme. ▪ Necker, Suzanne ▪ Poisson, Jeanne-Antionette ▪ Pompadour, Mme. ▪ Puisseux, Mme. ▪ Rambouillet, Catherine ▪ Récamier, Jeanne-Françoise ▪ Sevigne, Mme. de Staël, Germaine Smith, Adam* Smith, Charlotte Turner Wollstonecraft, Mary

Question 5

Analyze major factors that caused people to move from the countryside to cities in Europe during the 1800s.

9–8 Points • Thesis is explicit and explains multiple factors, both those that push people from the countryside and those that attract people to the cities in Europe. • Organization is clear, consistently followed, and effective in support of the argument, employing strong and explicit linkage between factors and migration. • Essay is well balanced; all major topics suggested by the prompt are covered at some length. May address the differences between earlier and later 1800s, or between eastern and western Europe. (Most essays concentrate on Great Britain.) • All major assertions in the essay are supported by multiple pieces of relevant evidence. Will address both agrarian factors and industrial factors leading to migration and urbanization. • May contain errors that do not detract from the argument or some information that is off task.

7–6 Points • Thesis is explicit and explains multiple factors that caused people to move from the countryside to cities in Europe. • Organization is clear, effective in support of the argument, but not consistently followed, employs explicit linkage between factors and migration. • Essay is balanced; all major topics suggested by the prompt are covered at least briefly. Addresses both agrarian factors and industrial factors leading to migration and urbanization, but one may be addressed more thoroughly. • All major assertions in the essay are supported by at least one piece of relevant evidence. • May contain an error that detracts from the argument or information that is off task.

5–4 Points • Thesis is explicit, but not always fully responsive to the question. May mention factors that caused people to move from the countryside OR to move to cities in Europe, or both. • Organization is clear, effective in support of the argument, but not consistently followed. Linkage may not be well developed. • Essay shows some imbalance; some major topics suggested by the prompt are neglected. May lean more heavily toward why people left the countryside or why they were drawn to the cities. • Most of the major assertions in the essay are supported by at least one piece of relevant evidence. • May contain a few errors that detract from the argument and information that is off task.

3–2 Points • No explicit thesis or a thesis that merely repeats or paraphrases the prompt. • Organization is unclear and ineffective, may be repetitious. Linkage may be suggested or implied. Generalizations (“the Industrial Revolution”) may be given as factors, but not linked to migration. • Essay shows serious imbalance; most major topics suggested by the prompt are neglected. May mention factors and not support them with evidence or develop them in the essay. • Only one major assertion is supported by evidence, which may be off task. • May contain several errors that detract from the argument OR information that is off task, or both.

Question 5 (continued)

1–0 Points • No discernible attempt at a thesis. • No discernible organization, with little or no linkage to migration from countryside to city. • One or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence used. • May contain numerous errors that detract from the argument, OR may be entirely off task, or both.

Question 5 (continued)

Historical Background

The factors discussed in the essays may include:

Agricultural Revolution and agricultural changes

• Crop rotation and nitrogen-rich crops – clover, peas, beans, grasses, turnips (potatoes widely consumed by 1700s) allowed for more livestock grazing, meaning more meat and more manure as fertilizer. • Scientific farming and new technology – Jethro Tull’s seed drill, 1701; Charles “Turnip” Townsend (1730s) field rotation and turnips; selective breeding by Robert Bakewell (1780s) and Thomas Coke (1790s) finer wool in sheep, bigger oxen; stronger horses; cast-iron plow in use by 1730. • Enclosure movement and Enclosure Acts (mostly 1750 – 1860) – End of open field system; benefitted large landowners; land reclamation came from drainage of wetlands, accumulation of commons. • Small farmers forced to be wage laborers (described in some texts as proletarianization) or tenant farmers. Increase of landless peasants in France, Spain, Germany, Sweden, Ireland. • Farms become more productive. British agricultural output increased 43 percent in 1700s ; required fewer workers and couldn’t support the number of rural laborers. • Population expands: Better nutrition, decline in death rates, also some increase in birth rates; fewer plagues, but also more food; English population increased 50 percent between 1750 and 1800. • Unique to England (and Low Countries), situation in most of Europe different. New agriculture techniques spread slowly to the rest of Western Europe, but most still lived on subsistence plots and had little surplus production. Eastern Europe – many peasants forced back into serfdom, especially Prussia, Poland, Ukraine; however, serfdom abolished in Austrian Empire in 1848, and Russia in 1861.

First Industrial Revolution

• Rural poor move to cities for industrial jobs; end of cottage industry, putting-out system. • Textile inventions: Kay’s flying shuttle (1733); Hargreaves’ spinning jenny (1760); Arkwright’s water frame (1769) – by 1790s cotton yarn production grew 10 times, and by 19th century all cotton spinning was concentrated in large-scale factories and first steam engine introduced in Nottingham in 1790; Crompton’s spinning mule and Whitney’s cotton gin (1790) and Cartwright’s power loom (1800). By 1820, cotton cloth made up almost half of British exports; by 1830, mechanized cotton accounted for 22 percent of country’s entire industrial production. • Steam inventions – Newcomen engine (1702); James Watt’s and Matthew Boulton’s steam engines (1760s); by 1780s it was a practical and commercial success in Britain; Henry Cort’s puddling furnace (1780s) leads to rolling mills for iron production. • Early factories – single workspace replaced widespread home-based manufacture; employed entire families initially; relied on unskilled or semi-skilled labor; discipline, regulated time maximized production; work repetitive and boring, sometimes dangerous; pay was regular.

Question 5 (continued)

Second Industrial Revolution

• New inventions in medicine, electrical machinery, chemicals, weapons, large-scale commercial food canning created jobs in cities; department and catalogue stores needed workers; white- collar and clerical jobs expanded the urban population (clerks for banks, railroads, insurance companies, etc.). • Later factories quickly grew as cottage industries declined; artisans and cottage industries replaced by machines; machine tools introduced in greater numbers beginning in 1840s; Henry Cort – puddling furnace 1780s and steam powered rolling mills. In 1740s iron production was 17,000 tons; in 1806, 260,000 tons; in 1844, 3 million tons. Once expensive, iron became cheap, indispensible building block of economy. Bessemer process (1850s) led to large-scale production of steel. • Jobs for men, women, and children, but after 1830s divided by sex and no longer sharing the same working hours; stable wages.

Advances in transportation

o Railroads – provided jobs for rural populations who built them; workers needed for operations, maintenance, management as well; Ease of transportation – George Stephenson and The Rocket (1829), Liverpool and Manchester Railway; reduced costs and uncertainty of shipping freight promoted growth of large factories as well as cities; encouraged by governments – 1835 British Parliament passed acts to establish 750 miles of track. By 1852, there were more than 7,500 miles of track. Belgium sponsored unified railway network in 1830s; Prussia guaranteed interest and principal on RR bonds.

Urbanization

o Growth of cities 1750-1900 – Began in England in 1770s and 1780s in textile manufacturing and spread rapidly on the Continent in the 1830s and 1840s. Less than 8 percent of English population in agriculture by 1900; over 50 percent of English population lived in cities by 1850 (Manchester 25,000 in 1772; 455,000 in 1851). th o Death rates were higher than birth rates in most large cities in first half of 19 century, so population grew because of influx of people from the countryside.

o Major cities and commercial hubs no longer needed to be near water because of steam engine. o Poor living conditions – tenements, unsanitary, open drains; Dickens’ novels (e.g., Hard Times) mention coal dust, factory smoke, workhouse conditions (Oliver Twist).

Question 5 (continued)

Reforms, Policy Concerns, Economic Theories

o The Poor Laws (1834) created workhouses, reduced costs to communities; the Sadler Commission (1832) documented working conditions for women and children in textile mills; The Factory Act of 1833 and the Mines Act of 1842 regulated hours and conditions for women and children; Edwin Chadwick’s “Report on the Sanitary Condition of the Laboring Population of Britain” (1842) led to campaigns and legislation against cholera, prostitution, crime e.g., the Public Health Act (1848); the Vaccination Act (1853); the Contagious Diseases Act (1864).

o Adam Smith’s Wealth of Nations contributed to laissez faire economics; Thomas Malthus’s work argued that overpopulation would lead to poverty; David Ricardo’s “Iron law of wages” postulated that wages would always sink to the subsistence level.

Urban Reform and Improvements

o Urban reform programs in Vienna, Rome, Paris, London, and Berlin drew people with parks, widened streets, museums, city halls, opera houses, public gardens, and leisure time organized activities; Georges Hausmann’s rebuilding of Paris created boulevards, green spaces, wiping out slums; civic pride drew people who liked the excitement of the city – Crystal Palace in London (1851); electric streetcars in 1890s.

o Government projects to modernize sewer and sanitary systems; sewers in London, Paris, Vienna; London and Riga (then in Russia) piped in fresh drinking water.

Question 6

Analyze how warfare and the rise of totalitarian regimes affected the development of the arts in Europe during the first half of the 1900s.

9–8 Points • Thesis is explicit and deals with effects of warfare and totalitarian regimes on art. • Organization is clear and develops both aspects of the thesis. • Essay is well balanced; it deals with effects of warfare and totalitarian regimes. • All major assertions are supported by specific artists, movements, works of art, literature, film, OR music. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and suggests the impact of warfare and totalitarian regimes on art. • Organization is clear, but argument on impact may not be fully developed. • Essay is balanced; deals with impact of warfare and totalitarianism on art, at least briefly. • All major assertions are supported by some specific evidence of impact on art. • May contain an error that detracts from the argument

5–4 Points • Thesis is less developed and may deal with impact of either warfare or totalitarian regimes. • Organization is basic; argument on impact may be thin. • Essay shows imbalance; impact of warfare OR totalitarian regimes may be addressed. • Some of the major assertions are supported by references to works of art or art movements. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats or paraphrases the prompt. • Organization is ineffective. • Essay shows serious imbalance; impact of warfare OR totalitarian regimes may be mentioned. • Little relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • No discernible attempt at a thesis. • No discernible organization. • Impact of warfare and totalitarianism on art is neglected. • Minimal or no supporting evidence used. • May contain numerous errors that detract from the argument.

Question 6 (continued)

Historical Background

Central elements of the question

• Analyze – determine component parts; examine their nature and relationship. • The arts may include painting, drawing, sculpture, music, literature, film, theater, etc. • Warfare’s effect on the arts: Textbooks usually deal with modernism as the ‘age of anxiety’ before World War I, which continues in a more aggravated form after the war. During the war and in the interwar period, German Expressionism, Surrealism, and Dadaism, are some of the movements students can use. • Totalitarian regimes’ effect on the arts can deal with suppression and censorship, as well as use of propaganda. However, we cannot expect essays that identify specific “approved” works of art under Hitler or Stalin. They may describe the kind of posters or paintings these regimes liked, but not identify names. • Periodization is broad, 1900 to 1950 through the early part of the Cold War. We are accepting evidence in the 1950s if it is linked to warfare or to totalitarianism.

Some approaches to this question

Essays generally demonstrate knowledge of good examples of modernism in the arts; the issue here is to effectively discuss the impact of warfare and totalitarianism on art movements, works of art, or other forms of culture, and relate that to the historical context of the first half of the century. Argument is important to the question because the building blocks of a thesis are given in the prompt. However, some essays can drift off task. The responses need to be linked to the impact of the war and of totalitarian regimes. An essay that discusses totalitarianism without effectively treating the arts isn’t really responding to the question. Some essays don’t treat both aspects of the questions (warfare and totalitarianism), and some conflate the two. The quality of the argument and of the evidence is the main factor that distinguishes the higher quality responses.

Warfare

Specific and relevant evidence can be used to address the effects of warfare on art. Many essays deal first with the war (usually World War I) linking it to disillusion, despair, etc. Some essays effectively connect the war to Dadaism, Surrealism and German Expressionism, often using specific examples. In addition to evidence, the analysis of how the war affected the arts is going to determine the quality of the essay.

Totalitarianism

For totalitarianism, the chilling impact on the arts may be discussed, both through censorship of modernism, and use of ‘approved’ art as propaganda. For Hitler essays will sometimes refer to the concept of ‘Degenerate Art’ and some even mention the exhibition of that name. Stalin is less often addressed, but some essays refer to socialist realism. Otherwise, treatment of totalitarian impact on art will be more general, such as art as propaganda, or art serving the state.

Question 6 (continued)

Evidence

Modernism in the arts begins before World War I, so some textbooks treat it as part of the prewar “age of anxiety.” Some essays may feature inferences of the direct impact of the war on arts, while others refer to specific authors, such as Hemingway or Remarque. We have seen the use of Picasso’s Guernica, a highly relevant example that links to both warfare and totalitarianism. The use of pre-WWI evidence such as Demoiselles D’Avignon or Rite of Spring can be relevant as it may be used in an essay to show anticipation of the war, or how this prewar ‘anxiety’ heightens the impact of warfare. State manipulation of the arts, carried on effectively in both the Hitler and Stalin regimes, can be addressed in a variety of ways. Films such as Leni Reifenstahl’s Triumph of the Will are sometimes used and, more rarely, Sergei Eisenstein’s films, such as The Battleship Potemkin. Hitler’s extreme hostility to modernism is known, especially as he considered himself an artist. While many essays may not feature specific names, they do assess the ways in which the Nazi regime repressed creativity with labels such as “Degenerate art,” “Jewish art,” or “Bolshevik art.” Goebbels and other Nazi leaders’ efforts to mold all culture into the service of a German, “Aryan” racial model is sometimes mentioned. Similarly, Soviet “Socialist Realism” glorified the worker and rejected experimentation or the kind of rule-breaking that early modernism represented.

Abbreviated Chronology and Terminology of Modernism 1900 to circa1950

Note: the examples used here are not intended to be exhaustive. Many other writers, artists, poets, etc. could be used. Also note that many artists moved between movements over the course of their careers or produced works that spanned more than one movement.

Prewar Modernism • Influence of Freud and Nietzsche, as well as non-Western influences. “Age of Anxiety” turns its focus to the irrational.

Post-Impressionism • Van Gogh Starry Night – 1889

Early Expressionism • Ernst Ludwig Kirchner and Karl Schmidt-Rottluff form the Brücke artists' group in Dresden, rejecting bourgeois social conventions and academic traditions in art – 1905

Cubism • Picasso Demoiselles D’Avignon – 1907 • Picasso, Guernica – 1937. Some essays use Guernica to blend the two aspects of the question: impact of warfare and impact of totalitarianism. This is acceptable.

Abstract art • Art that focuses on one or more of the visual elements of a subject: its line, shape, tone, pattern, texture, or form. Closely linked to Cubism. Begins 1900.

Question 6 (continued)

Futurism • Founded in Italy by Marinetti 1909. The Futurists were eager to break attachments to the past, and war, they felt, was an opportunity for a historical tabula rasa — a chance to wipe the slate clean, then create a new world order.

Der Blaue Reiter (the Blue Rider) • A group of artists whose publications and exhibitions sought to find a common creative ground between the various Expressionist art forms. Kandinsky, Marc, and Macke were among its founding members – 1911

German Expressionism • Kandinsky outlines the principles of abstraction in art in On the Spiritual in Art – 1912. • Leading German expressionists were Ludwig Kirchner, Oskar Kokoschka, George Grosz, and Emil Nolde.

Atonality and Other Experimentation in Music • Arnold Schoenberg, Pierrot Lunaire – 1912 • Igor Stravinsky’s composition The Rite of Spring for the Ballets Russes causes Paris riot – 1913 • Alban Berg, Lulu 1934

Modernism During and Between the Wars – Lost Generation • Impact of war on art: Many artists served but experienced loss of faith; pessimism; horror; grotesque nature of war; representations of the experience of the trenches. • Paul Nash The Ypres Salient at Night, 1917 striking painting of the war at night. • Otto Dix Prague Street – 1920 depicts wounded WWI veteran begging; Flanders – 1934 depicts the trenches of WWI; a response to the Nazi warmongering. • Max Ernst Elephant Celebes – 1921 (Ernst was in all three movements: Dadaism, Surrealism and German Expressionism.) • T.S. Eliot The Wasteland – 1922 modernism poem represents disillusionment of postwar generation. • Ernest Hemingway, The Sun Also Rises 1926. • Käthe Kollwitz Parents – 1932. A war memorial to her son who died in Flanders in 1914.

Dadaism (1916–1923) • Dada Manifesto (Hugo Ball) “Follow no rules!”; “anti-art” – 1916. • Marcel Duchamp – “readymades”. e.g., the 1917 Fountain (a urinal) and the 1919 L.H.O.O.Q. (Mona Lisa with a mustache). • Georges Grosz Berlin Street 1931 (technically from his post-Dada period, but can be used as an example).

Bauhaus School of Architecture • Founded by Walter Gropius – 1919

Question 6 (continued)

Surrealism (1924-1939) • André Breton’s first Surrealist Manifesto – 1924. French literary figures are involved: Paul Éluard, Guillaume Apollinaire. • Surrealism hoped to liberate the artist's imagination by tapping into the unconscious mind to discover a “superior” reality — a “sur-reality.” Emphasis on the unconscious and dreams (Freudian). • Salvador Dali The Persistence of Memory – 1931. • Franz Kafka, The Trial – 1925. Kafka’s writing is difficult to classify but may be viewed as manifestation of surrealism in literature.

Modernism in Cinema • Sergei Eisenstein deploys modernist film techniques in Battleship Potemkin – 1925 (may also be discussed under the rubric of totalitarianism’s impact on the arts). • Fritz Lang’s film Metropolis – 1926.

Totalitarian Governments React to Modernism

Both Nazi Germany (from 1933) and Stalinist Russia/USSR (from 1929) systematically suppressed modernism, imposed rigid controls on artists and intellectuals, and instituted systematic censorship.

• Both regimes opposed modernism and promoted art that supported its ideology: pure German types and neoclassicism for Hitler; socialist realism for Stalin. • Totalitarian regimes required art with propaganda value, rejecting the individualism and experimentalism at the heart of the modernist program. • Atonal music was rejected by Nazis as degenerate and Bolshevik, along with jazz and swing music (not pure and German.) The Bauhaus School was closed down. • The Nazis’ “Degenerate Art” exhibition ridiculed modernism – 1937. The Nazis prohibited modernist art and persecuted its practitioners (even Nolde who was a Nazi Party member). • Stalin imprisoned intellectuals, such as poet Osip Mandelstaum and novelist Boris Pasternak (both died in the Gulag) among many others. • Author Yevgenia Ginzburg’s Journey into the Whirlwind recounts her time in the Gulag.

Note on Post-World War II Art

Some essays refer to evidence from the 1950s, which is acceptable as long as it is linked to the argument. Examples may include:

• Giacometti (Sculptor) Man Pointing – 1947; The Square II – 1948–49. Giacometti’s art features thin, elongated figures, like concentration camp survivors. • Samuel Beckett (Playwright) Endgame – 1958.

Question 7

Analyze major factors that affected the changing balance of power among European states in the period 1848–1914.

9–8 Points • Thesis explains how various events and processes contributed to the changing balance of power between European states. • Organization is clear, consistently followed, and effective in discussing at least two differing factors that changed the balance of power among European states in detail — either discussed together or separately. • Essay is well balanced, discussing multiple factors individually and at length. • Essay provides relevant and developed evidence of two or more factors affecting the balance of power. • May contain errors in fact or chronology that do not detract from the argument.

7–6 Points • Thesis states various events and processes that contributed to the changing balance of power between European states. • Organization is clear and effective but possibly less consistent by providing [one fully developed and one or two less developed arguments] of factors that changed the balance of power among European states. • Essay is balanced, discussing multiple factors individually; though discussion of one or the other may be less in depth. • Essay provides relevant evidence of at least two factors affecting the balance of power. • May contain an error in fact or chronology that detracts from the argument.

5–4 Points • Thesis states one or more events and processes that affected the changing balance of power between European states. • Organization is clear and effective but less consistent by providing one developed and one or two less-developed arguments of factors affecting the changing the balance of power in Europe. • Essay may show some imbalance, being too narrative or succeeding in only one argument convincingly. • Essay provides evidence of one or two factors affecting balance of power, one possibly more developed than the other. • May contain a few errors in fact or chronology that detract from the argument.

3–2 Points • Thesis may restate prompt, possibly with limited reference to possible factors. • Organization offers minimal argumentation of factors that changed the balance of power. • Essay may show serious imbalance, omitting or misconstruing parts of the prompt. • Essay may offer some evidence of factors affecting balance of power — be it vague or conflated. • May contain several errors in fact or chronology that detract from the argument.

Question 7 (continued)

1–0 Points • No discernible or negligible attempt at a thesis. • Organization is coincidental or offers no valid argumentation of factors affecting the balance of power. • Essay may show gross imbalance; parts of the prompt are ignored. • Essay may offer trivial or ineffectual evidence of factors affecting the balance of power. • May contain numerous errors in fact or chronology that detract from the argument.

Question 7 (continued)

Historical Background

The period between the failed revolutions of 1848 and the outbreak of the Great War in 1914 brought to an end the carefully crafted balance of power after the fall of Napoleon (1815 Congress of Vienna; Concert of European Powers) and the liberalist and romantic notions of statecraft. Nationalism and Realpolitik (pragmatic politics), as well as industrial might and imperialist zeal, conspired to forcefully shift power among the European States:

• The rise of new states o Italy (1858–1870), Germany (1864–1871) • The (re)assertion of power o France (1853–56 Crimean War; 1859 Austrian War, Unification Italy; expansion Indo-China) o Germany (1864 Danish War; 1866 Austro-Prussian War; 1870–71 Franco-Prussian War) o Great Britain (1899–1902 Boer War; expansion West Africa) • The retreat of power o Russia (1853–56 Crimean War; 1904–05 Russo-Japanese War) o Austria (1866 Austro-Prussian War; 1867 Ausgleich [compromise]–Dual Monarchy) o France (1870–71 Franco-Prussian War) o Ottoman Empire (Eastern Question; 1877–78 Russo Turkish war; 1878 Congress of Berlin) • Industrialization and economic assertion o Second Industrial Revolution; 1856 Bessemer converter[steel]; 1869 Suez Canal) • Imperialist tensions o Moroccan Crises (1905–06; 1911) o Balkan Crises (1908 Austrian Annexation Bosnia Herzegovina; 1912 First Balkan War) • Diplomatic Alliances o Dual Alliance (1879 Germany – Austria) o Dreikaiserbund/Three Emperor’s League (1881–1887 Germany – Austria – Russia) o Reassurance Treaty (1887–1890 Germany – Russia) o Triple Alliance (1882 German – Austria – Italy) o Entente Cordiale 1904 (France – Great Britain) o Triple Entente 1907 (France – Great Britain – Russia)

In particular, responses are likely to address:

• The Crimean War (1853–56). Provoked by Napoleon III (France; reign: 1852–1871) in reassertion of French power after 1815 Congress of Vienna and in challenge to Russia’s central role in maintaining the balance of power in Europe. Russia’s humiliation over France’s 1852 success in obtaining the right to protect Christian shrines in Palestine (Russia was its Christian Orthodox protector), caused the latter to attempt to assert control over Constantinople and the Straits, resulting in its 1853 occupation of the Danubian Principalities and war with the Turks. British fears of Russian expansion and French aspirations of power sent an 1854 combined fleet to clear the Russians from the Black Sea. Austria, weary of a Slav uprising in its territory, managed to steer clear of the conflict and thus abandoned its former Russian ally. Russia’s 1856 defeat ended its prominent role in Europe (until reassertion in 1877), left Austria without an ally, and confirmed Britain’s naval hegemony, but it did not grant France the prominent position it had sought.

Question 7 (continued)

• The unification of Italy (1858–1870) After Giuseppe Mazzini’s (1805–1872) revolutionary efforts to oust the Austrians from the Italian peninsula had failed, consensus emerged that only war under the leadership of Piedmont Sardinia could achieve Italian unification. Piedmont Prime minister Count Camillo di Cavour (1810–1861) conspired with France (which was eager to protect its own interests) and provoked the 1859 Austrian War, a military triumph for the French. Although Napoleon III prematurely vied for peace for fear of provoking a full-scale Franco-Austrian war, he eventually did support unification, enabling Cavour through an 1860 series of public plebiscites (referendums) to annex the Northern States. After revolutionary Giuseppe Garibaldi’s (1807–1882) thousand Red Shirts staged a successful 1860 invasion of Sicily and marched on Naples, Cavour was forced to annex the remainder of Italy (minus Rome), ratifying by 1861 plebiscite, the Kingdom of Italy with (Piedmont) King Victor Emanuel II (1849–1878) as sovereign. The 1866 Austro-Prussian War ended Austrian influence and handed Venetia to the Italians; the 1870–71 Franco-Prussian War ended French protection of Rome and completed unification.

• The unification Germany (1864–1871). After the failed 1848–49 German unification “from the top,” it was clear that only after Austrian influence was curtailed in favor of Prussian primacy, could one set out to unify the German confederacy. Prussian Chancellor Otto von Bismarck (1815–1889) sought to weaken Austrian influence by both renewing the Austria-excluded Prussian Zollverein (tax union) and drawing Austria into an administrative conflict over Schleswig and Hollstein (1864 Prusso-Austrian rebuke of Danish incorporation of Schleswig). The attempt to exclude Austria from the German Confederation provoked the 1866 Prusso-Austrian War, which ended Austrian influence over German affairs without further indemnity. Bypassing parliamentary resistance to military reform (Blood and Steel reference), Bismarck professionalized and expanded Prussian forces. His quandary of how to unite the previously Catholic, pro-Austrian South, was resolved through the succession crisis in Spain (ouster of Isabella II (r. 1843–1868)), when French fears of Prussian European dominance caused Napoleon III to overreach. Bismarck manipulated media accounts of the Prussian-French negotiations over the succession to the Spanish throne to create the public impression that France had been snubbed, prompting Napoleon III to declare war on Prussia. The French 1870 declaration of war unified southern German (Catholic) states behind Prussian leadership, and the 1871 Prussian victory shifted the power decisively from France to Germany, now united under Prussian hegemony.

• The establishment of the Dual Monarchy – The Austro-Hungarian Ausgleich (1867; compromise). The eroding influence of the Habsburg Monarchy and waxing assertion of Magyar nobility forced Austria to embrace dualism, granting limited or collaborative powers to Hungary.

• The disintegration Ottoman Empire – The Eastern Question – The ‘Sick Man of Europe’ The stature of Ottoman Turkey had been in slow decline due, in part, to nationalist assertions for independence (1878 Serbia, Montenegro, Bulgaria) and Western Imperialism (Russia-Crimea, Caucasus; France-Algeria). The 1853–56 Crimean War exposed the Empire’s military weakness. Russian Pan-Slavism led to the 1875 Balkan insurrections and Russian territorial expansion in the ensuring 1877–78 Russo Turkish war. Bismarck, fearing further Russian assertions and possibly an Anglo-Russian war, commenced the 1878 Congress of Berlin in which Western powers effectively divided the spoils of imperialism and ensured the Ottoman Empire’s disintegration (giving way to the 1911 First Balkan War).

Question 7 (continued)

• New Imperialism – Colonialism Industrial innovation in transport and weaponry colluded with nationalism and imperial rivalry to fuel a drive for colonies in the 1880’s. Western powers invested heavily in opening new territory to exploration and exploitation, particularly in Africa and Asia. The 1885 Berlin Conference both regulated the quickly accumulated territory of King Leopold II (Belgium, r. 1865–1909) in the Congo, and set off a 15-year scramble for Africa. The Dutch vastly expanded control of the East Indies (now Indonesia) while France (Indo-China), and Great Britain (India), and Russia (central and East Asia) further consolidated interests. These expansions inevitably led to Inter-European rivalries exemplified in the 1905–06/1911 Moroccan Crises, and the 1905 Russo Japanese War.

• The Alliance System To ensure German security and balance of power in Europe, Bismarck set out to forge a series of alliances. The 1879 Dual Alliance with Austria strengthened control over Mitteleuropa (Middle Europe) and gave rise to (misplaced) Austrian hopes of control over the Balkans. Russia’s renewed power after the Crimean disaster forced Austria to accept the 1881– 1887 Dreikaiserbund (Three Emperor’s League), which gave Russia renewed control over the Straits (the 1887–1890 Reassurance Treaty was its successor, minus Austria) and renewed zeal in Balkan affairs. The 1882 Triple Alliance with Italy and Austria completed Bismarck’s attempts to isolate France. However, Balkan succession quarrels strained Russo-Austrian relations and Russo- French rapprochement, resulting in 1904 Entente Cordiale between France and Great Britain and the 1911 Triple Entente including Russia.

AP® European History 2015 Scoring Guidelines

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AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 1 ------Document-Based Question (DBQ)

Analyze changing conceptions of French national identity and culture in the period since 1960.

Historical background: In the wake of the Second World War, France became increasingly integrated into the global economy. Beginning in the 1960s, France also experienced growing rates of immigration, mostly from former French colonies.

BASIC CORE: 1 point each to a total of 6 points

1. Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question. Thesis must not simply restate the question. The thesis must make at least minimal reference to changing conceptions in identity and/or culture. The thesis must suggest a minimal level of analysis drawn from the documents. The thesis may appear in either the introduction OR the conclusion.

2. Discusses a majority of the documents individually and specifically. The student must discuss at least six documents—even if used incorrectly—by reference to anything in the box. Documents can be cited by number or by name, or they can be referenced in other ways that make it clear which document is being discussed. Documents cannot be referenced together in order to get credit for this point (e.g., “Documents 1, 4, and 6 suggest …”) unless they are also discussed individually.

3. Demonstrates understanding of the basic meaning of a majority of the documents (may misinterpret no more than one). A student may not significantly misinterpret more than one document. A major misinterpretation is an incorrect analysis or one that leads to an inaccurate grouping or a false conclusion. An essay cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents).

A document that is erroneously grouped with other documents is considered a misinterpretation.

4. Supports the thesis with appropriate interpretations of a majority of the documents. The student must use at least six documents correctly, and the documents used in the body of the essay must provide support for the thesis. An essay cannot earn this point if no credit was awarded for point 1 (appropriate thesis). An essay also cannot earn this point if no credit was awarded for point 2 (discusses a majority of the documents). An essay can earn this point even if no credit was awarded for point 3, as long as appropriate interpretations of the majority of the documents support the thesis.

AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 1 ------Document-Based Question (continued)

Note: 1. Attribution alone is not sufficient to earn credit for point of view (POV). 2. It is possible for essays to discuss point of view collectively (include two or three documents in making a single POV analysis), but this counts for only one point of view.

Desire for a distinct French culture/identity: 1, 3, 6, 8, 9 Challenges of modernization for France: 1, 3, 6, 7, 8, 9

Antiglobalization: 1, 3, 6

Anti-American: 1, 3 (implied)

The role of language in culture: 6, 7

Tolerance for diversity: 2, 7, 10, 11

Anti-Immigration: 4, 5, (8), (10)

Immigrant perspective: 2, 10, 11

By author: Politicians/Ministers of Culture: 3, 4, 6 Intellectuals: 1, 7, 8, 9

By document type (if analyzed productively for message, purpose, and audience): Newspaper pieces: 1, 4, 6, 11 Pieces of propaganda: 2, 5 Interviews: 1, 6, 7, 8, 10, 11

By themes within decades/chronology (if analyzed productively): 1960s–1980s: 1, 2, 3, 4 1990s: 5, 6, 7, 8, 2000s: 9, 10, 11

AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 1 ------Document-Based Question (continued)

EXPANDED CORE: 0–3 points to a total of 9 points

• Has a clear, analytical, and comprehensive thesis • Uses all or almost all of the documents (10-11 documents) • Uses the documents persuasively as evidence • Shows understanding of nuances of the documents • Analyzes point of view or bias in at least four documents cited in the essay • Analyzes the documents in additional ways (e.g., develops more groupings) • Recognizes and develops change over time (body paragraphs that consistently address changing conceptions) • Brings in relevant “outside” information

AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 1 ------Document-Based Question (continued)

A Closer Look at the Thesis Statement

Examples of acceptable and unacceptable theses:

• Stronger theses: o “Though the aftermath of World War II brought with it a wave of new cultural ideas that worried some French politicians and natives during the Cold War era (between two places who were prone to imposing their own influence on other countries) and resulted in animosity toward the newly-arrived immigrants and their distinct cultural identities, the decades following demonstrated a growing toleration and acceptance of this cultural assimilation. Effectively, the formation of a new French national identity was constructed.”

th O “In late 20 century France, the country experienced a paradigm shift from the strong, traditional French national identity because of globalization and immigration in post–World War II years. The French feared the deterioration of French culture due to less emphasis on traditional food and language; however, this deterioration also united the country according to some. The French believed that the main threat to their national identity and unique culture was the United States and globalization. Immigration also caused an upheaval of traditional French culture, with some people who accepted the new diversity and others who rejected it. French national identity and culture has been greatly adjusted due to globalization, shifts in culture, and immigration.”

• Adequate theses: O “The national identity and culture of France changed significantly after 1960 with people and groups seeing French nationalism thrive despite a mass immigration in the country, a belief that French culture would maintain its identity regardless of the influence, while at the same time believing that the French culture was dying or lost.”

O “Although it was necessary for the French to join the global economy, the reactions since 1960 have been mixed. Some conceptions include the necessity of France to stay French, the immigrants invade the country, but also, the immigrants grow the culture of France and strengthen it.”

O “France went through phases of analyzing their own loss of culture, extreme rejection of immigrants to retain their culture, and powerful movements to retain their culture.”

AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 1 ------Document-Based Question (continued)

• Inadequate theses: o “Although decolonization is mostly seen from the colonies’ point of view, this retreatment back to France introduced many different conceptions of its own national identity and culture.” (Change is not addressed, nor are multiple conceptions of culture and identity articulated.)

o "French national identity and culture changed post 1960 to become more nationalistic in economic, political, and social ways." (“More nationalistic” is a single conception; the “ways” do not count toward addressing the prompt.)

o “After WWII and decolonization, France became a ground zero for a mixture of races and cultures to thrive. However, some French, such as Jacques Toubon, believe outside influence is undermining French culture.” (France as “ground zero” is not a change beyond the historical background provided; that leaves only one “changing conception”: the undermining of French culture.)

A Closer Look at Misinterpretations

Examples of major misinterpretations or incorrect usage coming from the documents: • “This is a poster from the French Democratic Confederation of Labor which is the largest trade union organization in France. Therefore they may see this as an opportunity to increase trading and have the perspective of a company, not as citizens.” (Shows misunderstanding of trade union’s identify and purpose; not a corporation.)

• “Even so, French citizens are openly showing their disapproval towards immigration by putting up posters. (Doc. 5)” (Shows misunderstanding of the poster’s intent.)

Examples of minor errors: • Mistaking a male for a female source. "Maurice Arreckx is of a high political position and she feels obliged to publically [sic] announce to the French community what they have all been thinking about the immigrants."

A Closer Look at Point of View

There are many means by which a student can demonstrate point-of-view analysis. (The following examples are not meant to be exhaustive.)

Examples of ACCEPTABLE point-of-view analysis:

Relating authorial point of view to an author’s place in society • “With him [Arreckx] living on [sic] a port city on the Mediterranean, the city most likely has a significant amount of North African immigrants, showing he has dealt with the problem first hand.”

• “As an important leader in French culture, Lang probably feels particularly obligated to protect the culture in order to defend his position as Minister of Culture.”

AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 1 ------Document-Based Question (continued)

• “The mother shows bias in her statement because, as one can assume her kids have been called a beur, she clearly wants to remove her children from an environment where they would be harassed or taunted due to their ethnicity. She is a firsthand witness to the racial issues in France and believes that French people must unite and learn to accept each other’s differences in order to advance as an entire society.”

Evaluating the reliability of the source • “He says that, ‘there is only one immediate danger for Europe, and that is American civilization.’ This can be seen from the observation of the major pressure America put on the world as a major superpower emerging from World War Two.” (Historical context provides a degree of reliability.)

• “Duverger’s interview took place in 1964, when the Cold War was in full effect and the USA and USSR were pushing their beliefs onto other countries. In such a stressful environment, the French identity needed to be strong to preserve itself, which Duverger believes is true.” (Historical context evaluates the reliability of Duverger’s perspective.)

Recognizing that different kinds of documents serve different purposes • "However, this poster may be biased because the trade union wants to increase membership, and showing unity will boost membership." (Poster serves as propaganda.)

• “Le Figaro obviously wants to put subjects out that will catch the eye of potential readers. With only being given the cover, there is no way to know what the people actually believed." (Magazine headlines are incomplete in communicating article contents.)

Analyzing the tone of the documents • “The headline of the cover was 'immigration or invasion' describing a poll collected from the public on the issue (5). The tone and wording of the issue just yells tension, for the ethnic problems in France were becoming an ethnic issue."

• “This sweeping generalization of immigrants as worthless ‘deadbeats’ speaks to the reactionary right's fear of growing closeness to the EU and that the associated obligation of inclusion and unity undermines its history.”

Examples of UNACCEPTABLE point-of-view analysis: • “Jacques Toubon is biased because he is a Minister of Culture.” o Why is this unacceptable? This is merely attribution with no attempt at further analysis beyond the stated information from the document itself; the statement does not explain why a Minister of Culture might be biased in favor of French-only documents. (Authorial POV and reliability)

• “Maurice Arreckx might be stretching the truth in Document 4 because he knows his statements will be in a newspaper article.” o Why is this unacceptable? The statement does not explicitly analyze how an account written in a newspaper article might influence the veracity of the author’s account. (Documents serving different purposes)

AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 1 ------Document-Based Question (continued)

• “Also, a Tunisian immigrant mother said in a radio interview that she hates the term ‘beur’ for her kids as they were born in France so they are French, although she may have bias because she is an immigrant from North Africa herself.” o Why is this unacceptable? The statement does not explicitly analyze how the source’s national origin may affect her account. (Authorial POV and reliability)

• “Because Jacques Toubon is the French Minister of Culture, he is trying to show the Los Angeles Times about the real French experience, so he may be making the French people sound more solid and whole than they really are.” o Why is this unacceptable? The statement is clumsy and does not adequately analyze how Toubon’s place in society may affect his account. (Authorial POV and reliability)

• “Being a football captain, Zinedine Zidane may be trying to gain respect from a larger audience by announcing both his heritage and citizenship which might make more people watch his sport.” o Why is this unacceptable? The statement is clumsy and contrived, and it does not adequately analyze how Zidane’s place in society may affect his account. (Authorial POV and reliability)

AP® EUROPEAN HISTORY 2015 SCORING GUIDELINES

Question 2

Analyze the ways in which Napoleon Bonaparte both supported and undermined the main goals of the French Revolution during his rule of France (1799–1815).

9–8 Points • Thesis is explicit and analyzes the ways Napoleon both (a) supported and (b) undermined the French Revolution’s (FR) main goals. • Organization is clear and develops the ways Napoleon supported and undermined the FR’s main goals. • Essay is well balanced; it demonstrates both tasks, which are explicitly linked to specific FR goals. • All major assertions for both tasks are supported by multiple pieces of specific evidence. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and discusses the ways Napoleon both (a) supported and (b) undermined the FR’s main goals. • Organization is clear, but linkage between the FR’s main goals and Napoleon’s support and undermining may not be fully developed. • Essay is balanced; deals with the ways Napoleon supported and undermined the FR’s main goals. • All major assertions are supported by some specific evidence. • May contain an error that detracts from the argument.

5–4 Points • Thesis is explicit but may be less developed on the ways Napoleon both (a) supported and (b) undermined the FR’s main goals. • Organization is basic; arguments that support or undermine the FR’s main goals may have limited development. • Essay shows imbalance — one task (Napoleon’s support OR undermining) may be more fully developed; linkage to the FR’s main goals may be more fully developed for one task than the other. • Some of the major assertions are supported by evidence or simply list the ways Napoleon both supported and undermined the FR’s main goals. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is ineffective. • Essay shows serious imbalance; the ways Napoleon supported OR undermined the FR’s main goals may be addressed with little or no linkage to those goals. • Little relevant evidence supports the argument. • May contain several errors that detract from the argument.

1–0 Points • No discernible attempt at a thesis. • No discernible organization. • The ways Napoleon both supported and undermined the FR’s main goals are neglected. • Minimal or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 3

Analyze the ways in which the development of the Soviet Union in the 1920s and 1930s both reflected and departed from the ideas of Marxism.

9–8 Points • Thesis is explicit and analyzes how the development of the Soviet Union during the 1920s and 1930s reflected and departed from Marxist ideas. • Organization is clear; develops Marxist ideas and Soviet policies pursued by Lenin and Stalin. • Essay is well balanced; clearly connects Marxist ideas to Soviet policies. • All major assertions are supported with specific references to Marxist ideas and Soviet policies. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and suggests how the development of the Soviet Union in the 1920s and 1930s reflected and departed from Marxist ideas. • Organization is clear; identifies Marxist ideas and Soviet policies pursued by Lenin and/or Stalin. • Essay is balanced; deals with Marxist ideas and Soviet policies at least briefly. • All major assertions are supported by some evidence concerning Marxist ideas and Soviet policies. • May contain an error that detracts from the argument.

5–4 Points • Thesis is limited; may deal thinly with how the development of the Soviet Union reflected and/or departed from Marxist ideas. • Organization is basic; may include simplistic references to Marxist ideas and Soviet policies. • Essay shows imbalance; limited references to Marxist ideas and Soviet policies. • Some of the major assertions are supported by references to Marxist ideas and Soviet policies. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is ineffective. • Essay shows serious imbalance; Marxist ideas or Soviet policies may be omitted. • Little relevant evidence; may appear disorganized. • May contain several errors that detract from the argument.

1–0 Points • No discernible attempt at a thesis/off task. • No discernible organization. • Marxist ideas and Soviet policies are neglected. • Minimal or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 4

Analyze the ways in which the formation of overseas colonial empires benefitted and harmed the interests of European states in the period 1850 to 1914.

9–8 Points • Thesis is explicit and analyzes how colonial empires benefitted and harmed the interests of European states from 1850 to 1914. • Organization is clear and develops both the benefits and the harms to European states’ interests. • Essay is well balanced; it demonstrates both benefits and harms to the interests of European states. • All major assertions about benefits and harms are supported by specific evidence; reference to European states may be generic or specific. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and discusses how colonial empires benefitted and harmed the interests of European states from 1850 to 1914. • Organization is clear, but argument linkage between examples and European states may not be fully developed. • Essay is balanced; it discusses benefits and harms to European interests at least briefly. • All major assertions are supported by some specific evidence, or a combination of some specific evidence and some generic evidence, but may offer more on benefits than on harms. • May contain an error that detracts from the argument.

5–4 Points • Thesis is less developed and may deal superficially with benefits and harms to the interests of European states. • Organization is basic; argument on benefits or harms may be superficial. • Essay shows imbalance; may offer far more on benefits OR harms. • Some of the major assertions are supported by references to European states, and the evidence offered may be more generic than essays scored a 6 or 7. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is ineffective. • Essay shows serious imbalance, benefits OR harms to European states’ interests may be mentioned. • Little relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • No discernable attempt at a thesis. • No discernable organization. • Impact of benefits or harms is neglected. • Minimal or no supporting evidence used. • May contain numerous errors that detract from the argument.

Question 5

Analyze the ways in which the expansion of the market economy and new financial practices affected European society in the period 1450 to 1750.

9–8 Points

• Thesis is explicit and analyzes the links between the market economy, new financial practices, and European society and is specific regarding multiple effects on society. • Organization is clear, consistently followed, and effective in support of the argument. Market economy and new financial practices need not be discussed separately or compartmentalized. • Essay is well balanced; all major topics suggested by the prompt are all covered at some length. • All major assertions in the essay are supported by multiple pieces of relevant evidence. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and discusses the effects of the market economy and new financial practices. • Organization is clear, effective in support of the argument, but not consistently followed. • Essay is balanced; does not focus exclusively on one period, region, or topic; it may discuss economic or financial aspects more than effects on society, or vice versa. • All major assertions in the essay are supported by at least one piece of relevant evidence. • May contain an error that detracts from the argument .

5–4 Points • Thesis is explicit, but not fully responsive to the question; it may mention only market economy or new financial practices, or effects on society. It may be very general or limited. • Organization is clear, effective in support of the argument, but not consistently followed. • Essay shows some imbalance; some major topics suggested by the prompt are neglected. Essays in this category may deal only with overseas expansion, even if they effectively link it to effects on society. • Most of the major assertions in the essay are supported by least one piece of relevant evidence. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt. • Organization is unclear and ineffective. • Essay shows serious imbalance, most major topics suggested by the prompt are neglected; it may discuss only economic developments, or may deal only with overseas empires and expansion with no links to societal impact. • Only one or two major assertions are supported by relevant evidence. • May contain several errors that detract from the argument.

1–0 Points • No discernable attempt at a thesis. • No discernable organization. • Only one or none of the major topics suggested by the prompt is mentioned. • Little or no supporting evidence is used. • May contain numerous errors that detract from the argument.

Question 6

Analyze the ways in which the Protestant Reformation and the Catholic Reformation affected the culture of Europe in the period 1500 to 1700.

9–8 Points • Thesis explicitly and fully identifies specific cultural effects of both Protestant Reformation (PR) and Catholic Reformation (CR). • Analysis of specific cultural effects of PR and CR effectively and consistently organized. • Balanced treatment of PR and CR that analyzes specific cultural effects at length. • Multiple pieces of relevant evidence used to support analysis of specific cultural effects. • May contain errors that do not detract from the argument.

7–6 Points • Thesis explicitly mentions cultural effects of PR and CR with mixed specificity. • Analysis of specific cultural effects of PR and CR effectively organized, though not consistently. • Balanced treatment of PR and CR that briefly analyzes specific cultural effects. • One piece of relevant evidence employed to analyze a specific cultural effect of both PR and CR. • May contain an error that detracts from the argument.

5–4 Points • Thesis may invoke cultural effects of PR and CR with little specificity. • Organization of analysis of specific cultural effects of PR and CR is not consistently followed. • Imbalanced analysis of cultural effects that lacks specificity. • Relevant piece of evidence analyzes at least one specific cultural effect. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis beyond a passing mention of cultural effects of PR and/or CR; restates prompt. • Analysis of specific effects of PR and CR is ineffectively organized and insufficient. • Discussion lacks specificity about cultural effects of PR and CR. • Relevant pieces of evidence support up to two assertions, but not about specific cultural effects of PR and CR. • May contain several errors that detract from the argument.

1–0 Points • Confused or indiscernible attempt at a thesis about the cultural effects of PR and CR. • Analysis of effects of PR and CR lacks discernible organization. • At best one specific effect is discussed but not analyzed appropriately. • Little evidence offered to support discussion of effects of PR and CR. • May contain numerous errors that detract from the argument.

Question 7

Analyze the ways in which scientific and philosophical developments affected religion in Europe in the period 1600 to 1750.

9–8 Points • Thesis is explicit and addresses how religion was affected by both scientific and philosophical developments between 1600 and 1750. • Organization is clear and demonstrates both scientific and philosophical developments and how they directly affected religion in the period. • Essay is well balanced and addresses the effect on religion by both scientific and philosophical developments. • All major assertions in the essay are supported by multiple pieces of relevant evidence of both scientific and philosophical developments and are linked to at least one specific example of an effect on religion. • May contain errors that do not detract from the argument.

7–6 Points • Thesis is explicit and suggests how both scientific and philosophical developments affected religion. • Organization is clear, but linkage between scientific and philosophical developments and their effect on religion may not be fully developed. • Essay is balanced, addressing the effect on religion to some degree of both scientific and philosophical developments. • All major assertions in the essay are supported by multiple pieces of relevant evidence of scientific and philosophical developments (at least one each) and are linked to an effect on religion. • May contain an error that detracts from the argument .

5–4 Points • Thesis is less developed and may deal vaguely with the effect on religion of both scientific and philosophical developments. • Organization is basic; analysis of scientific and philosophical developments on religion may be thin. • Essay shows some imbalance; it may deal unevenly with scientific and philosophical developments and their effect on religion, but it must address all to some degree. • Some of the major assertions in the essay are supported by at least one piece of relevant evidence supporting scientific or philosophical developments and are linked to an effect on religion. • May contain a few errors that detract from the argument.

3–2 Points • No explicit thesis or a thesis that merely repeats/paraphrases the prompt or does not acknowledge an effect on religion. • Organization is unclear and ineffective. • Essay shows serious imbalance; it focuses on only scientific or philosophical developments or an effect on religion. • Only one or two major assertions are supported by relevant evidence. • May contain several errors that detract from the argument.

Question 7 (continued)

1–0 Points • No discernible attempt at a thesis. • No discernible organization. • One or none of the major topics suggested by the prompt is mentioned. • Little or no relevant evidence is used. • May contain numerous errors that detract from the argument.

AP® European History 2016 Scoring Guidelines

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AP® EUROPEAN HISTORY 2016 SCORING GUIDELINES

Short Answer Question 1

Use the passage below to answer all parts of the question that follows.

“The best way to assess the depth and scope of the Scientific Revolution is to compare and contrast the science that came into fruition in the seventeenth century with its nearest equivalent in the late Middle Ages … Traditionally, knowledge had been based on faith and insight, on reason and revelation. The new science discarded all of these as ways of understanding nature and set up experience — experiment and critical observation — as the foundation and ultimate test of knowledge. The consequences were as revolutionary as the doctrine itself. For not only did the new method found knowledge on a wholly new basis, but it implied that men and women no longer had to believe what was said by eminent authorities; they could put any statement to the test of controlled experience.” I. Bernard Cohen, historian, Revolution in Science, 1985

a) Identify TWO specific examples of scientific discoveries that support Cohen’s argument and explain how each discovery supports his argument.

b) Explain ONE way in which the shift in scientific inquiry described by Cohen affected European views of society or politics in the seventeenth and eighteenth centuries.

0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score — Is completely blank

Short Answer Question 1 (continued)

Scoring Guide

0–3 points • ONE point for identifying a specific example of a scientific discovery made during the Scientific Revolution AND explaining how that example reflects a change or movement away from the traditional medieval practice of science and acquisition of knowledge, as argued by Cohen. • ONE point for identifying a specific example of a scientific discovery made during the Scientific Revolution that is DIFFERENT from the one provided above AND explaining how that example reflects a change or movement away from traditional medieval practice, as argued by Cohen. • ONE point for explaining how new methods of scientific inquiry affected European views of society or politics during the seventeenth and eighteenth centuries.

Scoring Notes

Examples of responses to Part A that would earn credit: • Copernicus’s heliocentric view of the solar system proved that the Roman Catholic Church’s geocentric view of the universe was incorrect. • The increased emphasis on experimentation and empirical thought that lay at the heart of the new scientific method undermined faith in, and the authority of, the Catholic Church. • Newton’s theory of gravity, which was supported by mathematical calculations and observation, challenged medieval knowledge based on faith and revelation. • Advances in navigational and geographical knowledge permitted longer and safer sea voyages than possible in the Middle Ages when sailors lacked accurate maps and nautical technology. • Advances in mathematical knowledge and systematic observations of planets overturned the Aristotelian and Ptolemaic theories of astronomy.

Examples of responses to Part B that would earn credit: • New advances in science challenged the authority of the Catholic Church, which led to challenges in other areas of society or politics. People demanded greater participation in their government and the right to choose their own leaders. These types of political demands influenced the philosophies that helped lead to the American and French revolutions. • Increasingly rigorous demands for factual evidence to validate accusations gradually brought an end to the persecution of witchcraft in the seventeenth and eighteenth centuries. • The Scientific Revolution prompted Enlightenment thinkers to assert that the purpose of government is to cultivate goodness through rational organization and to implement ideas of meritocratic progress. • Enlightened absolute rulers in the eighteenth century were influenced by the Scientific Revolution’s ideas of rationalism and enacted new legal codes, promoted education, and suppressed feudalism based on those ideas.

Short Answer Question 2

Use the passages below to answer all parts of the question that follows.

“When [the Dutch burgher] goes home from Church, does he take God’s Holy Book with him to ponder the sermon? No. Instead he picks up the day’s [business] gazette and busies himself with calculations of interest and the liquidation of debts. It would be better [if] on the Lord’s Day he gave some accounting of himself and, instead of reckoning his profits, reckoned up his sins.”

Simonides, minister of the Dutch Reformed Church, Four Books on God’s Judgment, 1655

“So, Amsterdam has risen through the hand of God to the peak of prosperity and greatness . . . The whole world stands amazed at its riches and from east and west, north and south they come to behold it. The Great and Almighty Lord has raised this city above all others … yea He has even taken from them the [commerce] of the east and the west (for in former times [other cities such as] Lisbon also flourished) and has spilled their treasure into our bosom.”

Melchior Fokkens, Dutch historian, Description of the Widely Renowned Merchant City of Amsterdam, 1662 a) Describe ONE important difference between the views of commerce and prosperity expressed in the two passages. b) For EACH of the passages, identify and explain ONE factor (such as a historical development, an intellectual or philosophical trend, or a religious belief) that likely informed the view of commerce and prosperity expressed in that passage.

0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score — Is completely blank

Short Answer Question 2 (continued)

Scoring Guide 0–3 points • ONE point for accurately describing an important difference between the views of commerce and prosperity expressed in the two passages by Simonides and Fokkens. • ONE point for identifying and explaining a factor (historical development, intellectual or philosophical trend, or a religious belief) that likely informed the view of commerce and prosperity expressed by Simonides. • ONE point for identifying and explaining a factor (historical development, intellectual or philosophical trend, or a religious belief) that likely informed the view of commerce and prosperity expressed by Fokkens.

Scoring Notes

Examples of responses to Part A that would earn credit: (1 Point) • Simonides is critical of businessmen and their interest in business because it interferes with God’s work. Fokkens instead praises business ventures as being a product of God’s work. • Simonides describes Dutch wealth as a distraction from spiritual needs. Fokkens sees Dutch wealth as a testament of God’s favor. • Simonides criticizes Dutch businessmen’s obsession with profit because it prevents them from engaging in religious pursuits. Fokkens sees financial success as a manifestation of God’s grace. • Simonides suggests that religion and commerce should be separate. Fokkens suggests that religion and commerce are intertwined.

Examples from Part B that would earn credit: Simonides’s Passage: (1 Point) • Simonides’s commentary about the Dutch being too focused on “calculations of interest and liquidation of debt” could be supported by the influence of Protestantism and its critiques of the Catholic Church on the Dutch Reformed Church. • Simonides’s argument that the Dutch are too focused on “calculations of interest and liquidation of debt” could be supported by the increased Dutch wealth deriving from the formation of the Dutch East India Company, the increased participation of Dutch merchants in global commerce and the resulting decline of Spain as a world power, and the proliferation of art funded by wealthy merchants. • Simonides, as a minister of the Dutch Reformed Church, was influenced by Protestant ideas about predestination, salvation by faith alone, the changing role of the clergy, and unnecessary wealth accumulation. Simonides is reacting to the increased religious pluralism of the Dutch community.

Short Answer Question 2 (continued)

Fokkens’s Passage: (1 Point) • Fokkens’s argument that “the whole world stands amazed at its [Amsterdam] riches” could be supported by the Dutch Golden Age and may include references to Dutch nationalism. • Fokkens’s argument that God “has raised this city above all others…” could be supported by the results of the Peace of Westphalia (1648), the decline of Catholic world powers such as Spain and Portugal, and the victories of Protestants over Catholics, especially in the Netherlands. • Fokkens’s characterization of Dutch prosperity relies on the historical development of Dutch trade and banking, such as the formation of the Bank of Amsterdam, the formation of Dutch East India Company, and the expansion of Dutch trade associated with overseas imperialism. • The prosperity described by Fokkens could be attributed to the proper adherence to Protestant doctrines, such as prosperity being a sign of God’s grace.

Short Answer Question 3

Many historians contend that the development of the railroad in the early 1800s was a significant turning point in European history. a) Identify TWO specific pieces of evidence that support the contention, and explain how each piece supports the contention. b) Identify ONE specific piece of evidence that undermines the contention, and explain how it undermines the contention.

0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score — Is completely blank

Scoring Guide

0–3 points • ONE point for identifying and explaining a piece of evidence that supports the contention that the development of railroads in the early 1800s was a significant turning point in European History • ONE point for identifying and explaining a DIFFERENT piece of evidence from the one given above that supports the contention that the development of railroads in the early 1800s was a significant turning point in European History • ONE point for identifying and explaining a piece of evidence that undermines the contention that the development of railroads in the early 1800s was a significant turning point in European History

Short Answer Question 3 (continued)

Scoring Notes

Examples of responses to Part A that would earn credit: • The contention that the development of railroads in the early 1800s was a significant turning point in European history can be supported by railroads allowing for faster transportation of goods and raw materials that were necessary for production. • The contention can be supported by railroads helping to improve diets by providing improved access to perishable food. • The contention can be supported by the use of railroads for passenger transportation, initially for the middle class and, later, for the working class. • The contention can be supported by railroads promoting economic expansion and growth by moving raw materials and finished goods more quickly and over greater distances. • The contention can be supported by states’ use of railroads for military mobilization and the rapid movement of armies. • The contention can be supported by railroads promoting colonial expansion and imperialism by allowing imperial European powers to move resources more quickly and efficiently. • The contention can be supported by railroads facilitating the rapid spread of information. • The contention can be supported by railroads promoting a common national identity by making it easier to move throughout the entire country. • The contention can be supported by railroads providing an opportunity for cultural interaction and increased access to leisure activities.

Examples of responses to Part B that would earn credit: • The contention that the development of railroads in the early 1800s was a significant turning point in European history can be undermined by the fact that railroads in the early 1800s were not widespread throughout Eastern Europe. • The contention can be undermined by the fact that there were alternative forms of transportation for both goods and people, notably canals and steamships. • The contention can be undermined because passenger rail travel was limited to the middle and upper classes until late in the 19th century. • The contention can be undermined by a discussion of alternative economic and technological turning points more significant in the early 1800s than railroads, such as the Industrial Revolution or the steam engine.

Short Answer Question 4

Use the table below to answer all parts of the question that follows.

Percent of the workforce employed in each sector of the economy in France, 1800–2012

YEAR AGRICULTURE MANUFACTURING SERVICES (INCLUDING CONSTRUCTION) 1800 64% 22% 14% 1900 43% 29% 28% 1950 32% 33% 35% 2012 3% 21% 76%

a) Based on the table and your knowledge of history, identify and explain TWO broader trends that contributed to the changes in the patterns of employment in France between 1800 and 2012.

b) Based on the table and your knowledge of history, identify and explain ONE effect of the economic transformations reflected in the table on Western European societies.

0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score — Is completely blank

Short Answer Question 4 (continued)

Scoring Guide

0–3 points • ONE point for identifying a specific example of a broad trend AND explaining how that broad trend contributed to changes in the patterns of employment in France in the period between 1800 and 2012. • ONE point for identifying a specific example of a broad trend that is DIFFERENT from the one provided above AND explaining how that broad trend contributed to changes in the patterns of employment in France in the period between 1800 and 2012 • ONE point for identifying a specific example of an effect on economic or social life in Western Europe AND explaining how that effect resulted from the transformations reflected in the table.

Scoring Notes

General scoring considerations for Part A: • The prompt requests that the response address the time period from 1800 to 2012, which could occur in one of two ways. First, the response could cover the entire period in discussing each one of the trends to be identified and explained. Second, each of the trends could cover a part of the period, but taken together the full period is addressed. If the response only addresses a part of the period (e.g., only the nineteenth century, only the twentieth), it may receive a maximum of one point for the task even if the identification and explanation of both trends is acceptable. • This task focuses on understanding causes and explaining causal relationships. Consequently, the responses need to indicate clearly how the trend contributes to the phenomena (organization of the French workforce over time) described in the table. Attention must also be paid to the temporal context. Answers that make sense for the twentieth century, for instance, may not be persuasive in relation to the nineteenth-century context.

• The task also requires that two distinct trends be identified and explained. If the response only examines two consequences of one trend, it can only receive a single point.

Acceptable responses for part A that would earn credit: • The Industrial Revolution resulted in the growth of the manufacturing sector. Moreover, by attracting workers from rural areas, it prompted reductions in the agricultural workforce. • The mechanization of agriculture promoted productivity gains that decreased the need for agricultural workers. • Increased international competition for industrial markets after 1950 resulted in decreased demand for industrial labor, but it also encouraged a shift towards the service sector, which explains the spike in the service workforce after 1950. • Improvements in educational access (mandatory primary schooling, expansion of university education [later]) contributed to the expansion of service-sector employment. • Technological progress decreased the needs for massive human resources in the agricultural and manufacturing sectors, permitting the expansion of service-sector employment.

Short Answer Question 4 (continued)

• The emergence of a consumer society after 1950 led to the creation of new employment opportunities in the service sector. • The expansion of the “modern state” during the nineteenth and twentieth centuries promoted major growth in the service sector (e.g., jobs in education, public health, government). • The rise of globalization after 1950 resulted in a decline of manufacturing jobs in France as traditional industrial work could now be accomplished more cheaply elsewhere.

Note: Students often speak of an “agricultural revolution” in this question, but without a great deal of precision.

General scoring considerations for part B: • This task emphasizes explaining the effects of the transformations suggested in the table. The response must, therefore, clearly focus on explaining how the trends reflected in the table had an impact on Western European social or economic life. • Note, too, that this task does not require that the response address the entire period covered in the table.

Acceptable responses for part B that would earn credit: • The growth in manufacturing jobs contributed to urbanization, since the new jobs in industry tended to be concentrated in cities. • The expansion of the workforce in manufacturing (especially industry) promoted the rise of ideologies like socialism and communism and also union movements, since they sought to improve workers’ lifestyles and promote the cause of social equality. • The shift from agricultural to manufacturing and service labor permitted individuals (and the working classes in particular) to save money and spend less time working, thereby contributing to the spread of leisure activity and consumerism. • The growth in manufacturing jobs and industrial conditions undermined traditional notions of family life and familial relations. • An increase in manufacturing jobs prompted the emergence of new social classes such as the “proletariat” and the “bourgeoisie” and a heightened awareness of social difference. • The steady increase in service-sector employment reflected both an expansion of the middle class in Western Europe and, overall, long-term improvements in the standards of living.

Question 1 — Document-Based Question

“Evaluate whether the policies of Otto von Bismarck’s government represented traditional conservatism or a new kind of conservatism in nineteenth-century Europe.”

Maximum Possible Points: 7

Please note: • Each point of the rubric is earned independently, e.g., a student could earn the point for argument development without earning the point for thesis. • Unique evidence from the student response is required to earn each point, e.g., evidence in the student response that qualifies for the contextualization point could not be used to earn the point for synthesis or the point for sourcing the documents.

A. Thesis and Argument Development (2 points) Targeted Skill: Argumentation (E1, E4, and C1)

1 point Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

Scoring Note: Neither the introduction nor the conclusion is necessarily limited to a single paragraph.

1 point Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.

0 points Neither presents a thesis that makes a historically defensible claim and responds to all parts of the question nor develops and supports a cohesive argument that recognizes and accounts for historical complexity.

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B. Document Analysis (2 points) Targeted Skill: Analyzing Evidence: Content and Sourcing (A1 and A2) and Argumentation (E2)

1 point Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument.

1 point Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.

Question 1 — Document-Based Question (continued)

0 points Neither utilizes the content of at least six of the documents to support the stated thesis or a relevant argument nor explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.

— Is completely blank

C. Using Evidence Beyond the Documents (2 points) Targeted Skill: Contextualization (C3) and Argumentation (E3)

Contextualization 1 point Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.

0 points Does not situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.

Scoring Note: Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph.

Evidence Beyond the Documents

1 point Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.

0 points Does not provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.

— Is completely blank

Scoring Notes: • This example must be different from the evidence used to earn other points on this rubric. • This point is not awarded for merely a phrase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument.

Question 1 — Document-Based Question (continued)

D. Synthesis (1 point) Targeted Skill: Synthesis (C4, C5, or C6)

1 point Extends the argument by explaining the connections between the argument and one of the following: a) A development in a different historical period, situation, era, or geographical area. b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). c) A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology).

0 points Does not extend the argument by explaining the connections between the argument and the other areas listed.

— Is completely blank.

Scoring Note: The synthesis point requires an explanation of the connections to a different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.

On Accuracy: The components of this rubric each require that students demonstrate historically defensible content knowledge. Given the timed nature of the exam, the essay may contain errors that do not detract from the overall quality, as long as the historical content used to advance the argument is accurate.

On Clarity: These essays should be considered first drafts and thus may contain grammatical errors. Those errors will not be counted against a student unless they obscure the successful demonstration of the content knowledge and skills described above.

Scoring Notes

Note: Student samples are quoted verbatim and may contain grammatical errors. Where no student example of a particular type was found, a hypothetical example was used instead.

A. Thesis and Argument Development (2 points)

a) Thesis Responses earn one point by presenting a thesis that makes a historically defensible claim that responds to all parts of the question (1 point). While the thesis does not need to be a single sentence, it does need to be discrete, meaning it cannot be pieced together from across multiple places within the essay. It can be located in either the introduction or the conclusion, but not split between the two. An acceptable thesis must take a position on whether Bismarck’s rule was either a traditional or new kind of conservatism, as well as provide reason(s) for this assessment.

Question 1 — Document-Based Question (continued)

Examples of acceptable theses: • “Essentially, von Bismarck’s government policies represented a new kind of conservatism in nineteenth-century Europe in which he valued traditional ways but also pushed for open-minded, idealistic reforms that were aligned with socialism and helped the nation as a whole.” • “Otto von Bismarck’s government embodied the new conservatism, as he advocated for workers’ rights, religious equality, and socialized education systems. His new form of government was criticized on both sides of the spectrum. Traditional conservatives accused him of being a socialist, while socialist argued he was not liberal enough.”

Examples of unacceptable theses: • This attempt does not work because it does not argue that Bismarck’s governmental policies represent traditional conservatism or a new kind of conservatism: “During Otto von Bismarck’s time as the head of State in Germany during the late 80s to the early 90s, he was well-known for his advocacy of social security for the poor on the basis of a government’s responsibility to its people even though it was not so widely popular with the more conservative people.” • The thesis attempts to take a position, but its explanation of Bismarck’s policies relating to conservatism is muddled and unclear: “Otto von Bismarck’s government represented new conservatism in nineteenth century Europe. It represented new conservatism because the policies were not finished, because differences in opinion were not yet established, and because had just begun his secularization of the government.” b) Argument Development Responses must move beyond a single sentence or a listing of facts in support of the thesis or argument; they must explain the relationship of historical evidence to a complex and cohesive thesis or argument and do so throughout a substantial portion of the essay (1 point). Evidence can be related to the argument in ways such as contradiction (e.g., using evidence to address a possible counterargument to the main argument in the essay), corroboration (e.g., combining multiple pieces of evidence to support a single argument), or qualification (e.g., use of evidence to present an argument that is subsequently made more complex by noting exceptions).

Unacceptable argument development would include: • Responses that do not develop a cohesive argument • Responses that simply repeat the content of the documents or list the documents in order • Responses that fail to organize documents in any meaningful way • Responses that do not reconnect the evidence back to a thesis or argument Examples of acceptable argument development: • The response states that Bismarck’s policies reflect a new conservatism because of his separation of state and church. It then demonstrates complexity of argument by using evidence from Documents 1 and 3 to qualify that point, discussing the formulation of religious policy by the state and the state’s power over the Church and education for the purpose of promoting national identity.

Question 1 — Document-Based Question (continued)

• In a paragraph concerning Bismarck’s political strategy, the response emphasizes his willingness to compromise with certain political groups in order to defeat rival political groups. It draws on corroborating analyses of Documents 5 and 6 as evidence of Bismarck’s desire to avoid revolution. • To critique Bismarck’s practice of shifting policies when it suited the interests of appealing to differing political parties or groups, the response creates a complex and cohesive treatment of Documents 4 (the cartoon) and 7 (the newspaper article celebrating Bismarck’s dismissal).

Examples of unacceptable argument development: • Response refers to both traditional and new conservatism but never clarifies what these terms involve with evidence from the documents in support of a cohesive argument. • Response discusses Bismarck’s policies but fails to link this discussion to an argument that Bismarck was more of a traditional than a new kind of conservative. • Response makes multiple errors in interpreting documents (e.g., “Document 3 shows that Bismarck knew how to appeal to a mass audience…”), which prohibits their successful use as evidence of an argument. B. Document Analysis (2 points)

a) Document Content Responses earn one point by utilizing the content of at least six of the documents to support the stated thesis or a relevant argument (1 point). Responses cannot earn a point by merely quoting or paraphrasing the documents with no connection to a thesis or argument.

Examples of acceptable utilization of content from a document to support a thesis or relevant argument: • For Document 1 (Laws in Germany): “In 1869 and 1872 [Bismarck] passed laws granting freedoms of religion and granting access to citizenship, rights, and political offices, and education to all religions (Document 1). Bismarck instituted policies to bolster support for his regime as chancellor.” • For Document 2 (Liebknecht speech): “Liebknecht, a socialist, expressed frustration with how Bismarck suspended freedom of the press, ended campaigns and imprisoned targets to prevent social democrats from holding office in the Reichstag.” • For Document 3 (Wagener memo): “Hermann Wagener, a supporter and aide to Bismarck, notes that ‘the army will only be completely reliable if the workers … are won over and bound to the idea of the Reich,’ which illustrates the importance of nationalism and institutions to maintain order. The army is essential for a nation to garner respect and legitimacy and only through an army can completely in support of the values of a nation is that possible.” • For Document 4 (Political cartoon): “Document 4 shows Bismarck giving favor in turn to Liberal, Conservative, and Ultramontane parties. This flexibility, ensuring no party got the upper hand, was essential to Bismarck’s maintenance of his new conservatism. Rather than simply favoring only Conservatives, as a traditional conservatist would, Bismarck balances all 3 parties.”

Question 1 — Document-Based Question (continued)

• For Document 5 (Kaiser speech): “[Bismarck] also even decided to insure ‘workers against industrial accidents’ (Document 5). Through his perspective, he was not playing nice, but like many of the past, he was playing realpolitik. By alleviating the concerns of the workers, anti- Socialist laws could be passed. As a result, the traditional order was preserved.” • For Document 6: (Bismarck speech): “Bismarck, who argued that the state had a ‘duty’ to provide aid to ‘its helpless fellow citizens,’ (Document 6) did so not out of the realpolitik view that “lasting guarantees of internal peace” could occur …” • For Document 7 (Richter editorial): “In this article he openly criticizes Bismarck for promoting socialist ideas, but going against the socialist party. Richter described it as ‘offering the carrot one moment and applying the stick the next.’ This Document further expresses the belief that Bismarck wasn’t a traditional conservative at all, and had very socialist ideologies, but still identified as a conservative.”

Examples of unacceptable utilization of content from a document to support a thesis or relevant argument: • Beyond the misinterpretation of the document, the response does not clearly connect the document to a position on Bismarck’s policies supporting either traditional or new conservatism: “Wagener [Document 3] seems to be trying to influence Bismarck to pick a side, and stop bouncing between conservatism and socialism. The Document seems to be criticizing Bismarck and even blaming him for the army not being fully reliable.” • Not only does the response misunderstand the document’s content and purpose, the interpretation of the document lacks coherence in explaining how it does or does not support new conservatism: “In document 2, Wilhelm Liebknecht made the point that there was “no possibility of [their] having an influence on legislation.” A more traditional conservative would already have secret meetings for those who did not agree with the ruler. By the existence of such meetings, the ruler is influenced. Yet, this new conservatism was able to keep meetings from happening by “dissolv[ing] their rights to meet.” b) Significance of Point of View, Purpose, Context, and/or Audience: Responses earn one point by explaining the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents (1 point). (See the document summaries section for description of point of view, purpose, historical context, and audience for each document.)

Example of acceptable explanation of the significance of the author’s point of view: • For Document 7: “Even though Richter was heavily biased against Bismarck, because he was a liberal, these words rang true for all, including socialists and the ultramontane party, because Bismarck repressed them just the same as liberals.” Example of unacceptable explanation of the significance of the author’s point of view: • For Document 1: “Since Bismarck wrote these laws, they would not hold any bias.” (This attempt provides no explanation for how and why the laws might be biased.)

Question 1 — Document-Based Question (continued)

Example of acceptable explanation of the significance of the author’s purpose: • For Document 4: “However, one should be careful in using this as a measure of how far Bismarck was willing to go as it comes from a German satirical magazine which can often use exaggeration to improve the point being made.” Example of unacceptable explanation of the significance of the author’s purpose: • For Document 2: “The author of Document 2 is a socialist, however, so he most likely is exaggerating in order to win sympathy for his speech.” (No explanation is provided as to how and why a socialist may engage in exaggeration, e.g., for being oppressed by the government.)

Example of acceptable explanation of the significance of the historical context of a document: • For Document 6: “Bismarck was alive to see the radical socialist Paris Commune take control, and was likely scared of a similar occurrence in Germany. Thus, he made ‘a serious effort to better conditions for the workers.’” Example of unacceptable explanation of the significance of the historical context of a document: • For Document 1: “This religious toleration makes sense for Bismarck’s policy within Germany because he had witnessed failure in his suppression of religious groups through his Kulturkampf.” (The law referenced [from 1869] occurred before the failure of the Kulturkampf, thus rendering the analysis chronologically erroneous.) Example of acceptable explanation of the significance of the audience: • For Document 5: “The Kaiser undoubtedly intended for his speech to be heard most importantly by the disillusioned working class. While they had previously been neglected and exploited by forces like modernization, the working class was now being newly emphasized.” Example of unacceptable explanation of the significance of the audience: • For Document 4: “In the cartoon, the magazine pokes fun at Bismarck’s constant shifts in policy to support different political perspectives, whether Liberal, Conservative, or Ultramontane. The audience for this image was the German people.” (Although the statement may correctly identify the intended audience, there is no analysis to support how this fact affected the content or presentation of the document.)

C. Using Evidence Beyond the Documents (2 points) a) Contextualization Responses earn a point for contextualization by explaining the broader historical events, developments, or processes immediately relevant to the question (1 point). To earn the point, the essay must situate the thesis, argument, or parts of the argument by accurately and explicitly evaluating whether Bismarck’s policies represented a new or traditional type of conservatism. Examples might include: • Social insurance legislation • Pensions • Anti-Catholic and Anti-Semitic policies • Support for the monarchy • 1848 and its effect on Bismarck

Question 1 — Document-Based Question (continued)

• Great power rivalries • Anti-Socialist laws • Growth of political parties in Germany such as Socialist party, known as the Social Democratic Party SPD • German unification • Prussian militarism • Growth of Marxism as ideology • Prussian Junker class Example of acceptable contextualization: • “Traditional conservatism was long a powerful force in European politics. At the 1815 Congress of Vienna, the entrenched rulers of Europe gathered to reaffirm principles like legitimacy and the balance of power. Great effort was exerted to maintain the order of things as they had always been. As nationalism grew in potency with the revolts like those of 1830 and 1848, governments shifted their focus from preserving the overall state of things to preserving their own stability.” Example of unacceptable contextualization: • The response’s references to a “difficult time” and “political unrest” are too general and do not help in setting up the thesis: “Otto von Bismarck was the chancellor of Germany. He held a lot of influence over much of Europe in his attempts to unify some countries. Bismarck ruled during a difficult time, there was much political unrest and a need for societal improvements.” b) Evidence Beyond the Documents Responses earn a separate point for providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument (1 point). Example of providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument: • “Bismarck utilized what he called Realpolitik in his policy and diplomacy which allowed him to react to any situation in the most efficient manner for the situation. The agendas of traditional conservatism did not restrict Otto von Bismarck’s policies.” Example of improperly providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument: • The parenthetical reference to Russia is not developed or specific enough, nor does the response connect it to the stated thesis: “In traditional conservatism, the government and the Church often jockeyed for power in places where the Church and head of state were not the same person (as in Russia).” Distinguishing contextualization of argument from supporting evidence from outside the documents: Typically, statements credited as contextualization of argument will be more general statements that place the argument or a significant portion of it in a broader context. Statements credited as supporting evidence from outside the documents will typically be more specific details that function as support

Question 1 — Document-Based Question (continued)

for a particular point made in the argument, analogous to the function of evidence drawn from the documents.

D. Synthesis (1 point) Responses earn a point for synthesis by extending their argument in one of three possible ways (1 point).

a) Responses can extend their argument by appropriately connecting their argument as to whether Bismarck was a traditional or new conservative to developments in other times and places (Synthesis proficiency C4). These connections must consist of more than just a phrase or reference. Example of acceptable synthesis by appropriately connecting the argument to a development in a different historical period, situation, era, or geographic area: • “Bismarck’s conservative policies strengthened the power of central governance in Germany and contributed to the cultivation of a strong sense of national identity. The United States government followed a similar policy when America first gained independence. American government was built on the principle that the power should be vested in the political elite instead of the masses — senators were indirectly elected through state legislators and the president was chosen through the electoral college. An institution like the Reichstag was not truly subject to the will of the people, but rather the political elite.” Example that did not accurately connect the argument to a development in a different historical period, situation, era, or geographic area: • Though the response refers to subsequent events in Germany, the reference does not specifically explain the link to the question of Bismarck’s conservative policies: “Although it would be the economic crisis following WWI and the Great Depression that would ultimately put the Nazis in power, Bismarck’s conservatist failures elevated religious indifferences and the rise of socialism that would allow the National Socialist Party to stick their foot in the door of the German political landscape.”

b) Responses can extend their argument by appropriately connecting an evaluation of Bismarck’s conservatism to course themes and/or approaches to history that are not the main focus of the question (Synthesis proficiency C5). These connections must consist of more than just a phrase or reference. Responses for this question could earn a point for this type of synthesis for using a theme or approach that is not political history, for example, economic or social history. Example of acceptable synthesis by connecting the argument to different course themes and/or approaches to history that are not the main focus of the question: • “Religious toleration can be seen throughout history many times as anti-conservative. Famous conservative leaders, such as Ferdinand and Isabella, did things such as the Inquisition, which removed Muslims & Jews from Spain, so there would be a unity of Catholic faith. Bismarck, however, wanted religious toleration. This time period was after the 30 Years War, so because of the Treaty of Westphalia, it is allowed for Calvinists, Lutherans, and Catholics all to be a part of Germany.”

Question 1 — Document-Based Question (continued)

Example that did not appropriately connect the argument to course themes and/or approaches to history that are not the main focus of the question: • A response might hypothetically include the following: “This time period was also defined by the Second Industrial Revolution, which allowed Germany to challenge Britain as a leading industrial power. However, the advances in industry also created many social problems, like overcrowded cities and new social classes.” Though accurate, this additional approach of economics is not linked in any way to the topic of Bismarck’s policies or conservatism. c) Responses can extend their argument by using insights from a different discipline or field of inquiry (e.g., economics, government and politics, art history, anthropology) to better understand a given historical issue (Synthesis proficiency C6). These connections must consist of more than just a phrase or reference. Example of acceptable synthesis by connecting the argument to different disciplines or fields of inquiry: • A response might hypothetically include: “Bismarck’s appeal, along with that of the Kaiser, by using traditional language of God and charity in a paternalistic way, would have a tremendous psychological impact on many Germans raised in a Protestant traditional religious society. These appeals were designed to appeal to the innate conservative desire for order and security in an age of change.” Example that did not appropriately connect the argument to different disciplines or fields of inquiry: • A response might hypothetically include: “The Bismarck cartoon in document four is an example of the use of mass media as propaganda. Using images like this, new conservatives like Bismarck could manipulate the growing reading public.” This is an attempt to use media studies/sociology to argue that Bismarck was a new conservative but fundamentally misreads the purpose and authorship of the document.

Question 2 — Long Essay Question

“Describe and explain significant continuities and changes in attitudes toward and the experiences of European women from the Reformation through the Enlightenment.”

Maximum Possible Points: 6

Please note: • Each point of the rubric is earned independently, e.g., a student could earn the point for synthesis without earning the point for thesis. • Unique evidence from the student response is required to earn each point, e.g., evidence in the student response that qualifies for either of the targeted skill points could not be used to earn the point for thesis.

A. Thesis (1 point) Targeted Skill: Argumentation (E1)

0 points Does not present a thesis that makes a historically defensible claim and responds to all parts of the question.

— Is completely blank.

B. Argument Development: Using the Targeted Historical Thinking Skill (2 points) Targeted Skill: Argumentation (E2 and E3) and Continuity and Change (D3 and D4)

Continuity and Change Over Time

1 point Describes historical continuity AND change over time.

1 point Explains the reasons for historical continuity AND change over time.

0 points Does not describe historical continuity AND change over time.

— Is completely blank.

C. Argument Development: Using Evidence (2 points) Targeted Skill: Argumentation (E2 and E3)

1 point Addresses the topic of the question with specific examples of relevant evidence.

1 point Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or a relevant argument.

Question 2 — Long Essay Question (continued)

0 points Does not address the topic of the question with specific examples of relevant evidence.

— Is completely blank.

Scoring Note: To fully and effectively substantiate the stated thesis or a relevant argument, responses must include a broad range of evidence that, through analysis and explanation, justifies the stated thesis or a relevant argument.

D. Synthesis (1 point) Targeted Skill: Synthesis (C4, C5, or C6)

1 point Extends the argument by explaining the connections between the argument and ONE of the following: a) A development in a different historical period, situation, era, or geographical area. b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). c) A different discipline or field of inquiry.

0 points Does not extend the argument by explaining the connections between the argument and the other areas listed.

— Is completely blank

Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.

Scoring Notes

A. Thesis (1 point)

Responses earn one point by presenting a thesis that makes a historically defensible claim that responds to all parts of the question (1 point). While the thesis does not need to be a single sentence, it does need to be discrete, meaning it cannot be pieced together from across multiple places within the essay. It can be located in either the introduction or the conclusion, but not split between the two.

An acceptable thesis would address both continuities and changes in the experiences of and attitudes toward European women while making a historically defensible statement. Students may conflate experiences and attitudes in their thesis statements.

Question 2 — Long Essay Question (continued)

Examples of acceptable theses: • “From the 16th to the 18th century the women of European society experience some level of overall change in the role of females, although higher-class members felt these changes more than lower class members. And even with these new ideas, the patriarchy continued to suppress women and many governments would not grant civil rights for another few centuries. At the end of the Enlightenment was a new horizon for women in the next century many women would join the work force and take on a new, much bigger role in society with the start of the Industrial Revolution.” • “Women’s lives have often been shaped by the politics of their time. Though women from the Reformation to the Enlightenment were in some cases given better access to education and allowed to influence political discussions, they were still considered inferior to men and confined to roles as wives and mothers.” • “From the Reformation to the Enlightenment, women of Europe were looked upon as fragile, useless, and only good for a house wife. Over time these European women were able to receive some form of education and work, but their roles would always come up short or be postponed.”

Unacceptable examples of theses: • The response only deals with change: o “The time periods from the Reformation to the Enlightenment experienced a shift in society’s views of women. From Luther’s views of women as homemakers to the philosophe’s views of women as equals, the mindset of society reflects a significant change. Women’s roles in society progressed remarkably … by increasing literacy rates, job opportunities, and political opinion.” • The response is vague, especially regarding change: o “Throughout time women have never been completely equal to men. The reformation through the Enlightenment is no different. Through this time, women were thought to be less of a human than men were. Between the time of reformation and Enlightenment the people continued to think of women as less important, but women started fighting back.” • The response is essentially a restatement of the prompt: o “The role of women in the era between the Reformation [1517] and the Enlightenment changed gradually. While the attitude toward women has changed much has also stayed the same as activists, even today, try to reform the world view of women.”

B. Argument Development: Using The Targeted Historical Thinking Skill (2 points) a) Argument Development — Describes

Responses earn one point by describing both continuities and changes in the experiences of and attitudes toward European women from the Renaissance through the Reformation (1 point).

Example of acceptable description of continuity and change: • “There are some aspects of European women’s lives that change, starting in the Reformation, which gave them more freedoms. With spread of the Protestant faiths, started by Martin Luther and John Calvin, women were able to practice the religion of their choosing. They were seen to be able to worship how they wanted, just like the men of the time. They were also allowed to divorce without consent of the husband, something they couldn’t do in the Renaissance period. Women were also able to limitally [sic] observe the occupations of their husbands. A painting during this time depicts a wife at a table with her husband counting money. Although she was not participating, she was expected and able to understand her husband’s profession. Mary Cavendish

Question 2 — Long Essay Question (continued)

was the first women to observe a scientific procedure on a dead man at the Royal society, during the Reformation. This would continue in many centuries opening doors for women. There are some aspects of European women’s lives that stayed the same, such as still limiting their political position. Although later pushed by Emily Pankhurst, women still into the Reformation and Enlightenment were not allowed to vote or hold any political or religious office. Furthermore, women were still primarily confined to work in the home. It was their said duty to adequately take care of the household.”

Example of unacceptable descriptions of continuity and change: • Responses might be vague, lacking meaningful description and support for the thesis or argument. o “Women are extremely capable smart human beings that for sadly many many years were only good for being a mother and a wife. During the Reformation feminists began to speak up. They began to speak their minds. Women were not able to vote, work, they were merely there to cook and clean. During the reformation Martin Luther wrote about how Christian women should be. How they should act and what they should wear and how they should behave. Feminists were not fond of that. After all the things feminists had spoken up about and after women suffrage came the enlightenment. The enlightenment was a better time for women. They still had little rights and were mistreated. But they were now able to work. Lots of women became teachers or helped with farms. People were beginning to become enlightened and things were shaping up for women.” b) Argument Development — Explains

Responses can earn the point here by explaining both continuities and changes in the experiences of and attitudes toward European women (1 point).

Example of acceptable explanation of reasons for continuities and changes: • “In the Protestant Reformation, many things were changing. Nobles were turning to Protestantism and Luther shamelessly attacked indulgences. However, the only change of attitude regarding women went backwards. The Catholics believed that despite women still being inferior to men, women had the choice of being independent and serving as nuns. The Protestants, however, believed that women must stay at home and care for children as housewives. However, throughout the years [emerged] the Enlightenment, an era of reason and secularization. Women of high class were now increasingly exposed to education and (however unrelated to women’s rights but rather seen as a ‘tedious’ job for upperclass women) their children were taken care of by maids as well. There was a change in attitude in that women didn’t have to purely focus on housework and children if you were of [the] upper-class. However, despite this small change in mindset, this did little to nothing to change the major attitude toward women. Even those of the Enlightenment such as Voltaire ... thought that women were still inferior. There were no major or minor events that truly changed the attitude towards women, from Luther to Voltaire. Even though upper class women were given education, this meant practically nothing considering the upper class consisted of barely 3% of the entire European population. All in all, the attitude believing women were inferior to men hardly changed.”

Example of unacceptable explanation of reasons for continuities and changes: • Responses might only describe change while not describing continuity, or vice versa. th o “Martin Luther sparked the Protestant Reformation during the 16 century. Despite his reforms to the Catholic Church, Luther still held the belief that women did not have a place in

Question 2 — Long Essay Question (continued)

the Church. His elimination of monastic [life] took away from females’ option of becoming a nun in protestant areas. Some more radical Protestant divisions believed that women could read the bible [sic] and even preach. This provided women with a new role in Church life. Since the Bible was regarded as the only Christian text in Lutheranism, literacy rates were increasing so that people were able to read the bible [sic], and this included women. This meant that women were starting to become more educated … During the time of the Enlightenment many philosophes developed the concept of ‘natural rights’ which included right to religion, speech, and other means of attaining happiness. Most of these thinkers only applied the concept of these rights to the male gender. Mary Wollenstonecraft [sic] and her ‘Vindication for the Rights of Women’ displayed the change that women wished to see at this time. Many men disregarded her work.”

C. Argument Development: Using Evidence (2 points) a) Using Evidence — Examples Responses can earn one point by addressing the topic of the question by referring to specific examples or relevant evidence (1 point). Essays can earn this point without having a stated thesis or a relevant argument.

Possible examples of specific evidence: • Christine de Pisan, Les Querelles des Femmes • Isabel d’Este • Castiglione’s The Courtier (traditional views of women) • Patronage • Lutheran Reformation and its influence on the role of women • Katerina von Bora • Calvin’s negative views regarding women • Anabaptists’ allowance of women to preach/minister • Closing of convents • Education • Literacy and the printing press • Catholic women maintained access to convents • Henry VIII (need for a male heir) • Powerful female rulers: Elizabeth I, Mary Tudor, Catherine de Medicis, Mary Stuart (William and Mary), Maria Theresa, Catherine the Great • Witchcraft trials • Scientific Revolution • Margaret Cavendish, Émilie du Châtelet, Maria Winkelmann (Kirch) • Anatomical evidence of larger hips and smaller skulls • Art: Artemesia Gentileshci, “Merchants Counting Money,” “The Moneylender” • The putting-out system • Early industrial revolution • Salons: Mme. Geoffrin, etc. • Olympe de Gouges, Declaration of the Rights of Woman and the Female Citizen • Mary Wollstonecraft, Vindication of the Rights of Woman

Question 2 — Long Essay Question (continued)

• Rousseau’s Émile • March on Versailles • Jacobin clubs • Napoleonic Code

Example of specific evidence that could be used to address the topic of the question:

• “Due to the Protestant Reformation, women’s roles as moral guides and mothers became emphasized. The Protestant Reformation’s emphasis on personal interpretations of the Bible led to increases in literacy among women, as more of them learned to read, to spread scripture to their children and families… While mothers developed as a symbol of morality of the home, older women, especially widdows [sic], continued to be suspected of witchcraft, and many were put to death without cause. The deaths of these women show the extreme bias against, even suspicion towards women at the time.”

Example of unsuccessfully using evidence to address the topic of the question: • Evidence that is vague or merely descriptive: o “While the time period changed people’s minds didn’t. Men of higher authority only thought of women as the people who carried babies and did all the house work. They were not given the opportunity to become something to make a change. Every job, whether a manual labor [sic], or a teacher, was provided to a guy and most of those guys would get jobs over women. Education was given to young boys but not young girls. The only position women held was being Queen and that even came with ties attached.” b) Using Evidence — Effective Substantiation Responses earn a separate point by utilizing specific examples of evidence to fully and effectively substantiate a thesis or relevant argument addressing continuities and changes in attitudes toward and the experiences of European women from the Reformation through the Enlightenment (1 point). Fully and effectively substantiating the thesis goes beyond merely providing many examples. This point is earned by clearly and consistently linking significant evidence to the argument and showing how the evidence demonstrates continuities and changes in attitudes toward and the experiences of European women.

Examples of evidence that could be utilized to substantiate an argument: • “In the French Revolution, the Rights of Man and Citizen was written specifically for man. Olympe de Gouges responded with the Declaration of the Rights of Women. In this way it is clear that the misogynistic ideas of the Catholic Restoration continued into the Enlightenment, although Catherine the Great ruled Russia during the Enlightenment.” • “The experiences of European women first began to change during the Protestant reformation, during which Protestants such as Martin Luther began to argue that anyone could read the Bible for oneself. Although Clerical positions were still exclusively for males, women could now read the Bible themselves, something that had not occurred before the Reformation. In addition, with the invention of the printing press, books became much more common and became easier to obtain, especially the Bible, which was only owned by households that could afford them.“

Question 2 — Long Essay Question (continued)

Examples of unsuccessfully attempting to substantiate an argument with evidence: • The response is no more than a vague, simple description. o “Through the Reformation, things like war went on, while men went out there, doing their thing. Women worked inside either taking care of children working in factories or preparing in the kitchen.” • The response is historically inaccurate, vague, and overly simplistic. o “People began to see that, even though they were still inferior to men, maybe the gap wasn’t quite so big. Just look at Madam Currey.” • The response is historically flawed or not relevant to the time period. o “Some powerful women in history however brought change to how women were treated and viewed. For example Joan of Arc, a powerful women’s rights advocate died for her rights.”

D. Synthesis (1 point)

Essays earn a point for synthesis by extending their argument in one of three possible ways (1 point).

a) Responses can extend their argument by explaining the connections between their argument and a development in a different historical period, situation, era, or geographical area (Synthesis proficiency C4). These connections must consist of more than just a phrase or reference.

Examples of synthesis by connecting the argument to a development in a different historical period, situation, era, or geographical area (C4): • “Even today, women are fighting to gain more respect, and even basic human rights. In Pakistan and the middle-east, women are still suppressed by their husbands. In some places, women aren’t even allowed to have access to education. But other women like Malala, are attempting to fix things just like Mary Wollstonecraft was, and improve the situation of women, around the world.” • “As a whole, women struggled to have a significant status in European society throughout the reformation, while Elizabeth I’s valiant leadership of England inspired many and broke barriers for what people thought of women, and women’s education increased through the enlightenment as they began to take a mere active role in society. Increasingly, women’s roles in society led to eventually female suffrage that we see in most countries today not only European. Women are also involved with politics nowadays, with prominent female leaders such as Angela Merkel of Germany ruling to this day.” • “These attitudes towards women can be seen as similar to the much later gay rights movement in Europe. Many, at the time, radicals advocated for gay rights, but not much progress was made. But, like the women’s rights movement, it gradually gained steam and popularity over time. Those separated by nearly a century, both movements were ultimately successfully in major countries in Europe; yet both still have many ways to go in others.”

Examples that did not accurately connect the argument to a development in a different historical period, situation, era, or geographical area (C4): • The response does not develop adequately a comparison with another historical period o “By the end of the Enlightenment, women seemed to have a bit more of a voice than before. These events can’t be compared to the success of women’s rights being gained in the 20th century, but it was the foundation of women’s freedom.” • The response does not develop adequately developments in a different geographical region. o “However, it was important to note that these trends [religious freedom] often did not extend to Eastern Europeans as they would learn these radically new views still later than those in Western Europe.” © 2016 The College Board. Visit the College Board on the Web: www.collegeboard.org. AP® EUROPEAN HISTORY 2016 SCORING GUIDELINES

Question 2 — Long Essay Question (continued) b) Responses can extend their argument by explaining the connections between their argument and a course theme and/or approach to history that is not the focus of the essay, such as political, economic, social, cultural, or intellectual history (Synthesis proficiency C5). These connections must consist of more than just a phrase or reference.

Example of synthesis by connecting the argument to a different course theme or approach to history (C5): • The response discusses an economic approach in its analysis of change after the Enlightenment. o “Women’s economic role in society changed because of the First Industrial revolution. At first, women worked in cottage industries at home, while their husband worked the fields. Once the First industrial revolution began and families moved to cities, Women’s roles changed. Women were forced to work in either prostitution or in factories because most families could not afford to have women stay at home. This similar working situation in factories between men and women was the first step towards social equality.”

Example that did not accurately connect the argument to a different course theme or approach to history (C5): • The response attempts to use an intellectual approach but does not merely provides evidence instead of extending the argument. o “Next during the Enlightenment, a lot of literature appeared in favor of feminist ideals … Olympia de Gouges was very prominent here, as she led many radical women. She also wrote The Declaration of the Rights of Woman in response to declaration by the National Assembly.” c) Responses can extend their argument by explaining the connections between their argument and a different discipline or field of inquiry. (Synthesis proficiency C6). These connections must consist of more than just a phrase or reference.

Example of synthesis by connecting the argument to a different discipline or field of inquiry (C6): • The response attempts to use a sociological approach in its analysis of continuities between the late-nineteenth and early-twentieth centuries and the period between the Reformation and Enlightenment. o “The politicization of female inequality can be related to the development of social darwinism. Both made prejudice more official and denied non-white people and women social privileges and respect in European eyes. Furthered, both were perpertrated [sic] by individuals and groups who felt they were doing a service by either “civilizing nonwhites” or “helping women” in their social roles.”

Example that did not accurately connect the argument to a different discipline or field of inquiry (C6): • The response insufficiently supports an extension of the argument about continuities regarding European women: o A student might hypothetically write, “The discrimination against women between the Reformation and the Enlightenment can be seen in the 20th century regarding other groups such as discrimination against Africans for racial reasons.”

Question 3 — Long Essay Question

“Describe and explain significant continuities and changes in attitudes toward and the experiences of European women from the First World War through the Cold War.”

Maximum Possible Points: 6

A. Thesis (1 point) Targeted Skill: Argumentation (E1)

0 points Does not present a thesis that makes a historically defensible claim and responds to all parts of the question.

— Is completely blank.

B. Argument Development: Using the Targeted Historical Thinking Skill (2 points) Targeted Skill: Argumentation (E2 and E3) and Continuity and Change (D3 and D4)

Continuity and Change Over Time

1 point Describes historical continuity AND change over time.

1 point Explains the reasons for historical continuity AND change over time.

0 points Does not describe historical continuity AND change over time.

— Is completely blank.

Question 3 — Long Essay Question (continued)

C. Argument Development: Using Evidence (2 points) Targeted Skill: Argumentation (E2 and E3)

1 point Addresses the topic of the question with specific examples of relevant evidence.

1 point Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or a relevant argument.

0 points Does not address the topic of the question with specific examples of relevant evidence.

— Is completely blank.

D. Synthesis (1 point) Targeted Skill: Synthesis (C4, C5, or C6)

0 points Does not extend the argument by explaining the connections between the argument and the other areas listed.

— Is completely blank

Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.

Question 3 — Long Essay Question (continued)

Scoring Notes

A. Thesis (1 point) Responses earn one point by presenting a thesis that makes a historically defensible claim that responds to all parts of the question (1 point). While the thesis does not need to be a single sentence, it does need to be located in one place, either the introduction or the conclusion. It cannot be split between the two.

An acceptable thesis would address both continuities and changes in the experiences of and attitudes toward European women while making a historically defensible statement. In their thesis statements, students may conflate women’s experiences and attitudes towards women. Thesis statements may emphasize change over continuity, but a minimally acceptable thesis must reference both.

Examples of acceptable theses: • “Within the span of a century, women are able to go from being viewed as inferior to having suffrage and being able to have power in some instances. Though not entirely equal due to residual discrimination, women establish their places in society.” (in conclusion) • “In the period between World War One and the Cold War, women have gained suffrage and new job opportunities in many countries, however, the significant wars and events between these periods have still not allowed women to receive equal pay as men or to have all the same opportunities as their male counterparts.” (in conclusion) • “The attitudes towards and experiences of women from the First World War to the Cold War changed at women gaining voting rights and the greater opportunity outside the home but stayed the same as they were still seen as inferior and in charge of the domestic sphere.” • “Throughout history, there have been changing roles for women as well as different attitudes towards them. From World War I to the Cold War, attitudes towards women stayed the same as they were still seen as subordinate to men, but changed in that they gained more rights and opportunities.” • “The role of women in Europe has changed many times throughout its history. Above all, the trend follows an up-down pattern with general improvement and then repression but the prominence of women in society and their ability to control their own situation, the degree of demand for women in the workforce and the degree of their participation in politics are the primary factors in attitudes toward and experiences of women.” (mostly change with minimally implied continuity)

Unacceptable examples of theses: • “The time period from WWI to the Cold War signified a shift from European women in the ‘cult of domesticity’ to the creation of occupational and educational opportunities during and prior to the periods of ‘total war.’” (only change, no continuity) • “Women prior to the first World War had very little power, but as the war moved on, and the world ended with the Cold War, women had gained enough rights to put themselves in the same social standing as men.” (only change, no continuity). • “From the beginning of time, women for some reason have always been treated as inferiors to men. They were not allowed to have jobs, vote, or allowed to do many other things in society. In the 20th century, things began to change for women. Attitudes towards women changed from WWI to the Cold War because of situations during the period and their extreme efforts to change men’s views on them.” (only change, elaborate restating of prompt).

Question 3 — Long Essay Question (continued)

B. Argument Development: Using The Targeted Historical Thinking Skill (2 points) a) Argument Development — Describes

Responses earn one point by describing the continuities and changes in the experiences of and attitudes toward European women from the First World War through the Cold War (1 point). This point is a descriptive task. To earn this point, responses must provide at least one change AND at least one continuity.

Examples of acceptable descriptions of continuity and change: • “As a result of WWI, many of the men in Europe had gone to fight in the Great War to defend their homelands, thus causing women to fill their jobs left behind. Jobs like building weapons, making military uniforms, and taking care of business left behind by men. When World War I ended, the men came back and took back spots on jobs, taking them back from the women. However many men had died in the war, leaving the women with some of the jobs.” • “Many women at the beginning of the Cold War period were still a part of the work force but many were forced back into the domestic sphere. The attitude had shifted back into a male dominated society. It slowly began shifting back into feminist ideology at the end of the Cold War.” • “Though women were beginning to work outside the home and get an education, they were also still expected to be in charge of the children and keeping the house clean.”

Examples of unacceptable descriptions of continuity and change: • “Women were treated better in Europe during WWI because women were needed to fill in jobs while the men were fighting in WWI as well as in WWII. They helped the European countries out a lot economically, since there were many unfilled jobs.” (describes only change) • “As technology and medicine developed, birth control pills were developed. This helped women with husbands control when to have birth and helped them be able to work in the workforce instead of staying at home to take care of kids.” (describes only change)

We have not seen examples that address only continuity. b) Argument Development — Explains

Responses can earn the point here by explaining continuities and changes in the experiences of and attitudes towards European women (1 point). To earn this point, responses must move beyond mere description and must show why at least one continuity AND one change occurred. It is possible for a student to earn this second point of 3B without earning the (descriptive) first part.

Examples of acceptable explanations of reasons for continuities and changes: • “In the first World War, as more and more men were sent off to die in trenches, most European countries ran out of male labor sources and began to draw women into blue collar work. Prior to this, they had only held ‘pink collar’ jobs, such as teachers, nurses, and telephone/telegraph operators. While this experience in the workforce (where they earned and often still earned less than men), did lead to an empowered feminist movement, resulting in female suffrage in several European countries, the vast majority of women returned to ‘domestic life’ and remained second class citizens.”

Question 3 — Long Essay Question (continued)

• “As higher secondary education became more available, many women embraced the opportunity and learned new skills which was put into the workforce. Professions such as nursing became increasingly women dominant and fewer women stayed in the domestic sphere. All views of women were not changed, though, and women were expected to still be in charge of the domestic sphere as well as work outside the home and still did not have the same opportunities as men.” • “From World War I to the Cold War, many things changed for women. Before and during WWI, they had limited opportunities to get a job. They did not have equal rights to men and could not vote. There was a women’s suffrage movement, but it did not gain rights for women until after WWII. In the early 1900s, there were very few professions seen as acceptable for women. They were expected to get married, stay home, and take care of the kids while the husband earns money. The wife was expected to cook, clean the house, and make the husband comfortable when he got home. However, during WWI, there was a growing need for women. They were needed to make supplies for the soldiers and be nurses. Their role in the war led them to receive voting rights shortly after WWI. After this, women were seen as more equal to men.”

Examples of unacceptable explanation of reasons for continuities and changes: • “Women also used this time to attempt to gain rights for themselves. This started many feminist movements across Europe. The wars gave women the ability to unite and fight for rights that were restricted from them.” (only change, provides no explanation) • “Now we’re in the time between WWI and the Cold War. At this time, women are still taking over while the men are gone in order to maintain a living for their families. Then, WWII came to an end, and the men came back, and they demanded their jobs back, but the women didn’t budge.” (historically-inaccurate attempt at explanation) • “At first, the women were just happy that their husbands, brothers, or whoever fought, came back. But as time went on, their kids starting going to school, and there is only so much time you can spend cleaning, so women got bored. They had nothing to do all day while their kids were learning and their husbands were working.” (confuses causality over different time periods)

C. Argument Development: Using Evidence (2 Points)

a) Using Evidence — Examples Responses can earn one point by addressing the topic of the question by referring to specific examples or relevant evidence (1 point). Essays can earn this point without having a stated thesis or a relevant argument. To earn this point essays must provide two or more specifically European examples. Examples can be related to either change OR continuity and need not be related to both to earn this point.

Examples of specific evidence that could be used to address the topic of the question: • Suffrage • Birth control/abortion • Women in military: nursing, combat • Divorce • Margaret Thatcher • Simone de Beauvoir

Question 3 — Long Essay Question (continued)

• Employment opportunities/inequality/wage inequality/”glass ceiling” • Education • Property rights • Feminism (Second and Third Wave) • State policies toward women (fascist, Nazi, Soviet) • Unrest and student revolts of 1968

Note: references to earlier developments, especially as they relate to suffrage (Finland, Pankhurst, Wollstonecraft) are acceptable if they are related to developments within the time period specified in the question.

Examples of unsuccessfully using evidence to address the topic of the question: • “Even with the right to vote, [women] could not hold office.” (factually incorrect) • “Some women, such as the elected prime minister of Britain, Margaret Thatcher, even gained high political positions during the WW2 period.” (chronologically incorrect) • “Towards the beginning of WW2, women received more job positions due to reforms and not wanting more fighting. Not only that, but they were also paid the correct equal amount as men.” (factually incorrect) • “After the wars, women began to realize that they had way less rights than men. Betty Freidan restarted this movement again, but under a different name. Her women’s liberation movement followed the questions she asked in her book The Feminine Mystique.” (American example but, in context, not connected to European developments)

b) Using Evidence — Effective Substantiation Responses earn a separate point by utilizing specific examples of evidence to fully and effectively substantiate a thesis or relevant argument addressing continuities and changes in attitudes toward and the experiences of European women from the First World War through the Cold War (1 point). Fully and effectively substantiating the thesis goes beyond merely providing two or more examples, which may address only continuity or change. This point is earned by clearly and consistently linking significant evidence to the argument and showing how the evidence demonstrates continuities and changes in attitudes toward and the experiences of European women.

Examples of evidence that could be utilized to substantiate an argument: • “People’s views of women as far as being mothers and wives continued throughout the period between World War One and the Cold War. In Germany for example, Aryan women were encouraged to stay at home and be mothers to little blond-haired, blue-eyed kids during WWII.” • “Women began to become more aware of and fight for their rights, changing their experiences during this time. In Russia, however, the complete opposite happened. Lenin originally made many women’s parties to encourage education for women and loyalty to the state. However, Stalin revoked these policies and forced women into the domestic sphere, demonstrating the decrease instead of increase in women’s rights.” • “As the war persisted, women were expected to join the workforce during the time of total war to help in factories and other industries. After the war, women were expected to go back to their domestic jobs and give up their high-income jobs to men. In order to reward the women for their dedication during war, counties like Britain gave women over the age of 30 the right to vote in 1918.”

Question 3 — Long Essay Question (continued)

Examples of unsuccessfully attempting to substantiate an argument with evidence: • “England under Margaret Thatcher gave women the right to divorce and more civil liberties like owning properties. These ideas spread throughout Europe and even rock music, a new genre popular in the 50s, spread ideas of gender equality.” (indefensible claim; cannot count as evidence) • “During Cold wartimes, women had realized their need to push for rights that had so long been ignored. Many Western women’s rights activists (feminists, as some would later be called, from the French word), based arguments on the suffering of women, especially in the Soviet Bloc (sphere of influence).” (conflates causality)

D. Synthesis (1 point)

Essays earn a point for synthesis by extending an argument in one of three possible ways, as described below (1 point). Synthesis does not necessarily have to appear at the end of the essay; it can appear anywhere in the body. Regardless of the particular type, the response must consist of more than a brief phrase or reference (“This is like …” without explanation does not suffice). a) Responses can extend an argument by explaining its connections to a development in a different historical period, situation, era, or geographical area (Synthesis proficiency C4). This may be the most commonly-used synthesis for this particular essay.

Examples of synthesis by connecting the argument to a development in a different historical period, situation, era, or geographical area (C4): • Furthering the argument that female candidates seeking public office such as Margaret Thatcher had to act masculine in order to confront widespread discrimination against women, the response reads: “A situation similar to this is how Queen Elizabeth the First of England was forced to act strong, powerful, and independent in the face of her enemies and her friends in order to win over the English people and garner their loyalty. Because of discrimination, a Queen Elizabeth I that represented feminine qualities would never win over the English people.” • “The development of [women’s] rights is similar to the African [Americans] and their struggle for equality. Despite stubborn religious beliefs and misunderstood science that categorized them as inferior, just like the former slaves, women believed in basic human equality that did not hail the white men as superior. And through the horrendous impact of the war opened the eyes of man and made him see society in a new light. Such development continues to the modern day, with the most powerful person in Germany, a woman, Angela Merkel, and a rising member of the extreme right in France, Marine Le Pen, to have power traditionally granted to men.” • “The changes in attitude towards women during the twentieth century is similar to the changes witnessed during the Reformation and Enlightenment. Similarly, during that time period, women gained a lot of respect as Enlightenment thinkers such as Mary Wollstonecraft argued for equal opportunities for women through education. This was vastly different from the Reformation attitudes that looked down on women, as could be seen in the witchcraft craze that targeted women and burned them at the stake.”

Question 3 — Long Essay Question (continued)

Examples that did not accurately connect the argument to a development in a different historical period, situation, era, or geographical area (C4): • In support of the argument that, despite gaining the right to vote, “women are still thought to be inferior”: “Something similar to this is when men were judged on land. Men without land were thought to be inferior. They later gained more rights like the right to vote. Men with land were thought to be better and more employed.” (vague and unsupported reference) • “In years before, women were frowned upon if they were caught doing something else that was not in their status. For example, during the Middle Ages, women were placed in brothels because they were seen as toys by society. Fortunately, the brothels were demolished later on, but it did not take away the humiliation that women took, because if they didn’t, society would shun them out.” (factually incorrect) b) Responses can extend an argument by connecting it to a course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history) (Synthesis proficiency C5).

Example of synthesis by connecting the argument to a different course theme or approach to history (C5): • “After the war ended, women kept this ability to work as a forced right. This led to a massive increase in the supply of labor which in turn allowed for more economic growth and development as when the supply of labor goes up, the wages go down.” (Note: this was at the end of a paragraph in the middle of the essay.)

Example that did not accurately connect the argument to a different course theme or approach to history (C5): • As part of an argument that Western European feminism originated in response to women’s rights obtained in Russia during the First World War: “Communism, by abolishing social and economic classes, changed the lives of women. Now women were no longer bourgeois, but proletariat in the Soviet Union and later Eastern Europe.” (unsuccessful attempt to use Marxist-Leninist approach)

c) Responses can extend an argument by connecting it to a different discipline or field of inquiry (Synthesis proficiency C6).

Example of synthesis by connecting the argument to a different discipline or field of inquiry (C6): • “The changes and continuities of women’s experiences can also be seen in art from the twentieth century. Although Rosie the Riveter encouraged women to work, later newspaper ads and commercials sold items that would allow women to become good housewives. However, after women fought for their rights, commercials stopped focusing on women being good housewives and encouraged their education and jobs. Andy Warhol’s Marilyn Monroe shows a female actress smoking, which goes against traditional housewife ideas.” (American visual culture and art history)

Example that did not accurately connect the argument to a different course theme or approach to history (C6): • “The development of the birth control pill upended the natural order that had been around since the times of cavemen.” (unsupported biological claim)

AP European History Scoring Guidelines

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Short Answer Question 1

0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score NR Is completely blank

Scoring Guide a) One point for identifying and explaining a continuity in European family life from 1700 through 1900. b) One point for identifying and explaining a change in European family life from 1700 through 1900. c) One point for identifying and explaining another distinct change in European family life from 1700 through 1900.

Scoring Notes

The characterization of European family life can be supported by specific evidence of trends indicating that there were both consistencies and significant changes to the structure of families throughout the period 1700−1900. Students should both identify and explain an aspect of family life that remained consistent despite sweeping changes in the social, political, and economic landscapes of European history. Mere generalizations that “women stayed in the home” and “men were breadwinners” should not receive credit because they do not go beyond a basic, stereotypical understanding of European family life. Responses must relate to an aspect of family life that is grounded in this specific time period (family as primary economic unit, continued child labor, individual contributions to family economy) and that goes beyond a vague identification of women’s roles as solely domestic and of men working outside the home. Students should both identify and explain an aspect of European family life that changed between 1700 and 1900. Broad and vague statements such as “women began working” or “people moved to cities” should not receive credit because they do not go beyond a superficial description of a trend during this period. Responses must identify a valid change in family life that is grounded in this period and explain its significance (women now engaged in wage work and contributing to family economy, a move away from extended family networks toward nuclear families due to urbanization’s effects). Students must identify and explain an additional, distinct change in family life between 1700 and 1900 in order to earn credit for task (c). Reponses to each task may appear out of sequence or can be mislabeled.

Short Answer Question 1 (continued)

Acceptable responses for part (a) (not an exhaustive list): • Patriarchal family structure (responsible for decision-making, legal status) • Continuity of women’s roles in child-rearing and domestic work as primary roles but not as sole roles • Children’s labor continuing as part of family economy • Family as primary economic unit

Acceptable responses for parts (b) and (c) (not an exhaustive list) — (b) and (c) MUST be distinct: • Women’s labor (now compensated by wages, likely to be outside of domestic work) • Family shifting from being primarily a unit of production to a unit of consumption • Urbanization (reasons why, effects of) • Growth of Cult of Domesticity/separate spheres/increasingly defined gender roles • Lower birthrates/smaller families (reasons why, effects of) • Family structure moving from extended to nuclear model • Concept of childhood as a distinct developmental period/increasingly nurturing parenting • Movement from parent-based child education to compulsory, state-run model • Limitations in/changes to child labor • Leisure activities more prevalent (better living conditions, access to leisure in urban environments)

Short Answer Question 2

0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score NR Is completely blank

Scoring Guide

a) One point for one cause, from 1450−1500, that contributed to the geographical distribution of printing centers in Europe. b) One point for one short-term cultural OR political effect, from 1500−1550, of the emergence of printing centers. c) One point for one long-term effect, from 1550−1789, of the spread of printing on European society.

Scoring Notes

Acceptable responses for part (a) (not an exhaustive list): • Growing prosperity of trading cities in the Italian and German states, as well as the Low Countries • Growing interest in classical learning • Growth of humanism and vernacular literature • Development of Gutenberg press in German states in 1440s • Population distribution • Patterns of urbanization

Acceptable responses for part (b) (not an exhaustive list.): • Spread of Christian humanism in northern Europe • Spread of Protestant ideas • Diffusion of Renaissance values • Vernacular bibles • Spread of Scientific Revolution • Development of literacy

Short Answer Question 2 (continued)

• Emergence of censorship on written works • Use of written work to enhance monarchical authority • Use of written works to challenge the political authority of the Church or political entities

Acceptable responses for part (c) (not an exhaustive list): • Growth of vernacular literature • Development of national feeling and culture • Popularization of science • Enlightenment develops and spreads • Challenges to political and social order • Continuing growth of Scientific Revolution • Growth and spread of literacy rates and education • Aids the Catholic reformation • Development of “public opinion” and political culture • Peace of Augsburg (likely cued by 1550) • Factor in French Revolution (likely cued by 1789) • Political fragmentation • Religious fragmentation

Short Answer Question 3

0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score NR Is completely blank

Scoring Guide

a) One point for using one piece of evidence to support Judt’s argument regarding the creation of the welfare states. An implicit or explicit reference to Judt’s argument is necessary.

b) One point for using one piece of evidence to support Judt’s characterization of political AND/OR economic conditions in the period 1960−2000. An implicit or explicit reference to Judt’s characterization is necessary.

c) One point for linking Judt’s argument to one political AND/OR intellectual trend in late- twentieth-century Europe.

Scoring Notes

Possible acceptable responses for part (a) (not an exhaustive list): • The creation of the welfare state attempted to prevent polarizing and violent political upheaval. Examples may include events from World War I, Great Depression, the rise of Fascism/Communism, World War II, and the Cold War (not exclusive). • Welfare state creation attempted to prevent economic disasters and provide a social safety net. Examples may include policies stemming from World War I, Great Depression, Fascism/Communism, World War II and the Cold War.

Possible acceptable responses for part (b) (not an exhaustive list): • Prosperity and safety in the period 1960−2000 is exemplified by social welfare programs; political stability and lack of armed conflict among major European states; economic recovery and stability; a movement towards European unification; and membership in collective security organizations. Examples may include “cradle to grave” social welfare policies, long-term effects of Marshall Plan/postwar economic recovery, steps toward European economic, and political integration and collective defense.

Short Answer Question 3 (continued)

Possible acceptable responses for part (b) (not an exhaustive list): • Decades of relative prosperity and safety in the period 1960−2000 have led to intellectual and political movements questioning the welfare state's necessity. Examples may include neoliberalism/Thatcherism, rise of conservative/nationalist/protectionist movements, reduction in social welfare policies and deregulation of industry/banking/finance, globalization and free trade, and civil rights and inclusivity.

Short Answer Question 4 0–3 points

Score 3 Response accomplishes all three tasks set by the question.

Score 2 Response accomplishes two of the tasks set by the question.

Score 1 Response accomplishes one of the tasks set by the question.

Score 0 Response accomplishes none of the tasks set by the question.

Score NR Is completely blank

Scoring Guide a) One point for analyzing one way in which the Kepler quote reflects traditional views of the cosmos. b) One point for analyzing one way in which the Kepler quote challenges traditional views of the cosmos. c) One point for explaining how one example of a scientific discovery led to challenges to traditional views of the cosmos.

Scoring Notes

For parts (a) and (b) it is essential that the response engages the passage.

Acceptable responses for part (a) (not an exhaustive list): • Points out that God created the universe. • Notes that the earth is at the center of the universe. • Mentions that the creation of the universe is part of a divine plan, following ideas expressed in the Bible (Old Testament). • Mentioning that part of the passage is in tune with Christianity more generally will not suffice here. The response must address views of the cosmos.

Acceptable responses for part (b) (not an exhaustive list): • Mentions the existence of moons orbiting around Jupiter (which calls into question the geocentric model, since everything in the cosmos does not revolve around the earth) • Explains that the earth is no longer at the center of the universe and that there is more to the universe than man’s creation • Argues that the cosmos is more complicated and complex than traditionally believed (reference again to Jupiter’s moons, sun spots, etc.)

Short Answer Question 4 (continued)

• Raises the possibility of intelligent beings on other “Globes,” which contradicts the notion that humans on earth are the only form of intelligent life in the universe. • Again, the responses to this question must explain how the passage challenges traditional views of the cosmos. It is thus about science, and not about epistemology (ways of knowing, ways of thinking).

Acceptable responses for part (c) (not an exhaustive list): This question asks for explanations of scientific discovery and its consequences for perspectives on nature. This is also not a question about ways of knowing. So, simply referring to Bacon, Descartes, or similar individuals, arguing that they encouraged people to question church teaching, to inquire directly into how nature worked rather than taking statements on faith, will not suffice to earn a point for part (c). • That said, we have accepted the “discovery” of the heliocentric model (by Copernicus) and its popularization (by Galileo, and others) as a fundamental challenge to traditional views about nature that are embedded in the Ptolemaic geocentric model. • Reference to Kepler’s and Galileo’s work on celestial orbits (they are not perfect circles – ellipses in fact; they are also not fully regular – they “wobble”), which contradict traditional views of planets traveling on perfectly circular orbits • Referencing Newton’s work on gravity and laws of motion, which challenged traditional views of nature in a number of ways, including further discrediting the notion of geocentrism and demystifying nature by demonstrating that it is knowable through rational inquiry. • Explains how Harvey’s discovery of the circulation of blood challenges prevailing understanding of the human body’s functioning • Notes that the “discovery” of the telescope permits humans to directly observe and thus question the organization and functioning of the universe (it is thus not simply a matter of following biblical or church teaching on the heavens) ,

Question 1 — Document-Based Question

Maximum Possible Points: 7

“Evaluate whether or not the Glorious Revolution of 1688 can be considered part of the Enlightenment.”

Points Scoring Rubric Scoring Notes Thesis: Presents a thesis that makes a • Acceptable thesis statement must historically defensible claim and responds EXPLICITLY address a significant to all parts of the question. The thesis must aspect of the Enlightenment (e.g.,

consist of one or more sentences located in religious toleration, natural rights, or 2 - one place, either in the introduction or the limited government) and its relationship 0 conclusion. to the Glorious Revolution (1 point) Argument Development: Develops and • A “two-sided” argument could recognize supports a cohesive argument that complexity by noting the mixed recognizes and accounts for historical motivations for Glorious Revolution (e.g., complexity by explicitly illustrating religious conflict vs. a desire for limited relationships among historical evidence government). such as contradiction, corroboration, and/or qualification. (1 point) • A “one sided” argument that doesn’t account for the nuances and/or contradiction should not earn the Argument Development point, BUT a “one-sided” argument that DOES acknowledge nuance and contradiction could achieve this point. • Another way to achieve this point would A: Thesis and Argument Development Argument A: and Thesis be to argue how MULTIPLE aspects of the Enlightenment are reflected in the Glorious Revolution.

Document Analysis (Content): Utilizes See document summaries for details.

2 the content of at least six of the documents • Doc 1: John Evelyn, diary entry, 1688 to support the stated thesis or a relevant • Doc 2: William III, declaration, 1688 argument. (1 point) • Doc 3: English Bill of Rights, 1689 Document Analysis (Sourcing): • Doc 4: Gilbert Burnet, coronation Explains the significance of the author’s sermon, 1689 point of view, author’s purpose, historical • Doc 5: John Locke, Two Treatises of context, and/or audience for at least four Government, 1689 documents. (1 point) • Doc 6: Voltaire, Letters on the English, 1726-1729 • Doc 7: William and Mary, image from

B: Document 0 - Analysis children’s book, mid-1700s

Question 1 — Document-Based Question (continued)

Contextualization: Situates the This point can be earned by explaining historical argument by explaining the broader events, developments, or processes that occur historical events, developments, or before, during, or continue after the time frame of

2 processes immediately relevant to the the question. Commonly seen examples might - question. (1 point) include: • The Protestant Reformation, which defined underlying religious tensions in 17th century Britain. • How the English Civil War/Stuart Restoration set up the religious or political conflicts in Britain in 1688. • Thinkers such as Descartes, Spinoza, and Hobbes increasingly applied principles of empiricism and skepticism to analyze politics.

Evidence beyond the Documents: Commonly seen examples might include: Provides an example or additional piece of • Events of the Glorious Revolution not specific evidence beyond those found in provided in the documents the documents to support or qualify the • Enlightenment thinkers not referenced in argument. (1 point) the documents (Hume, Smith, Beccaria,

C: Using Evidence Beyond the Documents 0 the Evidence Beyond C: Using Montesquieu) • Louis XIV’s support for Catholics • Voltaire’s criticism of absolutist France

Synthesis: Extends the argument by Commonly seen examples might include: 1 - explaining the connection between the • Different period/region: American or French argument and either a development in a Revolutions different historical period or • Different theme: economic history geographical area, a course theme, • Different discipline: political science and/or approach that is not the focus of principles, philosophy the essay or a different discipline. D: 0 Synthesis (1 point)

If response is completely blank, enter - - for all four score categories A, B, C, and D.

Question 1 — Document-Based Question (continued)

Document Summaries

Document Content (response must use the Sourcing (response must explain the significance of content in support of a stated one of the following) thesis or relevant argument) 1. John • Discusses tensions between • Author is a member of the Royal Society (POV) Evelyn’s Protestants and Catholics in • Diary entry not meant to be published or shared Diary England, as well as James II’s (audience). deployment of Catholic soldiers • Suspicion of Jesuit influence (context). and the Protestant hopes for the Prince of Orange to invade 2. William’s • Claims invasion is to protect • William is justifying his actions (POV). Declaration the rights of Protestants and • William is rallying support of Protestants in Parliament England (audience). • William is discouraging potential resistance in England (purpose).

3. English • Outlines rights of Parliament • Codifies principle of Parliamentary Supremacy Bill of and the crown (context) Rights • Protects rights of Protestants • Justifies William’s invasion (purpose) • Gains support of Protestants (audience/purpose)

4. Burnet, • States William should • Gives William’s coronation divine blessing Coronation propagate the “true religion” (purpose) Sermon (Protestant) and rule in fear of • Reassures faithful Protestants (audience) God • Justifies putting a friend on the throne (POV)

5. Locke, • Outlines principles of popular • Locke is an example of an early philosophe (POV). Two sovereignty and reasons for • William has successfully taken power (context). Treatises removal of a ruler from • Locke is justifying the overthrow of James II authority (purpose).

6. Voltaire, • Notes English have • Voltaire is from an absolutist France (context). Letters on successfully restrained • Voltaire is implicitly criticizing his own the English monarchical power, and other country/outside perspective (POV). countries have not, in spite of • Voltaire is seeking to shape educated public similar conflicts opinion in France (audience).

7. William • Depicts William and Mary as • Propaganda for children (POV) and Mary, heroic and “fixers” of freedom • Justifies the Brunswick (Hanoverian) succession woodcut and the Protestant church (context) • Likely printed for children in wealthy families (audience)

Question 1 — Document-Based Question (continued)

Examples of Student Responses by Scoring Criteria

A. Thesis and Argument Development (2 points) a) Thesis

Responses earn 1 point by presenting a thesis that makes a historically defensible claim that responds to all parts of the question. While the thesis does not need to be a single sentence, it does need to be discrete, meaning it cannot be pieced together from across multiple places within the essay. It can be located in either the introduction or the conclusion, but not split between the two.

Examples of acceptable theses: • “The Glorious Revolution of 1688 is a part of the Enlightenment due to its focus on the ideals of liberty, constitutional government, and the rights of the people.” (Thesis takes an evaluative and historically defensible stance while fully addressing the prompt.) • “The Glorious Revolution of 1688 in England should be considered a part of the Enlightenment because it gave citizens of Great Britain rights and vowed to protect them, however, it cannot fully be considered a part of the Enlightenment due to the lack of religious tolerance by some of the people who supported this revolution.” (Thesis takes an evaluative and historically defensible stance while fully addressing the prompt.) • “The Glorious Revolution of 1688 can be considered a product of the Enlightenment era but can no doubt be revealed to be motivated by older ideals of religious intolerance as well as newer, more liberal values of rights.” (Thesis is basic but takes an evaluative and historically defensible stance and fully addresses the prompt.)

Examples of unacceptable theses: • “Although the Glorious Revolution happened in the 17th century and not the 18th century, it happened in England and not France, and Voltaire had not been born at that time, it could be considered part of the Enlightenment according to the behavior of the king and the government, the response of the people, and comments from other countries.” (Thesis does not explicitly address a significant aspect of the Enlightenment.) • “While the Glorious Revolution did have some similar ideas of the Enlightenment, it cannot be considered part of the Enlightenment itself due to the fundamental nature of the Revolution and reasoning behind it.” (Thesis does not explicitly address a significant aspect of the Enlightenment.) • “Although the Glorious Revolution occurred in England, it may be considered to be a major part of the Enlightenment movement due to the introduction of legal documents that encouraged Enlightenment ideals as well as the emergence of Enlightenment intellectuals during this time period.” (Thesis does not specifically address a significant aspect of the Enlightenment.) b) Argument Development

Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.

Question 1 — Document-Based Question (continued)

Examples of acceptable argument development: • To support an argument that the Glorious Revolution was part of the Enlightenment, responses may use the documents to show that the Glorious Revolution exhibits early Enlightenment ideals later articulated by Enlightenment philosophes, such as limited monarchy, increased rights for citizens, and educational, legal, and economic reforms. (Notes a clear pathway from the Glorious Revolution to the Enlightenment noting the complexity of change.) • To support an argument that the Glorious Revolution was part of the Enlightenment, responses may use the documents to show that while both secular and religious reforms do follow Enlightenment ideals, Protestantism remains the dominant religion. (Notes contradictory evidence but accounts for it in the broader argument.) • To support an argument that the Glorious Revolution was part of the Enlightenment, responses may use the documents to show that both secular and religious reforms were part of the Enlightenment because of the increasingly constitutional nature of the reforms and religious toleration was both promised and enacted. (A one-sided argument that notes nuances and contradictions within the argument.)

Examples of unacceptable argument development: • Responses may misuse significant documents to support an argument. For example, a response may attempt to argue that the Glorious Revolution was entirely about religious toleration or alternatively entirely about the imposition of Protestantism on England. (Responses misuse or misinterpret the documents to support an argument that may be historically indefensible.) • Response attempts to make an argument, but simply restates the content of the documents without linking the Glorious Revolution to the Enlightenment. (Responses do not posit an argument or may group like documents to attempt to formulate an argument but do not link to the Glorious Revolution or the Enlightenment.) • Responses are chronologically confused and argue that the entire Glorious Revolution is influenced by the works and ideas of Enlightenment philosophes like Montesquieu, Voltaire, and Rousseau. Alternatively, ideas of Renaissance humanism also render most arguments indefensible. (Responses are indefensible based upon significant factual error.)

B. Document Analysis (2 points) a) Document Content Responses earn 1 point by utilizing the content of at least six of the documents to support the stated thesis or a relevant argument. Responses cannot earn a point by merely quoting or paraphrasing the documents with no connection to a thesis or argument. (See the document summaries for descriptions of document content.)

Examples of acceptable utilization of content from a document to support a thesis or relevant argument: • “After previous violent events, many people anticipated the arrival of King William III, ‘whom they looked to be the deliverer from tyranny.’” (Doc 1) (Explains the peaceful transition towards a more constitutional monarch.)

Question 1 — Document-Based Question (continued)

• “In the English Bill of Rights the points of freedom of speech and parliamentary process are very strongly stated as rights of the country.” (Doc 3) (Provides specific examples of Enlightenment principles found in the Glorious Revolution.) • “John Locke says the people have a right to revolt if the government fails to protect their rights and property. Under James II the right of religious freedom was not protected which is why the Glorious Revolution occurred.” (Doc 5) (Provides specific example of an Enlightenment principle found in the Glorious Revolution.) • “Source 7 also highlighted the giving of liberties to the people. In this visual source, William III is holding the people’s rights to dispense to them.” (Doc 7) (Explains the extension of an Enlightenment principle rooted in the Glorious Revolution.) b) Significance of Point of View, Purpose, Context, and/or Audience Responses earn 1 point by explaining the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents. (See the document summaries section below for brief description of possible point of view, purpose, historical context, or audience for each document.)

Examples of acceptable explanation of the significance of the author’s point of view: • “Burnet may have wanted William to look good since they were friends, and as an Anglican priest he had to support Protestantism.” (Doc 4) (Explains Burnet’s rationale for both speaking well of William and of Protestantism.) • “John Locke witnessed the Glorious Revolution take place and was English so he may have had some bias in favor of the event.” (Doc 5) (Notes the eye witness experience that may have informed Locke’s conclusions.) • “This excerpt reflected Voltaire’s personality in many ways since he disliked the absolute monarchy in France during the 18th century and had a positive view of England.” (Doc 6) (Explains why Voltaire would be predisposed to support the results of the Glorious Revolution.)

Examples of acceptable explanation of the significance of the author’s purpose: • “In many ways William might have exaggerated his duty to cement his place as a ruler and may have vehemently supported Protestantism to earn the favor of the British people. Regardless, he did strengthen the religion delivering on his promise.” (Doc 2) (Notes the desire of William to be seen as legitimate and popular.) • “Voltaire’s purpose is to merely direct attention to a government acting effectively on Enlightenment philosophies and thus this source is very reliable in defending the Glorious Revolution’s place in the Enlightenment.” (Doc 6) (Recognizes that Voltaire would wish to provide evidence of the validity of his ideas.) • “William may have wanted to make himself look too good in order to have the youth of England prefer him, and the message may have exaggerated William’s accomplishment but since someone had taken the time to make a woodcut of William and his wife, he was certainly loved by the people.” (Doc 7) (Recognizes the possibility that William would wish to appear extremely generous to the youth of his adopted country.)

Question 1 — Document-Based Question (continued)

Examples of acceptable explanation of the significance of the historical context of a document: • “Given that the English Bill of Rights was passed immediately following the Glorious Revolution and the end of James II’s rule, it is meant to safeguard the rights of the citizens and to hold Parliament to be the ultimate power.” (Doc 3) (Notes the immediacy of the Bill of Rights to cement the results of the Glorious Revolution.) • “It is understandable that Voltaire wrote this piece in support of the Glorious Revolution because, as a philosophe during the Enlightenment, he was dedicated to using reason and rational thought to improve society.” (Doc 6) (Notes the application of Enlightenment thought on an evaluation of the events of the Glorious Revolution.)

Examples of acceptable explanation of the significance of the audience: • “This source is somewhat unreliable because while it does come directly from the King it is a declaration and may therefore hide William’s true feelings in an attempt to gain support from the citizens.” (Doc 2) (Recognizes the possible manipulation of information in order to appeal to a citizenry.) • “The woodcut was placed in a book and the intended audience was children to help educate the youth of England of the accomplishments of the Glorious Revolution.” (Doc 7) (Recognizes the value of propaganda when aimed at an impressionable segment of the population.)

C. Using Evidence Beyond the Documents (2 points) a) Contextualization Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Examples might include: • Wars of Religion/Thirty Years’ War • The Stuart Restoration • Hobbes’ political thought • English Civil War • Rise of absolutist theories and regimes outside England • English tradition of parliamentary power • James II’s attempts to assert absolute power in England • Rise of empiricism/Scientific Revolution • European rationalist political philosophers • Growing literacy and education

Question 1 — Document-Based Question (continued)

Examples of acceptable contextualization: • “In the late 15th century, and even a few decades after Martin Luther’s 95 Theses, England was an almost entirely Catholic nation. But Henry VIII’s creation of the Anglican church, in addition to increased Protestant momentum throughout northern and central Europe, had led to a largely Protestant population. Therefore, when James II tried to impose Catholicism on the English, it was met with fierce resistance.” (Explains one of the reasons for the animosity in the religious rivalry that helped fuel the Glorious Revolution.) • “The Glorious Revolution of 1688 occurred because the King of England’s next heir was a Catholic, while the rest of the country was mostly Protestant. The English did not want a Catholic king, so they had William and Mary come from the Netherlands to take the crown from James II because they were Protestant. The monarchy in England had only recently been restored after the Civil War and the Protectorate had eliminated it.” (Narrative is sharpened with the explanation of why a king was deposed and another invited to rule as a constitutional monarch.) • “As the Wars of Religion in Europe began to end with the Thirty Years’ War meeting its conclusion in 1648, philosophers and educated men began to ponder the question of innate rights. Some argued that man is a morally benevolent creature who must be protected, however, those like Hobbes argued that mankind would only be able to restrain its darker impulses under firm, authoritative law. This question of rights was brought to the forefront during England’s Glorious Revolution.” (Explains why one of the possible aspects of the Enlightenment would be part of the Glorious Revolution.)

Example of common errors in contextualization: • Responses may have errors in contextualization because of fundamental chronological mistakes. Despite the fact that Voltaire’s dates are given in Document 6, the ideas of the Enlightenment philosophes are cited as informing the events of the Glorious Revolution. Situating the argument in events that have not yet happened negates the argument and also contextualization.

b) Evidence Beyond the Documents Responses earn a separate point for providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. (Items in contextualization list may also be deployed as outside evidence, but no single piece of evidence can be used for both.)

Examples of providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument: • “In the Bill of Rights it states that the royals cannot dismiss Parliament or the laws it creates without consent, which is a change from Cromwell’s displacing Parliament and taking complete power before this with Cromwell’s Protectorate, showing the huge step in Enlightenment ideals.” (A historical event not referenced in the documents is used to explain some provisions of the Bill of Rights and linked to Enlightenment ideals.)

Question 1 — Document-Based Question (continued)

• “Freedom of speech and the end of cruel punishments were extremely important aspects of the Enlightenment. Cesare Beccaria, an important Enlightenment figure, often spoke out against the use of torture and cruel punishment.” (A relevant Enlightenment figure not mentioned in the documents is referenced to support an Enlightenment principle present in the Glorious Revolution.) • “Influenced by earlier English documents, such as the Magna Carta which outlined natural rights, the Glorious Revolution guaranteed freedom.” (An additional fact that further supports the argument that the Glorious Revolution was a step on the road to the Enlightenment.)

D. Synthesis (1 point)

Responses earn a point for synthesis by extending their argument in one of three possible ways, by explaining the connection between the argument and either a development in a different historical period or geographical area, a course theme and/or approach that is not the focus of the essay, or a different discipline:

Examples of acceptable synthesis by appropriately connecting the argument to a development in a different historical period, situation, era, or geographic area: • “The Glorious Revolution provided much support and examples of the implementation of Enlightenment ideals like natural rights and the role of government, yet it seemed to combat religious tolerance. The Revolution is similar to the ideas of the American Revolution. In both, ideas of the Enlightenment shined with Bills of Rights for both nations. Yet, anti-Enlightenment ideals of slavery and non-religious tolerance continued.” (Response includes an explicit and accurate comparison to a different revolution in order to support an argument that the Glorious Revolution can be considered to be part of the Enlightenment.) • “This situation with the Glorious Revolution is very similar with how Khrushchev of the Soviet Union de-Stalinized the country after Stalin died by repealing the oppressive laws and debunking Stalin in front of his former supporters, Khrushchev ushered in a new era in the USSR where freedoms were slowly gained back.” (Response includes an explicit and accurate comparison to a different arguably revolutionary event in order to support an argument that the Glorious Revolution can be considered to be part of a movement for progressive reform.)

Examples of acceptable synthesis by connecting the argument to different course themes and/or approaches to history that are not the main focus of the question: • “Parliament was not only able to protect private property but further expand in later years a man’s right to trade and affect commerce without significant governmental intervention which would lead to a flourishing British economy and the rise of a stronger merchant class.” (Response cites the broader context of economic development to contextualize the argument of the role of government in continued progressive reform.)

Question 1 — Document-Based Question (continued)

Examples of acceptable synthesis by connecting the argument to different disciplines or fields of inquiry (hypothetical): • Responses may argue that while the Glorious Revolution is sometimes seen as a demonstration of the Enlightenment ideal of popular sovereignty, Parliament only represented a small fraction of the population, mostly landed and merchant interests, and popular support for William was largely based on religious issues. (Responses use political science principles to make an argument about the nature of the Revolution.)

Question 2

Maximum Possible Points: 6

“Describe and explain a significant similarity and a significant difference between the ways European states waged war in the period circa 1500–1648 and in the period circa 1750–1871.” (Historical thinking skill: Comparison)

Please note: • Each point of the rubric is earned independently, e.g., a student could earn the point for synthesis without earning the point for thesis. • Unique evidence from the student response is required to earn each point, e.g., evidence in the student response that qualifies for one of the other targeted skill points could not be used to earn the point for thesis.

Points Scoring Rubric Scoring Notes Thesis: Presents a thesis that makes a • Thesis statement can set out the analytic

historically defensible claim and CATEGORIES of similarities and differences. 1 - responds to all parts of the question. • Thesis statement must have some explanatory The thesis must consist of one or more element. sentences located in one place, either in the introduction or the conclusion. • Thesis statement does NOT have to list (1 point) multiple similarities and differences. A: 0 Thesis • Thesis statement does NOT have to mention specific states.

Argument Development — • Responses earn 1 point by describing at least 2 Describes: Describes a historical one relevant example of similarity and one similarity AND a difference. (1 point) example of difference in the ways in which European states waged war in the period 1500−1648 and in the period 1750−1871.

Argument Development — • Responses can earn 1 point by explaining the Explains: Explains the reasons for a reasons for at least one relevant example of historical similarity AND a difference. similarity and one example of difference in the (1 point) ways in which European states waged war in the period 1500−1648 and in the period 1750−1871 and linking them back to a relevant argument. (Can be earned

the Historical Thinking Skill 0 - Skill Historical Thinking the independently from the Thesis point.) B: Argument Development: Using

AP® EUROPEAN HISTORY 2017 SCORING GUIDELINES

Question 2 (continued)

Using Evidence — Examples: • Responses can earn 1 point by addressing the Addresses the topic of the question topic of the question by referring to at least with specific examples of relevant TWO specific examples or pieces of relevant evidence. (1 point) evidence. Essays can earn this point without

having a stated thesis or a relevant argument. 2 - • Possible examples: Levée en masse, 0 industrialization, Napoleon.

Using Evidence — Effective • Fully and effectively substantiating the thesis Substantiation: goes beyond merely providing examples. This

Evidence Utilizes specific examples of evidence point is earned by clearly and consistently to fully and effectively substantiate the linking significant evidence to a relevant stated thesis or a relevant argument. (1 argument and showing how the evidence point) Argument Development: Using Argument Development: demonstrates similarity and difference in the :

C ways in which European states waged war.

- comparison between the periods of 1500−1650 and 1750−1871 to course themes and/or approaches to history that are not the main focus of the question. Responses for this question could earn a point for this type of synthesis by using a theme or approach that D: 0 Synthesis is not political history, for example, cultural, economic, or social history. • (Discipline) Responses can extend their argument by appropriately connecting their argument to a different discipline, such as psychology or sociology, to extend a comparison of warfare in the two periods.

If response is completely blank, enter - - for all four score categories A, B, C, and D.

AP® EUROPEAN HISTORY 2017 SCORING GUIDELINES

Question 2 (continued)

Examples of Student Responses by Scoring Criteria

A. Thesis (1 point) Responses earn 1 point by presenting a thesis that makes a historically defensible claim that responds to all parts of the question. For the purposes of earning the thesis point, the thesis statement does not need to both describe and explain a similarity and a difference in the ways in which European states waged war, but it should offer a brief statement of the argument that will be developed in the body of the essay. While the thesis does not need to be a single sentence, it does need to be discrete, meaning it cannot be pieced together from across multiple places within the essay. It can be located in either the introduction or the conclusion but not split between the two.

Examples of acceptable theses: • “The ways in which nations waged war from 1500 to 1648 and in the period 1750−1871 were similar in that alliances were a significant factor in wars in both time periods, but they differed because 16th−17th century wars were primarily religious while 18th-19th century wars were politically and economically motivated.” (Addresses both a similarity and a difference and takes a historically defensible position.) • “Following the Thirty Years’ War, the reasons behind going to war began to shift from ecclesiastical to secular. However, regardless of the time period war was seen as a sense of pride for a nation and brought about unity among the people. While the reasons behind starting war may have shifted, the nationalist sentiment it sparks in the people has not changed.” (Indicates a shift in reasons for war as a difference and provides a general but acceptable similarity.) • “In both time periods, European states waged war for the similar purpose: to stop foreign aggression and to expand the territory and influence of their own. But they differ significantly in developments in fighting technologies, such as mobilization, transportation, communication, weapons, and medicine.” (Though general, thesis provides defensible similarity and difference between the two periods.)

Examples of unacceptable theses: • “Priorities and technology have altered the reasons and methods of warfare. From 1800−1871, a constant in the way war occurs is the presence of a strong, driven leader, and one difference between war from 1500 to 1648 and 1750 to 1871 is the motivation behind warfare, as earlier leaders used religion as their motive and later leaders used politics and unification as their motivation for war.” (Addresses difference, but “strong driven leader” is too general and ahistorical to receive credit for similarity.) • “The ways in which European states fought wars between periods 1500−1648 and 1750−1871 differed in the ideology and cause but were the same in terms of devastation and casualty.” (Categories for both similarity and difference are overly broad and lack a sense of chronology.)

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Question 2 (continued)

B. Argument Development: Using The Targeted Historical Thinking Skill (2 points) a) Argument Development — Describes (1 point) Responses earn 1 point by describing at least ONE relevant example of a similarity and ONE relevant example of a difference in the ways in which European states waged war in the period 1500−1648 and in the period 1750−1871. (1 point)

Examples of acceptable description of similarity and/or difference: • “Even though these wars might be fought for the same cause, the armies that fought in them were significantly different. Countries between 1500−1648 widely employed mercenaries to fight in wars. In the period 1750–1871, however, countries depended on their standing national armies … In all, in both time periods, European states waged war for the similar purpose: to stop foreign aggression and to expand the territory and influence of their own.” (Describes a specific difference and specific similarity between the periods.) • “The leaders of Europe were always concerned with the balance of power. When Sweden was forced to retire from the 30 Years War, France engaged to prevent powerful Austria from winning. During the French Revolution, the European nations formed coalitions against the French to keep them in check … However, the wars of the 16th/17th centuries were different from those of the 18th/19th centuries because wars in the earlier period were waged in order to achieve religious goals, while those in the later period were waged for economic and political reasons.” (Describes a specific similarity and a specific difference between the periods.) • “Contrasting with the Thirty Years’ War which drew primarily on religious alliances, the French- British rivalry was over colonial possessions, expansionist ambitions, and pure rival of power … In both periods, the use of early firearms was present. Mainly inaccurate rifles and muskets were used prevalently in both since gunpowder comes from the East. Also, the use of cannons and cavalry existed in still large numbers in both time periods. During both of these periods, the conquest of native populations, whether it be in Central or South America or Africa, was partaken by European powers.” (Describes a specific difference and specific similarities between the periods.)

b) Argument Development — Explains (1 point)

Responses can earn 1 point by explaining the reasons for at least ONE relevant example of a similarity and ONE example of a difference in the ways in which European states waged war in the period 1500−1648 and in the period 1750−1871 and linking them back to a relevant argument. (1 point)

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Question 2 (continued)

Examples of acceptable explanation of reasons for similarity and difference: • “The Diplomatic Revolution of 1756 demonstrated a new image of international warfare, as pure competition of power. Religion was able to play a less important role in forming alliances due to a constant decline in Church power (and thus in the power of the Holy Roman Empire) and a rising popularity of Enlightenment ideals of religious freedom … As the causes of war changed, the action itself still brought nations and allies together. In the early seventeenth century, while still fueled by religious distress, the conflict between Spain and the Netherlands brought the English and the Dutch together as allies … As for the later time period, conflicts continued to unite the people of a country against a common enemy. The Napoleonic Wars brought so much strength and power to France that it also created a sense of national pride that quickly spread to other countries.” (Explains a reason for a difference and a similarity between the two periods with reference to major historical developments.) • “Prior to the Thirty Years’ War, all aspects of life revolved around religion, including war. The division of the Church caused by the Protestant Reformation created a lot of tension between European powers based on newly found beliefs. However, the Thirty Years’ War represents a turning point in this belief. Protestant nations were seen supporting Catholics and vice versa, showing that war was becoming more about the political and economic benefits to a nation rather than its beliefs … The greatest similarity between the ways European states waged war was the struggle against powerful nations that sought to break the balance of the continent … During 1500−1648 and 1750−1871, wars were mainly fought against the most ambitious nations and powerful nations of Europe. For example, the long-time struggle between the French kings against the Habsburgs and the Ottoman Turks versus the majority of the Christian state were all caused by the growing power of these countries … The same pattern lasts to 1750−1871 … Napoleonic France was fighting constantly against states that feared French power.” (Explains a reason for a specific difference and a specific similarity between the periods with reference to a major historical development.) • “The wars in these two periods were extremely similar because both featured complex alliance systems that affected the outcome of the wars. In the 16th century, for example, the Schmalkaldic League formed an alliance of German princes in favor of the spread of Lutheranism in the religious wars following the Protestant Reformation … Similarly in the 18th−19th centuries, alliances played a critical role in the Crimean War, in which Britain, France, and the Ottoman Empire established an unusual alliance that allowed them to prevent Russian expansion … Two major developments occur within the time frame of 1500−1648. The Renaissance, a rebirth to classical antiquity marked by individualism and secularism, as well was the Reformation, a split amongst Christians … Similarly, In the time period 1750−1871, Europe experienced the Enlightenment, an intellectual movement characterized as a belief in individual rights, as well as the rise of nationalism …These two developments also characterized war during their time period ... Thus, the 1500−1648 involved conflicts over the role of religion in society and for the individual … 1750−1871 had wars caused by the drive for national unity and rights.” (Explains reasons for a specific similarity and a specific difference between the periods with reference to major historical developments.)

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Question 2 (continued)

C. Argument Development: Using Evidence (2 points) a) Using Evidence — Examples (1 point) Responses can earn 1 point by addressing the topic of the question by referring to at least TWO specific examples or pieces of relevant evidence (1 point). Essays can earn this point without having a stated thesis or a relevant argument.

Examples of specific evidence that could be used to address the topic of the question: • Conscription and citizen armies • Levée en masse • Nationalism • Thirty Years’ War/Peace of Westphalia • Industrialization • Colonialism and colonial wars • Professionalization • Various types of weapons and tactics (appropriate to period) • Meritocracy • Napoleon • Frederick the Great • Clausewitz • Realpolitik — Bismarck and Cavour • Mercenaries • Peace of Augsburg • Various wars and battles (appropriate to period) b) Using Evidence — Effective Substantiation (1 point)

Responses earn a separate point by utilizing specific examples of evidence to fully and effectively substantiate a thesis or relevant argument addressing a similarity and a difference in the ways in which European states waged war in the period 1500−1648 and in the period 1750−1871 (1 point). Fully and effectively substantiating the thesis goes beyond merely providing many examples. This point is earned by clearly and consistently linking significant evidence to the argument and showing how the evidence demonstrates similarity and difference in the ways in which European states waged war.

Examples of evidence that could be utilized to substantiate an argument: • “Another aspect to war that was similar was the introductions of the newest technologies. In 1500- 1648, firearms just began to become prevalent and were employed. Similarly, in 1750-1871, technology such as artillery and modern rifles were used in order to gain an advantage over the opposing side….In 1500−1648, wars mostly dealt with religion. In the Thirty Years’ War, it centered

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Question 2 (continued)

on Protestants vs. Catholics. The Church and the Holy Roman Empire held vast influence and wanted to stop their ideological opponents…This is much different from wars in 1750−1871. The balance of power played a huge role in the breakout of war. Many of the coalitions against Napoleon formed in order to prevent France from dominating the continent.” (Uses specific examples to support and substantiate an argument related to a similarity and a difference between the periods.)

• “The way that European nations waged war in the periods circa 1500−1648 and 1750−1871 was similar because they often battled over colonies. For example, from 1618−1648, France and England fought for colonies in North America. They both believed in the economic theory of mercantilism and desired as much land in the New World as possible … In the late 1700s, Britain waged war with the United States of America, because it wanted freedom from British rule. The American Revolutionary War resulted in Britain losing its North American colonies, like France did after the Seven Years War … Between 1500–1648 armies were small. For example, the Battle of Lützen fought between Swedes and Catholic alliance forces involved less than 50,000 men altogether. However, between 1750−1871, war became huge. Napoleonic France mobilized more than 3 million men, and battles such as Leipzig involved near to a million soldiers. Also, technology changed rapidly between the two time periods. While the former used smaller, clumsier ships, the latter developed gigantic battleship and later, steamboats and steel ships for service … The first time period lacked efficient means of communication, while the second developed telegrams and a successful mailing system, as was shown in the Crimean War.” (Uses specific examples to support and substantiate an argument related to a similarity and differences between the periods.)

D. Synthesis (1 point)

Responses earn 1 point for synthesis by extending their argument in one of three possible ways, by explaining the connection between the argument and either a development in a different historical period or geographical area, a course theme and/or approach that is not the focus of the essay, or a different discipline.

Example of acceptable synthesis by appropriately connecting the argument to a development in a different historical period, situation, era, or geographic area: • “In North America, the time periods between 1500−1648 and 1750−1871 also exhibited some significant differences and similarities. Wars in 1500−1648 were mainly fought between neighboring native tribes over land and resources and then later between colonists and natives. In 1750−1871, wars became global as the American Revolution produced intense fighting between colonists and the British. The War of 1812 exhibited a global component as resentment over British policies and French holdings in Louisiana led the Americans to conflict.” (Extends the argument regarding differences between the two periods to an additional geographic region — North America.) Example of unacceptable synthesis attempting to connect the argument to a development in a different historical period, situation, era, or geographic area: • “The reign of Napoleon was very similar to that of Hitler. Both men had huge egos and were completely focused on power and conquest. Both men tried to invade Russia in the works and both failed. All they cared about was power. They wanted to be #1.” (Though similarities are noted across the period in question to one outside it, the discussion does not extend the argument of the essay.) AP® EUROPEAN HISTORY 2017 SCORING GUIDELINES

Question 2 (continued)

Example of synthesis by connecting the argument to a different course theme or approach to history: • “Just as religion motivated war in the period 1500−1648 while economics prompted it in later years, family life in the 1500s was centered more around the Church, as exemplified by the Lutheran ideal of women as spirited helpmates. In the 19th century, the family became focused more on industrialization and the earning of wages.” (Extends argument regarding change from religious to political motives for warfare to similar principles organizing family life in the periods.)

Example of unacceptable synthesis attempting to connect the argument to a different course theme or approach to history: • “Politically, during 1500 to 1648 and 1750 to 1871 there were many monarchies. But by the start of the 1800s, people began agitating for a newer, freer government. Though mercantilism was used in the 1500-1648 period, by the middle of the 1750−1871 period European states began to prefer classical economics and laissez faire.” (Adds additional category of economics, but the discussion does not extend the argument, only refers to trends.)

Example of synthesis by connecting the argument to a different discipline or field of inquiry: • Responses can extend their argument by appropriately connecting their argument to a different discipline, such as psychology or sociology, to extend a comparison of warfare in the two periods. AP® EUROPEAN HISTORY 2017 SCORING GUIDELINES

Question 3

Maximum Possible Points: 6

“Describe and explain a significant similarity and a significant difference between European governments’ role in the economy in the period circa 1650–1750 and in the period circa 1850–1950.” (Historical thinking skill: Comparison)

Please note: • Each point of the rubric is earned independently, e.g., a student could earn the point for synthesis without earning the point for thesis. • Unique evidence from the student response is required to earn each point, e.g., evidence in the student response that qualifies for one of the other targeted skill points, could not be used to earn the point for thesis.

Points Scoring Criteria Notes Thesis: Presents a thesis that makes a • Thesis statement can set out the analytic historically defensible claim and CATEGORIES of similarities and differences.

1 responds to all parts of the question. - • Thesis statement must have some explanatory The thesis must consist of one or more element. sentences located in one place, either in the introduction or the conclusion. (1 • Thesis statement does NOT have to list point) multiple similarities and differences.

A: 0 Thesis • Thesis statement does NOT have to mention specific states.

Argument Development — • Responses earn one point by describing at

2 Describes: Describes a historical least one relevant example of similarity and similarity AND a difference. (1 point) one example of difference in European governments’ role in the economy in the period circa 1650–1750 and in the period circa 1850–1950.

Argument Development — • Responses can earn the point here by Explains: Explains the reasons for a explaining the reasons for at least one relevant historical similarity AND a difference. example of similarity and one example of (1 point) difference in European governments’ role in the economy in the period circa 1650–1750 and in the period circa 1850–1950 and linking them back to a relevant argument. (Can be the Historical Thinking Skill 0 - Skill Historical Thinking the B: Argument Development: Using earned independently from the Thesis point.)

Question 3 (continued)

Using Evidence — Examples: • Responses can earn one point by addressing Addresses the topic of the question the topic of the question by referring to at with specific examples of relevant least TWO specific examples or pieces of evidence. (1 point) relevant evidence. Essays can earn this point without having a stated thesis or a relevant

2 argument. -

0 • Possible examples: Mercantilism, Industrialization, Laissez-faire, Welfare state.

Using Evidence — Effective • Fully and effectively substantiating the thesis Substantiation: goes beyond merely providing examples. This Evidence Utilizes specific examples of evidence point is earned by clearly and consistently to fully and effectively substantiate the linking significant evidence to a relevant stated thesis or a relevant argument. (1 argument and showing how the evidence Argument Development: Using Argument Development:

: point) demonstrates similarity and difference in C European governments’ role in the economy.

Synthesis: Extends the argument by • (Period) Responses can extend their argument explaining the connection between the by offering a significant, substantiated, and argument and either a development in relevant comparison between the periods of a different historical period or 1650–1750 and 1850–1950 and developments geographical area a course theme in other times or places, such as after 1950. and/or approach that is not the focus of • (Theme) Responses can extend their the essay or a different discipline. (1 point) argument by appropriately connecting a comparison between the periods of 1650–1750 1 - and 1850–1950 to course themes and/or approaches to history that are not the main focus of the question. Responses for this question could earn a point for this type of synthesis for using a theme or approach that is not political or economic history, for D: 0 Synthesis example, cultural or social history. • (Discipline) Responses can extend their argument by appropriately connecting their argument to a different discipline, such as psychology or sociology, to extend a comparison of governments’ role in the economy in the two periods.

If response is completely blank, enter - - for all four score categories A, B, C, and D.

Question 3 (continued)

Examples of Student Responses by Scoring Criteria

A. Thesis (1 point) Responses earn 1 point by presenting a thesis that makes a historically defensible claim that responds to all parts of the question. For the purposes of earning the thesis point, the thesis statement does not need to both describe and explain a similarity and a difference in European governments’ role in the economy, but should offer a brief statement of the argument that will be developed in the body of the essay. While the thesis does not need to be a single sentence, it does need to be discrete, meaning it cannot be pieced together from across multiple places within the essay. It can be located in either the introduction or the conclusion, but not split between the two.

Examples of acceptable theses: • “For the governments in 1650−1750 and 1850−1950, their role in each respective economy was both similar and different. They were similar in that they both wanted colonies as a way to obtain natural resources, expand their influence, and gain revenue from trade. They were different in their economic systems, with mercantilism being popular in the 1650s and laissez faire dominating in the 1850s.” (Goes beyond the prompt, begins to develop arguments, responds to all parts of the question.) • “Between the years of 1650 to 1750 and the years of 1850 to 1950, European governments played a role in the economy due to their practices of colonialism and imperialism to some degree. However, government role in the economy differed between these periods due to an increased use of capitalism and laissez faire practices in the economic sphere.” (Historically defensible stance, fully addresses the prompt.) • “Throughout history governments have changed their role in the economy. 1650−1750 and 1850−1950 were similar in that the government still requires taxes and controls some distribution of wealth. They were different, though, in how they managed the social classes and what the government owned.” (Responds to all parts of the question, historically defensible stance.)

Examples of unacceptable theses: • “The government in Europe played both a major role but also did not in economics. The government in 1650−1750 played a major role, but in 1850−1950 the government was different from the other era and didn’t play a major role. Also, how the economies in the world wars were connected to their governments.” (Merely restates prompt, no explanatory element.) • “Europeans’ economy during the 17th century and 18th century was growing in money, while in the late 19th century and 20th century Europe was in debt, but both eras had economic growth with gaining of resources.” (Too general and simplistic, not historically defensible.) • “European governments throughout history have had different levels of influence and role on the economy, depending on the type of government and economic plan.” (Does not address all parts of the question.)

Question 3 (continued)

B. Argument Development: Using The Targeted Historical Thinking Skill (2 points) a) Argument Development — Describes (1 point) Responses earn 1point by describing at least one relevant example of similarity and one example of difference in European governments’ role in the economy in the period circa 1650–1750 and in the period circa 1850–1950. (1 point)

Examples of acceptable description of similarity and difference: • “During 1650−1750, European governments favored mercantilism … The government used protectionism during this time to ensure goods would be brought to the country and the economy would flourish. However, in 1850−1950, countries moved away from mercantilism to industrialization. The government now allowed businesses and factories to produce goods for the people … Though the period of 1850−1950 saw less government monopolies on goods, the government still protected their own interests. Similar to how countries used protectionism, countries began to regulate and determine what businesses could do during the period of 1850- 1950. For example, during WWII England converted regular factories to factories that produced war equipment. This is similar to how the government decided where the economy went with trading during the period of 1650−1750 because it shows how the businesses and factories were still under the rule of that individual country.” (Accurately describes a difference and a similarity.) • “In 1650−1750 and 1850−1950, European governments heavily invested in overseas trade with their colonies … Despite the previously mentioned similarity, government regulation in industry shifted from virtually no involvement in the 1650−1750 period to high government regulation and industry reform during 1850−1950.” (Accurately describes a similarity and a difference, laying particular emphasis on difference, the greater intervention in the second period compared to the first.) b) Argument Development — Explains (1 point)

Responses can earn the point here by explaining at least one relevant example of similarity and one example of difference in European governments’ role in the economy in the period circa 1650–1750 and in the period circa 1850–1950 and linking them back to the argument. (1 point)

Examples of acceptable explanation of reasons for similarity and difference: • “In both communism and mercantilism, the government heavily regulates the economy. With a mercantilist economic policy, the government had the right to impose high tariffs on goods from other European countries and their colonies to discourage the purchase of foreign goods. Communism was similar as Lenin and Stalin attempted to limit dependence on western goods. In both economic policies self-sufficiency is encouraged … Mercantilism and communism have different degrees of political involvement because mercantilism promotes interaction with other nations and allowed for private businesses to make a profit through trade, while communism regulated all aspects of life and the goods produced were equally distributed amongst the members of the community.” (Explains the reasons for both similarity and difference.)

Question 3 (continued)

• “In both time periods, France’s power was measured by territory and influence. They fought tooth and nail to keep Algeria … Indochina, or modern day Vietnam, gave France rubber imports and a connection with the rich trade of Asia. Earlier, France had held territory in Canada and in the center of the modern day continental U.S. They also had slave colonies … Of course, other European powers got boost to their economies from having colonies abroad … In 1850−1950, governments were now seen as “for the people” in a new way. This goes to show how much more important the government had to consider the health of its citizens. This was reflected in economic policy, as bringing good lives and prosperity to the people became an expectation of European governments. Economic socialism was a rising theme, a contrast to the horrid treatment lower classes were subjected to as the focus was on nobles and the force of mercantilism.” (Explains the reasons for both similarity and difference.) • “Through the late 1600s and early 1700s European nations such as the English, Dutch, and French worked to colonize new territory in order of economic gain … Likewise, governments from 1850- 1950 such as the English or France used mercantilist tactics to expand and colonize areas of importance (refers to partition of Africa) … While the two different government eras had many similarities they also had strict differences such as welfare and government intervention and capitalism and private ownership. In the 17th and 18th century governments did not play a large role … This way of government proved much different than socialist methods instituted in the 20th century. In the 20th century government intervention rose as communism spread through Eastern Europe.” (Explains a similarity and a difference.)

Examples of specific evidence that could be used to address the topic of the question: • Mercantilism • Laissez faire • Social insurance • Worker protections • Child labor laws • Welfare state • Consumerism • Adam Smith • Jean Baptiste Colbert • Karl Marx • Lenin • John Maynard Keynes • Colonies (appropriate to period)

Question 3 (continued)

• State-sanctioned monopolies • Joint Stock Companies • VOC (Vereenigde Oostindische Compagnie, the Dutch East India Company) • British East India Company • Industrial subsidies • Great Depression b) Using Evidence — Effective Substantiation (1 point)

Responses earn a separate point by utilizing specific examples of evidence to fully and effectively substantiate a thesis or relevant argument addressing a similarity and a difference in European governments’ role in the economy in the period circa 1650–1750 and in the period circa 1850–1950 (1 point). Fully and effectively substantiating the thesis goes beyond merely providing many examples. This point is earned by clearly and consistently linking significant evidence to the argument and showing how the evidence demonstrates similarity and difference in European governments’ role in the economy.

Examples of evidence that could be utilized to substantiate an argument: • “From 1650−1750 and from 1850−1950, European governments profited heavily off of other areas of the world. From 1650−1750, the trade of sugar cane and foods to Europe and the shipment of slaves created a heavily profitable industry. European governments reaped the economic rewards and increased wealth that came at the expense of African slaves and Native Americans. While slavery was outlawed in most European countries by the early 18th century, harsh European control did not change. For example, King Leopold of Belgium exploited the people of his colony the Congo … Similarly, while direct imperialism was in decline by World War II, many European powers maintained influence in their colonies, such as Great Britain did in India … One major change in European governments’ role in the economy was the level of restriction the government placed on the economy. From 1650−1750, most Europeans followed an economic practice of mercantilism. Based off of the ideas of one of the French king Louis XIV’s ministers Colbert, mercantilism was an economic principle that a country’s wealth could be measured by its amount of gold. Another primary component of mercantilism was that wealth was finite, and so in order to stay strong economically, a country had to export more goods than it imported … European governments established tight tariffs and economic restrictions to ensure that their country produced more than it bought … This changed greatly with the adoption of more liberal practices. As outlined in Adam Smith’s book Wealth of Nations, free trade and little economic interference would guide the economy. Free trade, Smith argued, would act like an invisible hand, and protect the economy on its own. Smith’s assertions were far more economically effective, and from 1850−1950, governments loosened their grip over the economic market to promote growth.” (Uses specific examples in order to substantiate an argument about similarity and difference.)

Question 3 (continued)

• “In both time periods they emphasized foreign markets. During the first time period we saw the rise of imperialism. Countries such as Britain, Spain, and Portugal colonized and controlled many places across the globe. One of the main incentives was to gain money off of these colonies. So these big powers set up mercantilism to gain the special resources that lie in their colonies so that they could sell it to others. In the second time period governments also focused on foreign markets. This is when we had quite a few major wars. Many of these big countries relied on the exports and imports to gain resources and money so that it can go to the military … The major difference between the two periods was how active they were in the economy. During the first time period ideas such as mercantilism and capitalism were famous and used by most governments. The governments were very active in how the money flowed. For example Britain’s government would directly control its imports from colonies. This applied to most governments across Europe, since most were authoritative governments and believed that government needed to control the economy. However this changed by the time the second period came around. Adam Smith created the term laissez faire. It essentially meant for a government’s economy to thrive, the government had to take its hands off the economy and let it do its own thing. Many governments started to adopt this new idea as their base for their economy. Between the two time periods the governments of Europe handled their economies differently.” (Uses examples to support arguments about similarity and difference.)

D. Synthesis (1 point)

Examples of acceptable synthesis by appropriately connecting the argument to a development in a different historical period, situation, era, or geographic area: • “Stalin, who created the collectivization of farms, was very reminiscent of the enclosure movement that previously occurred. In the early 1800s, peasants were kicked off their farms and were forced to move to the cities. Stalin’s collectivization had a similar effect, where the government took control of farms, showing that this economic policy existed throughout history.” (Links essay question with another period.) • “The change to involved government is paralleled in American history, from a laissez faire government to an active one. FDR’s New Deal and the Progressive movement before it changed policy from Hoover’s inactivity to a new policy that the government has a responsibility to its people to take care of them.” (Links essay question with another geographical area.)

Examples of synthesis by connecting the argument to a different course theme or approach to history: • “The government involvement in science for these two eras was also significant. From 1650 to 1750, the governments of Europe, which were widely Christian, denounced all scientific advances and discoveries. From 1850 to 1950, the secular government had taken hold, so the government did nothing to stem scientific research. In fact, European governments supported science from 1850 to 1950.” (Links essay question with governments’ role in scientific developments.)

Question 3 (continued)

Examples of synthesis by connecting the argument to a different discipline or field of inquiry: • Responses can extend their argument by appropriately connecting their argument to a different discipline, such as psychology or sociology, to extend a comparison of governments’ role in the economy in the two periods.

Example of a failed synthesis attempt: • “While each period had different governmental styles when it came to regulating the economy, they were also similar in the fact that they both had substantial middle classes that were able to buy these products. However, in the 1650s the middle class was largely made up of educated merchants, professionals, and intellectuals while in the 1850s−1950s, the middle class likely would have been made up of professionals such as doctors and teachers, and businessmen and government officials.” (Makes an attempt to connect the essay topic to a different theme, in social history, but the reference to the nature of the middle classes is overgeneralized and repetitive.)