Barron's AP European history

464 Pages·2010·24.672 MB·English

by  Roberts, Seth A.;Eder, James M

BARRON’S
AP
®
EUROPEAN
HISTORY
5TH EDITION
James M. Eder
Former Social Studies Teacher
Northport High School
Northport, New York
Seth A. Roberts
Former A.P. and I.B. European History Teacher
Social Studies Teacher Specialist
Frederick County Public Schools
Frederick, Maryland
® AP and Advanced Placement Program are registered trademarks of the College Entrance Examination Board, which was not involved in the
production of, and does not endorse, this book.
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DEDICATION
To the students at Northport H.S.
To the students and teachers of Frederick County, Maryland,
and to my wife, Michelle.
Copyright © 2010, 2008, 2003, 1998, 1994 by Barron’s Educational Series, Inc.
All rights reserved.
No part of this book may be reproduced in any form, by photostat, microfilm, xerography,
or any other means, or incorporated into any information retrieval system, electronic or
mechanical, without the written permission of the copyright owner.
All inquiries should be addressed to:
Barron’s Educational Series, Inc.
250 Wireless Boulevard
Hauppauge, New York 11788
www.barronseduc.com
ISBN-13 (book): 978-0-7641-4313-7
ISBN-10 (book): 0-7641-4313-1
ISBN-13 (book & CD-ROM Pkg).: 978-0-7641-9672-0
ISBN-10 (book & CD-ROM Pkg).: 0-7641-9672-3
Library of Congress Control No. 2009036381
Library of Congress Cataloging-in-Publication Data
Eder, James M.
Barron’s AP European history / James M. Eder, Seth A. Roberts. – 5th ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-7641-4313-7 (alk. paper)
ISBN-10: 0-7641-4313-1 (alk. paper)
ISBN-13: 978-0-7641-9672-0 (alk. paper)
ISBN-10: 0-7641-9672-3 (alk. paper)
1. Europe–History–Problems, exercises, etc. 2. Advanced placement programs (Education)–Examinations–
Study guides. I. Roberts, Seth A. II. Title. III. Title: Barron’s Advanced Placement European history.
D21.E24 2010
940.076–dc22 2009036381
PRINTED IN THE UNITED STATES OF AMERICA
987654321
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Contents
PART ONE: INTRODUCTION PART TWO: REVIEW SECTION
1
Section A: The Italian Renaissance,
Using This Book 3 The Northern Renaissance
(1450–1550) 39

Section B: Systematic
2
Methods for Studying Protestant Reformation,
History 5 Catholic and Counter-
Reformations, Wars of
How to Recognize the Logical Order of
Religion (1517–1648) 67
History Materials 5
How to Pre-read 6
3
How to “Frame the Big Picture” 6 The Growth of European
How to Read the Text 6
Nation-States in the
Sample Reading with Underlining,
1500s and 1600s 91
Accompanying Notes, Brief Outline 7
Summary for How to Read History Material 8
4
How to Connect Events by Using Chronology 8 The 18th Century: The
Expansion of Europe and

Section C: A Guide to
the Enlightenment 121
the Advanced Placement
Examination in European
5
The French Revolution,
History 11
Napoleon, and the
Time Allowed for Each Part 11 Congress of Vienna 143
Themes 11
Span 12
6
Mercantilism and the
Grading 12
Multiple-Choice Questions 12 Rise of Capitalism;
Free-Response Section 19 The Industrial Revolution 163
Interpreting the Essay Questions 20
The Document-Based Essay Question (DBQ) 21 7
The Growth and
Thematic Essay Question 33
Suppression of Democracy
How to Write an Essay 34
from the Age of Metternich
to the First World War
(1815–1914) 181
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iv Contents
8 15
19th Century “-ISMs”: Trends in Contemporary
Nationalism, Ideologies, Europe 349
and Culture 203
PART THREE: MODEL ADVANCED
9
Imperialism (1870–1914) 231 PLACEMENT EXAMINATIONS
IN EUROPEAN HISTORY
10
World War I (1914–1918) 247
Model Test 1
11 Model Advanced Placement European
The Russian Revolution
History Examination No. 1 369
and Communism in
Answers and Comments for Questions
Russia (1917–1939) 267
on Model Advanced Placement
Examination No. 1 397
12
Democracy, Depression,

Model Test 2
Dictatorship, Aggression
(1919–1939) 283 Model Advanced Placement European
History Examination No. 2 413
13 Answers and Comments for Questions
World War II: Its Causes,
on Model Advanced Placement
Course, and Aftermath 307
Examination No. 2 442

14 Index 455
Postwar Europe: Recovery,
Communism, and Cold War
(1945–1970) 329
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PART ONE
INTRODUCTION
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A
Using This Book
SECTION
T
his book is designed primarily to prepare students of European history for the
Advanced Placement Examination in European History. It provides
(cid:127) S ystematic Methods for Studying History
(cid:127) A Guide to the Advanced Placement Examination in European History
(cid:127) Review chapters including sample and practice questions on the various
periods of European history
(cid:127) A complete model Advanced Placement Examination and answers
TO THE TEACHER AND THE STUDENT
This volume can be a useful supplement to classwork and study materials.
Part One Section B offers systematic methods for studying history—how to
recognize the logical order of history materials; how to pre-read; how to frame the
big picture; how to read, take notes, and highlight; and how to connect events by
using chronology.
Part One Section C is a guide to the Advanced Placement Examination in Euro-
pean History—exam’s duration and number of questions; subject matter; historical
time span; grading; multiple-choice section with hints, types, and samples; inter-
preting the essay questions; the document-based question with hints, don’ts, and a
sample; the thematic essay questions with the frequency of themes and hints.
Part Two consists of fifteen chapters of review of the major historical periods
covered on the Advanced Placement Examination in European History along with
sample and practice thematic essays and multiple-choice questions and answers.
Part Three is two model Advanced Placement Examinations in European
History with multiple-choice questions, thematic essays, and a document-based
question and suggested answers.
3
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4 Using This Book
A Suggested Approach for Using This Book
1. Peruse the Systematic Methods for Studying History section.
2. Study the Guide to the Advanced Placement Examination in European
History.
3. Study any or all of the review chapters and do the sample and practice
questions.
4. Take and score the sample exams and the practice exams on the CD-ROM.
Examine the questions you missed and look for any connections that can tell
you what to study more of.
TO THE TEACHER
The various review chapters can be used as year-long supplements to sum up or
reinforce a particular teaching unit and homework assignments. The historical
review section of each chapter helps students to frame the big picture; the sample
and practice essays and multiple-choice questions reinforce the learning.
Part Two, the review section, can be used near the end of the year to pull the
course work together and to prepare students for the exam. The CD can be used to
review and practice for the exam.
It’s often helpful for students to study Part One at the beginning of the course
to help them to study history and to give them an idea of what the exam at year’s
end will be like. Knowing what they will face is both a motivator and method of
organizing the course’s information.
TO THE STUDENT
This volume can be used independent of a prescribed course in European history
or it can be used along with assigned materials to sum up, pull together, clarify,
and review.
It’s best to use it at the beginning of the year and to read Part One right away.
That will help you to study better in and out of class, and it will give you an idea of
what’s ahead if you decide to take the Advanced Placement Exam. Use the appro-
priate chapters in Part Two right before you start each topic in class to “frame the
picture” and to help fit everything into place in your mind. Or go to the appropri-
ate chapter after studying that unit in class in order to pull it all together.
If you intend to use the book as review and practice for the Advanced Place-
ment Exam, don’t wait until late April or May. Instead of getting nervous and
wasting energy on test anxiety, put time aside in late March or early April to study
review chapters and to do sample questions on content you have already covered in
class and in homework. Save the model Advanced Placement Exams for late April
or early May, then use these exams and the ones on the CD-ROM to check your
progress, and to keep practicing the learnable skills that will make you a success on
exam day.
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B
Systematic Methods for
SECTION
Studying History
W
hat follows are some time-tested methods for studying history. Although
there is no substitute for being an involved student in a challenging history
course, these suggestions will help you with homework, supplementary reading, and
preparation for the Advanced Placement Examination in European History.
HOW TO RECOGNIZE THE LOGICAL ORDER
OF HISTORY MATERIALS
Most history readings—especially texts—are organized logically:
Facts support a theme: The Magna Carta, the Puritan Revolution, and the per-
sonalities involved help trace the development of constitutional gov ernment in
England.
Great events define an era: The French Revolution colored the political,
social, cultural, and diplomatic life of Europe for over a hundred years after it
happened.
Cause-effect relationships are ascertained: The outbreak of World War I in August
1914 was caused by long-term trends, such as nationalism and imperialism, that
stretched back decades into the 19th century.
The influence of individuals on an age is identified: The totalitarian dic tatorships
of Hitler and Stalin impacted on the entire planet before and long after World
War II.
In reading history materials, the object is to focus on this inherent logical order.
This can be done by pre-reading and by framing the big picture.
5
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6 Systematic Methods for Studying History
HOW TO PRE-READ
Before tackling the text itself, be sure to skim the chapter by reading each of the
following in order:
1. The chapter heading
2. The introductory paragraph
3. Focus questions at the beginning of the chapter
4. Subheadings
5. The concluding paragraph
6. Review questions at chapter’s end
7. Bold print or italics within the text
It is better to concentrate on the reading at this point than to try to take notes.
HOW TO “FRAME THE BIG PICTURE”
During both the pre-reading and the reading of the text, pose the following questions
as a natural way of keeping the mind’s eye on the main story, on the logical order
of the material:
1. What is the theme of the chapter? (What is it about? What is the author
trying to prove?)
2. What are main events? (What happened and what caused it?)
3. Who are the principal personalities? (Who did what, and why?)
4. What are the important results? (New ideas? Significant changes? Power
shifts?)
Remember: “Don’t lose the forest for the trees.”
HOW TO READ THE TEXT
Once you have pre-read the material and framed the big picture, you are ready to
attack the text itself. Certain difficult material deserves a “straight read” before
you try to highlight, underline, or take notes; most readings allow you to do both
simultaneously as long as you have pre-read.
If You Own the Book
HIGHLIGHTING OR UNDERLINING
Advantages: easy, quick, neat; has visual appeal; the text itself provides an instant
condensation.
Disadvantage: too much highlighting/or underlining defeats the purpose.
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