CD AP Euro History

EHEH

E U R O P E A NH I S T O R Y

Course Description

M A Y 2 0 0 2 , M A Y 2 0 0 3

2002 Exam Date: Friday, May 10, afternoon session2003 Exam Date: Friday, May 9, afternoon session

2000-01 Development Committee and Chief Faculty Consultant

David L. Longfellow, Baylor University, Waco, Texas, ChairBelinda Davis, Rutgers University, New Brunswick, New Jersey

Christopher W. Freiler, Hinsdale Central High School, Illinois

Kenneth Gouwens, University of Connecticut, Storrs

Kelly Saenz, Westwood High School, Austin, Texas

Diane W. Wells, York House School, Vancouver, British Columbia, Canada

Chief Faculty Consultant: Michael Galgano, James Madison University,

Harrisonburg, Virginia

ETS Consultants: Lawrence R. Beaber, Despina O. Danos

www.collegeboard.com/ap

I.N. 990210

This Course Description is intended for use by AP® teachers for course and exam preparation in the classroom; permission for any other use must be soughtfrom the Program. Teachers may reproduce it, in whole or in part, in limitedquantities, for face-to-face teaching purposes but may not mass distribute thematerials, electronically or otherwise. This Course Description and any copiesmade of it may not be resold, and the copyright notices must be retained as theyappear here. This permission does not apply to any third-party copyrights contained herein.

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Dear Colleagues:

Last year more than three quarters of a million high school students bene-fited from the opportunity of studying in AP courses and then taking thechallenging AP Exams. These students experienced the power of learningas it comes alive in the classroom, as well as the practical benefits of earn-ing college credit and placement while still in high school. Behind each ofthese students was a talented, hardworking teacher. Teachers are the secretto the success of AP. They are the heart and soul of the Program.

The College Board is committed to supporting the work of AP teachersin as many ways as possible. AP workshops and Summer Institutes heldaround the globe provide stimulating professional development for 60,000teachers each year. The College Board Fellows stipends provide funds tosupport many teachers’ attendance at these institutes, and in 2001, stipendswere offered for the first time to teams of Pre-AP™ teachers as well.

Perhaps most exciting, the College Board continues to expand an inter-active Web site designed specifically to support AP teachers. At thisInternet site, teachers have access to a growing array of classroomresources, from textbook reviews to lesson plans, from opinion polls to cutting-edge exam information. I invite all AP teachers, particularly thosewho are new to the Program, to take advantage of these resources.

This AP Course Description provides an outline of content and descrip-tion of course goals, while still allowing teachers the flexibility to developtheir own lesson plans and syllabi, and to bring their individual creativity tothe AP classroom. Additional resources, including sample syllabi, can befound in the AP Teacher’s Guide that is available for each AP subject.

As we look to the future, the College Board’s goal is to provide accessto AP courses in every high school. Reaching this goal will require a lot ofhard work. We encourage you to help us build bridges to college andopportunity by finding ways to prepare students in your school to benefitfrom participation in AP.

Sincerely,

Gaston CapertonPresidentThe College Board

Contents

Welcome to the AP Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1AP Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1AP Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Equity and Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

AP European History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3The Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Developing an AP Course in European History . . . . . . . . . . . . . . . . 4Themes in Modern European History . . . . . . . . . . . . . . . . . . . . . . . . 5

Intellectual and Cultural History . . . . . . . . . . . . . . . . . . . . . . . . . . 5Political and Diplomatic History . . . . . . . . . . . . . . . . . . . . . . . . . . 5Social and Economic History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

The Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Sample Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Answers to Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . 22Sample Free-Resonse Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Part A: Document-Based Essay Question (DBQ) . . . . . . . . . . . . 23Part B: Thematic Essay Questions . . . . . . . . . . . . . . . . . . . . . . . . 34

AP Program Essentials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35The AP Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

AP Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Grade Distributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

AP and College Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Why Colleges Give Credit for AP Grades . . . . . . . . . . . . . . . . . . . . 36Guidelines on Granting Credit for AP Grades . . . . . . . . . . . . . . . . . 36Finding Colleges That Accept AP Grades . . . . . . . . . . . . . . . . . . . . 37

AP Scholar Awards and the AP International Diploma . . . . . . . . . . . . 37AP Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Test Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Teacher Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Pre-AP™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39AP Publications and Other Resources . . . . . . . . . . . . . . . . . . . . . . . . . 40

Ordering Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Print . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

www.collegeboard.com/ap iii

www.collegeboard.com/ap 1

Welcome to the AP Program

The Advanced Placement Program is sponsored by the College Board, anon-profit membership association. AP offers 35 college-level courses andexams in 19 subject areas for highly motivated students in secondaryschools. Its reputation for excellence results from the close cooperationamong secondary schools, colleges, and the College Board. More than2,900 universities and colleges worldwide grant credit, advanced place-ment, or both to students who have performed satisfactorily on the exams,and 1,400 institutions grant sophomore standing to students who meettheir requirements. Approximately 13,000 high schools throughout theworld participate in the AP Program; in May 2000, they administered morethan 1.3 million AP Exams.

You will find more information about the AP Program at the back of thisCourse Description, and at www.collegeboard.com/ap. This Web site ismaintained for the AP Program by collegeboard.com, a destination Website for students and parents.

AP Courses

AP courses are available in the subject areas listed on the next page.(Unless noted, an AP course is equivalent to a full-year college course.)Each course is developed by a committee composed of college faculty andAP teachers. Members of these Development Committees are appointed bythe College Board and serve for overlapping terms of up to four years.

AP Exams

For each AP course, an AP Exam is administered at participating schoolsand multischool centers worldwide. Schools register to participate bycompleting the AP Participation Form and agreeing to its conditions. Formore details, see A Guide to the Advanced Placement Program; informa-tion about ordering and downloading this publication can be found at theback of this booklet.

Except for Studio Art — which consists of a portfolio assessment — allexams contain a free-response section (either essay or problem-solving)and another section consisting of multiple-choice questions. The modernlanguage exams also contain a speaking component, and the Music Theoryexam includes a sight-singing task.

2 www.collegeboard.com/ap

Equity and Access

The College Board and the Advanced Placement Program encourageteachers, AP Coordinators, and school administrators to make equity andaccess guiding principles for their AP programs. The College Board is com-mitted to the principle that all students deserve an opportunity to partici-pate in rigorous and academically challenging courses and programs. TheBoard encourages the elimination of barriers that restrict access to APcourses for students from ethnic and racial groups that have been tradi-tionally underrepresented in the AP Program.

For more information about equity and access in principle and practice,contact the National Office in New York.

AP Subject Areas AP Courses and Exams

Art Art History; Studio Art: DrawingPortfolio; Studio Art: 2-D Portfolio;Studio Art: 3-D Portfolio

Biology BiologyCalculus AB; BCChemistry ChemistryComputer Science A*; ABEconomics Macroeconomics*; Microeconomics*English Language and Composition; Literature

and Composition; International EnglishLanguage (APIEL™)

Environmental Science Environmental Science*French Language; LiteratureGerman LanguageGeography Human Geography*Government and Politics Comparative*; United States*History European; United States; WorldLatin Literature; VergilMusic Music TheoryPhysics B; C: Electricity and Magnetism*;

C: Mechanics*Psychology Psychology*Spanish Language; LiteratureStatistics Statistics*

** This subject is the equivalent of a half-year college course.


AP European History

Introduction

Shaded text indicates important new changes in this subject.The AP course and examination in European History are intended for

qualified students who wish to complete studies in secondary school equiv-alent to college introductory courses in European history. The examinationpresumes at least one academic year of college-level preparation, a descrip-tion of which is set forth in this booklet.

The inclusion of historical course material in the course description andin the examination is not intended as an endorsement by the College Boardor Educational Testing Service of the content, ideas, or values expressed inthe material. The material has been selected by historians who serve asmembers of the AP European History Development Committee. In theirjudgement, the material printed here reflects the course of study on whichthis examination is based and is therefore appropriate to use to measurethe skills and knowledge acquired in this course.

The current AP program in European History corresponds to the mostrecent developments in history curricula at the undergraduate level.* Incolleges and universities, European history is increasingly seen in a broadperspective, with teaching methods reflecting an awareness of other disci-plines and a diversity of techniques of presentation, including visual andstatistical materials. Trends such as these are used by the DevelopmentCommittee to adjust the course and the examination.

The examination is divided into three parts: a multiple-choice sectiondealing with concepts, major historical facts and personalities, and histori-cal analysis; a document-based essay designed specifically to test students’ability to work with evidence; and two thematic essays on topics of majorsignificance. Together, these three parts of the examination provide stu-dents with an opportunity to demonstrate that they are qualified to pursueupper-level history studies at college.

*The Development Committee periodically revises the content and structure of the APEuropean History Course Description to reflect new developments in the discipline, to aidteachers in maintaining the comprehensive quality of their courses, and to assist teachersnew to the program. A supplementary booklet, Teacher’s Guide—AP European History,

has been prepared; see the back of this booklet for ordering information. For regularupdates and the most current information about AP European History, please access the AP Program pages of the College Board’s Web site at www.collegeboard.com/ap


All sections of the examination reflect college and university programsin terms of subject matter and approach. Therefore, questions in cultural,diplomatic, economic, intellectual, political, and social history form thebasis for the examination. Students are expected to demonstrate a knowl-edge of basic chronology and of major events and trends from approxi-mately 1450 to the present, that is, from the High Renaissance to the veryrecent past. The entire chronological scope and a range of approachesare incorporated throughout the examination. In the multiple-choice sec-tion, approximately one-half of the questions deal with the period from1450 to the French Revolutionary and Napoleonic era, and one-half fromthe French Revolutionary and Napoleonic era to the present. A number ofquestions may be cross-chronological or combine several approaches.Students should also have some familiarity with those aspects of the latemedieval period that have an impact on post-1450 events, but there willbe no essay or multiple-choice question that will have pre-1450 materialas its focus.

The Course

Goals

The study of European history since 1450 introduces students to cultural,economic, political, and social developments that played a fundamentalrole in shaping the world in which they live. Without this knowledge, wewould all lack the context for understanding the development of contem-porary institutions, the role of conflict and continuity in present-day societyand politics, and the evolution of current forms of artistic expression andintellectual discourse.

In addition to providing a basic narrative of events and movements, thegoals of the AP program in European History are to develop (a) an under-standing of some of the principal themes in modern European history, (b) an ability to analyze historical evidence, and (c) an ability to analyzeand to express historical understanding in writing.

Developing an AP Course in European History

There is no single, prescriptive model for developing an effective APcourse in European History. The Committee, therefore, encourages experi-mentation and innovation in the schools. Experience gained in the pro-gram, however, prompts the Committee to offer some suggestions toschools participating for the first time. The Committee strongly recom-


mends that schools schedule a specific AP class and supply students withcollege-level textbooks and materials. Virtually all schools that have initi-ated an AP European History class have found it highly advisable to selectthe teachers carefully and to provide them with sufficient time and flexibil-ity to deal with the requirements of a stimulating and demanding course.The students who participate in the program should be reasonably qualifiedand, just as important, highly motivated. A limited class size is beneficial tointellectual development.

Themes in Modern European History

The outlined themes that follow indicate some of the important areas that might be treated in an AP course in European History. The ideas suggested do not have to be treated explicitly as topics or covered in-clusively, nor should they preclude development of other themes. In addition, questions on the examination will often call for students tointerrelate categories or to trace developments in a particular categorythrough several chronological periods.*

1. Intellectual and Cultural History

Changes in religious thought and institutionsSecularization of learning and cultureScientific and technological developments and their consequencesMajor trends in literature and the artsIntellectual and cultural developments and their relationship to social

values and political eventsDevelopments in social, economic, and political thoughtDevelopments in literacy, education, and communicationThe diffusion of new intellectual concepts among different social groupsChanges in elite and popular culture, such as the development of new

attitudes toward religion, the family, work, and ritualImpact of global expansion on European culture

2. Political and Diplomatic History

The rise and functioning of the modern state in its various formsRelations between Europe and other parts of the world: colonialism,

imperialism, decolonization, and global interdependence

*Students should understand the designations for centuries; e.g., the seventeenth century isthe 1600’s, not the 1700’s.


The evolution of political elites and the development of politicalparties and ideologies

The extension and limitation of rights and liberties (personal, civic, economic, and political); majority and minority political persecutions

The growth and changing forms of nationalismForms of political protest, reform, and revolutionRelationship between domestic and foreign policiesEfforts to restrain conflict: treaties, balance-of-power diplomacy, and

international organizationsWar and civil conflict: origins, developments, technology, and their

consequences

3. Social and Economic History

The character of and changes in agricultural production and organization

The role of urbanization in transforming cultural values and social relationships

The shift in social structures from hierarchical orders to modern socialclasses: the changing distribution of wealth and poverty

The influence of sanitation and health care practices on society; foodsupply, diet, famine, disease, and their impact

The development of commercial practices, patterns of mass productionand consumption, and their economic and social impact

Changing definitions of and attitudes toward mainstream groups andgroups characterized as the “other”

The origins, development, and consequences of industrializationChanges in the demographic structure of Europe, their causes and

consequencesGender roles and their influence on work, social structure, family

structure, and interest group formationThe growth of competition and interdependence in national and world

marketsPrivate and state roles in economic activityDevelopment of racial and ethnic group identities


The Examination

The examination is three hours and five minutes in length. It consists of a55-minute multiple-choice section and a 130-minute free-response section.

The multiple-choice section consists of 80 questions designed to measurethe student’s knowledge of European history from the High Renaissance tothe present. Approximately one-half of the questions deal with the periodfrom 1450 to the French Revolutionary and Napoleonic era, and one-halffrom the French Revolutionary and Napoleonic era to the present.Approximately 20 to 30 percent of the questions focus on cultural and intel-lectual themes, 30 to 40 percent on political and diplomatic themes, and 30 to40 percent on social and economic themes. Of course, many questions drawon knowledge of more than one chronological period or theme. A student is not expected to be familiar with all the material covered.

Section II, the free-response section, begins with a mandatory 15-minute reading period followed by Part A, in which students are required to answer a document-based essay question (DBQ) in 45 minutes, and PartsB and C, in which students are asked to answer two thematic questions in 70minutes. Students choose one essay from the three essays in Parts B and C;they will be advised to spend 5 minutes planning and 30 minutes writing each of their thematic essays. The thematic questions are grouped to ensure that students consider a range of historical periods and approaches.*Students are instructed to spend the introductory 15-minute reading periodof Section II analyzing the documents for the DBQ, outlining their answer, and considering the choices of questions offered in Parts B and C.

Within the free-response section, the DBQ essay will be weighted 45 per-cent, and the two thematic essays together will be weighted 55 percent. Forthe total examination score, the multiple-choice and the free-response sec-tions will be weighted equally.

Information about the process employed in grading the AP EuropeanHistory Examination, including the standards used and samples of studentanswers, can be found in the 1999 AP European History Released Exam

and the College Board’s Web site. Ordering information for this and otherAP publications can be found at the back of this booklet.

*The criteria for grouping the thematic essays will change for each examination to ensurecoverage; grouping is often not chronological.


Sample Multiple-Choice Questions

The following 38 questions are examples of the kinds of multiple-choicequestions found on the examination. Their distribution among themes, lev-els of difficulty, and chronological periods approximates the compositionof the examination as a whole.

Students often ask whether they should guess on the multiple-choicesection. AP Examinations have a scoring adjustment to correct for randomguessing. Each question has five answer choices; one-fourth of a point issubtracted for each wrong answer. If the student cannot eliminate even oneof the choices, there is little to gain from choosing an answer at random.No points are deducted for leaving an answer blank. If the student is fairlysure that even one of the choices is wrong, it may be worthwhile to answerthe question. Of course, if the student is able to eliminate two or threechoices as incorrect, the chance of gaining credit becomes even greater. Ananswer key to the multiple-choice questions can be found on page 22.

Directions: Each of the questions or incomplete statements is followed byfive suggested answers or completions. Select the one that is best in eachcase.

1. In early modern Europe, women were accused of practicing witch-craft more often than were men because of the belief that women(A) lived longer(B) had too much political power(C) had more money(D) were more prone to violence(E) were more vulnerable to temptation


2. The seventeenth-century picture above illustrates(A) the spread of democratic ideals during this period(B) new developments in architecture(C) emerging differences between medieval and early modern

religious practices(D) the increasing emphasis on scientific measurement and

observation(E) astronomers’ rediscovery of the Ptolemaic system

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3. The shaded portions on the map above represent the areas(A) controlled by Protestant rulers(B) where the Renaissance first occurred(C) ruled by the Hapsburg family(D) ruled by the Bourbon family(E) affected most by urbanization and the commercial revolution

4. In comparison to a preindustrial economy, the most distinctive feature of a modern economy is its(A) greater capacity to sustain growth over time(B) increased democratization of the workplace(C) lower wages for the literate middle class(D) lack of economic cycles(E) elimination of hunger and poverty

Europe About 1560


5. The reign of Peter the Great of Russia (1682-1725) resulted in whichof the following?(A) The abolition of the Russian Orthodox Church(B) The territorial expansion of Russia(C) The weakening of serfdom(D) A decrease in the tax burden on poor peasants(E) The emergence of a wealthy middle class

6. Which of the following characterizes the size of the population ofEurope during the eighteenth century?(A) It increased rapidly.(B) It stayed about the same.(C) It declined.(D) It dropped drastically in western Europe, but rose in eastern

Europe.(E) It dropped drastically in eastern Europe, but rose in western

Europe.

7. “Men being by nature all free, equal, and independent, no one can beput out of this estate and subjected to the political power of anotherwithout his own consent, which is done by agreeing with other men,to join and unite into a community for their comfortable, safe, andpeaceable living in a secure enjoyment of their properties.’’

The quotation above is from a work by(A) John Locke(B) Francis Bacon(C) Edmund Burke(D) Voltaire(E) Adam Smith

8. As Great Britain developed economically after 1750, it required all ofthe following EXCEPT

(A) more raw materials from abroad(B) more markets abroad(C) improved transport facilities(D) more investment capital(E) a greater percentage of people employed in agriculture


9. Frederick the Great (1740-1786) contributed most to the rise ofPrussia as a major European power by(A) maintaining traditional dynastic alliances(B) annexing the Hapsburg province of Silesia(C) promoting religious toleration(D) encouraging the arts(E) instituting judicial reforms

10. Which of the following factors led most immediately to the conveningof the French Estates-General in May 1789?(A) The conflict between the bourgeoisie and the peasantry(B) The Roman Catholic Church’s support of discontented factions in

French society(C) The agitation of the peasantry(D) Competition among elitist groups for royal approval(E) The impending bankruptcy of the French government

11. “The power of population is infinitely greater than the power in theearth to produce subsistence for man. Population, when unchecked,increases in a geometric ratio. Subsistence only increases in an arith-metic ratio. A slight acquaintance with the numbers will show theimmensity of the first power in comparison with the second.’’

The argument presented above is fundamental to(A) Adam Smith’s belief in the natural laws of production and

exchange(B) Hegel’s theory of the process of change(C) Malthus’ belief in the inevitability of working-class poverty(D) Charles Darwin’s theory of biological evolution(E) Marx’s theory of class conflict

12. All of the following are associated with the commercial revolution inearly modern Europe EXCEPT

(A) an increase in the number of entrepreneurial capitalists(B) the appearance of state-chartered trading companies(C) a large influx of precious metals into Europe(D) an expansion of the guild system(E) a “golden age” for the Netherlands


13. The Protestant Reformation helped change the social roles of sixteenth-century women by(A) making marriage a sacrament(B) reemphasizing the adoration of the Virgin Mary(C) reducing access to religious orders(D) emphasizing the social equality of men and women(E) denying the right to divorce

14. “I know that society may be formed so as to exist without crime, with-out poverty, with health greatly improved, with little, if any, misery,and with intelligence and happiness increased a hundred-fold; and noobstacle whatsoever intervenes at this moment, except ignorance, toprevent such a state of society from becoming universal.’’

The quotation above best illustrates the ideology of which of the following?(A) Utopian socialism(B) Classical liberalism(C) Fascism(D) Marxism(E) Syndicalism

15. All of the following were aspects of the British social welfareprogram as it developed between 1906 and 1916 EXCEPT

(A) a minimum-wage law(B) old-age pensions(C) guaranteed annual income(D) accident and sickness insurance(E) unemployment benefits


16. A historian would be most likely to cite the sculpture above as an example of the(A) material wealth of post-Second World War Europe(B) alienation in modern society(C) obsession of contemporary European culture with athletic

prowess(D) scarcity of sculpting materials in Italy immediately after the

Second World War(E) revival of Renaissance Humanism

“Man Pointing,” by Alberto Giacometti, bronze; 701/2 � 403/4 � 163/8 '', at base 12 � 131/4'', 1947.

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17. One of the chief influences of the French Revolution and theNapoleonic Wars (1789-1815) on Europe outside of France was that they(A) encouraged a spirit of compromise between the nobility and the

middle class(B) discouraged the expansion of the growing network of intra-

European canals and roads(C) strengthened German nationalism(D) led to widespread freeing of the serfs in Eastern Europe(E) opened the way for woman suffrage

18. The aim of the Soviet Union’s First Five-Year Plan was to(A) acquire foreign capital(B) produce an abundance of consumer goods(C) encourage agricultural production by subsidizing the kulaks(D) build up heavy industry(E) put industrial policy in the hands of the proletariat

19. The British cartoon above refers to(A) the Soviet blockade of Berlin in 1948-1949(B) Soviet export policies of the 1950’s(C) the installation of Soviet missiles in Cuba in 1962(D) the Soviet invasion of Czechoslovakia in 1968(E) the breakup of the Soviet Union in 1991


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20. The writings of Simone de Beauvoir strongly influenced which of thefollowing intellectual movements?(A) Fascism and Social Darwinism(B) Historicism and Romanticism(C) Christian Socialism and environmentalism(D) Logical Positivism and Marxism(E) Existentialism and feminism

21. Which of the following corresponded with the end of the Cold War inEurope?(A) An increase in ethnic and nationalistic tensions(B) An increase in the political power of trade unions(C) A decline in trade among European nations(D) A decline in the influence of Germany in European politics(E) An increase in the influence of Marxist ideology in European

politics


22. The fresco above, The School of Athens, is characteristic of thethought and art of(A) medieval Scholasticism(B) the Rococo period(C) the Italian Renaissance(D) Romanticism(E) the Baroque era

23. A central feature of the Catholic Reformation was the(A) Roman Catholic Church’s inability to correct abuses(B) establishment of new religious orders, such as the Jesuits(C) transfer of authority from Rome to the bishoprics(D) rejection of Baroque art(E) toleration of Protestants in Roman Catholic countries

SCA

LA/A

RT

RE

SOU

RC

E


24. Which of the following groups was instrumental in ending the Wars ofReligion (1562-1598) in France?(A) A group of Roman Catholics and Protestants called the

politiques

(B) The French Calvinist nobility(C) Roman Catholic priests led by the papal nuncio(D) A coalition between lower-class Calvinists and Roman Catholics(E) The Huguenots

25. Between 1629 and 1639, Charles I of England tried to obtain revenuesby all of the following means EXCEPT

(A) the levying of ship money(B) income from crown lands(C) forced loans(D) the sale of monopolies(E) grants from Parliament

26. Which of the following is a true statement about marriage in continen-tal Europe from approximately 1600 to 1750?(A) Churches gave their authority over marriage to the state.(B) Marriage was tightly controlled by the law and by parental

authority.(C) Love had no place in marriage.(D) Marriage was undertaken without considering the economic

implications.(E) Most women married after the age of thirty-five.

27. The enlightened monarchs of the eighteenth century would mostlikely have favored which of the following?(A) The Society of Jesus(B) Written constitutions(C) The abolition of organized religion(D) The codification of laws(E) Royal succession based on ability instead of birth

28. The Industrial Revolution in eighteenth-century England primarilyinvolved new techniques in(A) shoe manufacturing(B) textile production(C) ship construction(D) furniture manufacturing(E) steel production


29. Which of the following was an outcome of the settlement at theCongress of Vienna (1814-1815)?(A) The restoration to power of many of the dynasties deposed by

the French Revolution and by Napoleon I(B) The division of Europe based on the principle of aligning

territorial boundaries with the national sentiments of theinhabitants

(C) The award of overseas colonial territories to several countriesthat made significant contributions to the defeat of Napoleon I

(D) The recognition of the right of a people to choose whom theywould accept as their lawful ruler

(E) The creation of a unified German state through the reestablish-ment of the Holy Roman Empire

30. The close relationship between Romanticism and religion during thenineteenth century was strengthened by the fact that both(A) found a common ground in the Enlightenment(B) emphasized the benefits to society of new industrial technology(C) appealed almost exclusively to the middle class(D) opposed imperialist expansion(E) stressed the unity of the emotions and the will

Year Units Produced

1740 17,0001788 68,0001796 125,0001806 260,0001844 3,000,000

31. The figures in the table above most likely refer to increases in Britishproduction of(A) sulphuric acid(B) salted cod(C) wheat(D) iron(E) copper

32. Which of the following nineteenth-century Italian figures activelysought to prevent the unification of Italy?(A) Camillo di Cavour(B) Giuseppe Mazzini(C) Victor Emmanuel II(D) Giuseppe Garibaldi(E) Pius IX


33. The Eiffel Tower, dedicated in Paris in 1889, was conceived and builtfor all of the following reasons EXCEPT to(A) create a laboratory for meteorological and astronomical

observations(B) express the technological optimism of the late nineteenth

century(C) enhance France’s self-image after its defeat by Germany(D) create a center for a vast international radio network(E) commemorate the hundredth anniversary of the French

Revolution

34. Which of the following occurred at the Munich Conference inSeptember 1938?(A) Britain and France approved the surrender of the Sudetenland to

Germany.(B) The Soviet Union left the conference after seeing the terms of the

agreement.(C) Italy refused to support Germany.(D) Germany was given all of Czechoslovakia.(E) Winston Churchill convinced all parties to agree to a reasonable

compromise.

35. Albert Einstein’s theory of relativity proposed(A) a new structure for the atom(B) a new conception of space and time(C) the fundamental concepts for developing the computer(D) the origin of the universe from the explosion of a single mass(E) the particulate nature of light


36. Which of the following statements is best supported by the graphabove?(A) Women agricultural workers tended to be younger than their

male counterparts.(B) Women were shut out of agricultural labor when the overall num-

ber of farm laborers decreased.(C) Women worked more as skilled professionals than as unskilled

agricultural workers.(D) When women reached childbearing age, they stopped working in

agriculture.(E) The majority of Soviet farm workers were women.

37. The term “collective security’’ would most likely be discussed inwhich of the following studies?(A) A book on the twentieth-century welfare state(B) A monograph on Soviet agricultural policy during the 1920’s(C) A book on Bismarckian imperialism(D) A treatise on Social Darwinism(E) A work on European diplomacy during the 1930’s

SOVIET AGRICULTURAL LABORERS, 1959


38. After the Second World War, most Western European states sought todevelop policies that(A) made individuals responsible for paying most of their own health

care costs(B) provided improved medical and social services for women and

children(C) eliminated unemployment for the working class(D) abolished private enterprise, replacing it with government owner-

ship of all businesses(E) reestablished the churches and private charities as the primary

sources of aid to the poor

Answers to Multiple-Choice Questions

1–E 7–A 13–C 19–D 25–E 31–D 37–E

2–D 8–E 14–A 20–E 26–B 32–E 38–B

3–C 9–B 15–C 21–A 27–D 33–D

4–A 10–E 16–B 22–C 28–B 34–A

5–B 11–C 17–C 23–B 29–A 35–B

6–A 12–D 18–D 24–A 30–E 36–E

Sample Free-Response Questions

Students have 2 hours and 10 minutes to plan and write three essays in thefree-response section of the examination. It is extremely important for stu-dents to manage their time so that they can give adequate attention to eachessay.

Effective answers to essay questions depend in part upon a clear under-standing (and execution) of the meanings of important directive words,some examples of which follow. These are the words that indicate the wayin which the material is to be presented. For example, if students onlydescribe when they are asked to compare, or if they merely list causeswhen they have been asked to evaluate them, their responses will be lessthan satisfactory. An essay can only begin to be correct if it answersdirectly the question that is asked. Individual teachers can provide what AP Examinations cannot—help with the meanings and applications ofsome frequently used terms like these:

1. Analyze: determine their component parts; examine their nature andrelationship. “Analyze the major social and technological changes thattook place in European warfare between 1789 and 1871.’’


2. Assess/Evaluate: judge the value or character of something; appraise;evaluate the positive points and the negative ones; give an opinionregarding the value of; discuss the advantages and disadvantages of.“‘Luther was both a revolutionary and a conservative.’ Evaluate thisstatement with respect to Luther’s responses to the political and socialquestions of his day.’’

3. Compare: examine for the purpose of noting similarities and differences.“Compare the rise to power of fascism in Italy and in Germany.’’

4. Contrast: examine in order to show dissimilarities or points of differ-ence. “Contrast the ways in which European skilled artisans of the mid-eighteenth century and European factory workers of the late nineteenth century differed in their work behavior and in their attitudes toward work.”

5. Describe: give an account of; tell about; give a word picture of.“Describe the steps taken between 1832 and 1918 to extend the suf-frage in England. What groups and movements contributed to theextension of the vote?”

6. Discuss: talk over; write about; consider or examine by argument orfrom various points of view; debate; present the different sides of.“Discuss the extent to which nineteenth-century Romanticism was orwas not a conservative cultural and intellectual movement.”

7. Explain: make clear or plain; make clear the causes or reasons for;make known in detail; tell the meaning of. “Explain how economic,political, and religious factors promoted European explorations fromabout 1450 to about 1525.”

Part A: Document-Based Essay Question (DBQ)

The primary purpose of the document-based essay question is not to teststudents’ prior knowledge of subject matter but rather to evaluate theirability to formulate and support an answer from documentary evidence.Depending on the topic and focus of a particular DBQ, the question

may or may not require students to discuss change over time in

their essays. It is assumed students have taken the course and understandthe broader historical context. Documents are chosen on the basis of boththe information they convey about the topic and the perspective that theyoffer on other documents used in the exercise. Thus the fullest understand-ing of any particular document emerges only when that document isviewed within the wider context of the entire series. Designed to test skills


analogous to those of the historian at work on source materials, the document-based exercise differs from the task of actual historians mainlyin the time available for analysis and the prearranged selection of the documents, which may help illuminate the specifics of the question. Thereis no single “correct” answer; instead, various approaches and responsesare possible, depending on the students’ ability to understand the documents and ultimately to judge their significance.

In writing the essay, candidates might find it useful to consider the fol-lowing points. The document-based question is an exercise in both analysisand synthesis. It requires that students first read and analyze the docu-ments individually and then plan and construct an appropriate response to the essay question based upon their interpretation of the documentaryevidence as a whole. What is desired is a unified essay which integratesanalysis of documents with treatment of the topic.

Specific mention of individual documents should always occur withinthe framework of the overall topic, serving to substantiate and illustratepoints made in the essay. It is not necessary that every document be citedin the essay, but essays should cite a majority of the documents. The way inwhich students approach the topic provides a good indication of theirunderstanding of the question and their ability to weigh the evidence. In nocase should documents simply be cited and summarized; reference to thedocumentary material must always be closely tied to the essay topic.Evidence from the documents should be used both to construct and toillustrate responses. Better essays will group documents in various ways.Students may cite documents by naming the author and/or by naming thedocument number.

One way to approach the documents is to read all of them in order ofpresentation, returning to the more important ones for further study. There

are no irrelevant or deliberately misleading documents. Some docu-ments are more central to an understanding of the topic than others, butevery one is related to the question and can be used by students in thepreparation of their essays. Even a superior essay does not have to makeimplicit or explicit use of all the documents, because different combina-tions of documents may be used to support various lines of reasoning.

Critical judgment is essential to a good document-based essay.Acknowledgement of the documents’ sources and their authors’ points ofview requires students to demonstrate the skills of critical reading andinference. Students should pay attention to both internal evidence (the content and tone of each document in relation to the others) and externalevidence (identifications of authors, the documents’ purpose or intendedaudience, and the date when each document was written).


*Please access the AP European History section in the AP pages of the College Board Web siteat www.collegeboard.com/ap for further elaboration of what point of view is and for examplesfrom the 2000 DBQ.

The crucial skill that readers are looking for in a student's approach todocuments is the awareness that documents are not statements of facts,but descriptions, interpretations, or opinions of events and developmentsmade by particular people at particular places and times, and often for specific reasons. Too often, students write essays in which they take thedocuments as objective fact. Instead, students should be applying criticalthinking skills to documents, evaluating whether they are likely to be accurate and complete, and in what ways the author of the document may be revealing bias.*

A student reading critically may group or juxtapose documents in a vari-ety of ways (for instance, according to their ideas or points of view*); suggest reasons for similarities or differences in perspective among the documents; and identify possible bias or inconsistencies within documents.

The most common errors in student responses to document-based ques-tions include: simply paraphrasing or summarizing the documents, failingto integrate the documents with the essay, failing to answer the questionthat is being asked, failing to analyze the documents or determine their sig-nificance, and failing to demonstrate that independent thought has goneinto the essay. Students may refer to historical facts and developments notmentioned in the documents as long as these references are accurate andrelevant. As a result, the AP European History Development Committeestrongly urges teachers to ensure that students know how to do what isasked of them. For example, students should be instructed to read care-fully the directions and the questions, to evaluate sources and authors’points of view, and to exercise critical judgment.

The number of DBQ documents ranges from 10 to 12, and each docu-ment’s author and source appear above the document to encourage stu-dents to make interpretative use of this information.

Since the 2000 exam administration, readers have used the core-scoringmethod to score the DBQ. This method assigns a point to each historicalskill considered essential to the analysis of documents. The scoring scaleremains 0 to 9. These essential historical skills form the basic core scoreand total 6 points. Every student who takes an AP European History courseis expected to demonstrate these basic skills. In order to get a score higherthan 6, a student must demonstrate minimal competence in the basic coreand then go beyond in one or more areas. A generic version of the core-scoring guide for the DBQ follows. The specific core-scoring guide for the2000 DBQ, including examples of its application, is on the College Board’sWeb site at: www.collegeboard.com/ap/european-history/


Subtotal6Subtotal

Generic Core-Scoring Guide for AP European History

Document-Based Question

(Score scale 0 – 9)

BASIC CORE EXPANDED CORE PointsPoints

1

1

1

1

1

1

1. Has acceptable thesis.

2. Uses a majority of documents.

3. Supports thesis withappropriate evidence fromdocuments.

4. Understands the basicmeaning of documentscited in the essay. (Maymisinterpret one document.)

5. Analyzes bias or point ofview in at least two orthree documents.

6. Analyzes documents bygrouping them in one (ortwo or three) ways,depending on DBQ question.

Expands beyond basic coreof 1 – 6 points. A studentmust earn 6 points in thebasic core area before earn-ing points in the expandedcore area.

Examples:

• Has a clear, analytical andcomprehensive thesis.

• Uses all or almost all documents.

• Uses documents persua-sively as evidence.

• Shows careful and insight-ful analysis of the documents.

• Analyzes bias or point ofview in at least four docu-ments cited in the essay.

• Analyzes the documentsin additional ways—addi-tional groupings or otherforms of analysis.

• Brings in relevant “out-side” historical content.

0 – 3

3

9TOTAL


Directions: The following question is based on the accompanyingDocuments 1–11. (Some of the documents have been edited for the pur-pose of this exercise.) Write your answer on the lined pages of the pinkessay booklet.

This question is designed to test your ability to work with and understandhistorical documents. Write an essay that:

• Has a relevant thesis and supports that thesis with evidence from thedocuments.

• Uses a majority of the documents.• Analyzes the documents by grouping them in as many appropriate

ways as possible. Does not simply summarize the documents

individually.

• Takes into account both the sources of the documents and theauthors’ points of view.

You may refer to relevant historical information not mentioned in the documents.

1. Describe and analyze the views of those who were concerned aboutthe problems of the political, economic, and social order in the Germanstates before the revolutions of 1848.

Historical background: In the eighteenth century, the Germans weredivided among more than three hundred states, ranging from greatpowers (Austria and Prussia) to small city-states and principalities, allgrouped under the Holy Roman Empire. During the Napoleonic Wars,some Germans hoped for German unification under a single constitu-tional monarchy. In 1815, after the defeat of Napoleon, much of the pre-vious social and political order was restored. There were thirty-eightstates loosely tied together in the Germanic Confederation. The map onthe following page shows the major states of that confederation.



Document 1

Source: Ernst Moritz Arndt, German poet and professor, 1813.

Where is the German’s Fatherland?Is it Bavaria? Is it the Prussian-land?Is it Tyrol? Is it where the Swiss dwell?Ah! Austria surely it must be?Oh no! More great, more grandMust be the German’s Fatherland!

Where is the German’s Fatherland?Wherever resounds the German tongue!

Document 2

Source: Joseph von* Goerres, German publicist and scholar in exile in France, pamphlet entitled “Germany and the Revolution,” 1819.

In Germany I am pleased a new idea is added to those that caused therevolution in France—the idea of national unity, which will render theferment stronger than ever. A German revolution must end with theexpulsion of the reigning princes, the overthrow of all ecclesiasticalestablishments, the destruction of the nobles, and the introduction of arepublican constitution.

*The term “von” is a sign of aristocratic status.


Document 3

Source: Klemens von Metternich, Austrian chief minister, memorandum to the Austrian emperor, 1819.

Formerly the German revolutionaries were separated by the states inwhich they lived. It was clear to those conspirators that under such cir-cumstances they could strike no effective blow. Some of these men nowtake the correct road from a revolutionary point of view. They directtheir eyes to the union of all Germans in one Germany. This evil must beconquered.

Document 4

Source: David Hansemann, an industrialist in the Prussian Rhineland, private letter, 1830.

We liberals insist that no one suffer distress, and so one institution afteranother is founded to feed the poor, to educate their children, to care for the old, to help poor mothers, etc. But herein lies the most directinvitation to wastefulness and laziness, the two vices which will mosteffectively nourish good-for-nothings among the lower classes. Thesegood-for-nothings are dangerous to the public safety.

Document 5

Source: Friedrich List, Württemberg economist and academic, pamphlet, 1834.

Thirty-eight customs borders dividing the German states cripple ourinternal commerce and bring about the same effect as binding up everypart of the human body so that blood cannot flow from one to the other.


Document 6

Source: Essay by Johann Riegel, a bookseller in a university town inWürttemberg, 1842.

We live in a transitional period. Factories are taking the place of craft pro-duction. Nearly all the crafts are either in decline or in the grip of drasticchanges in their shops to meet the competition of industrialization.

Document 7

Source: Bettina von Arnim, author and wife of a Prussian aristocrat, This is the Responsibility of the King, book dedicated to

King Frederick William IV of Prussia, 1843.

The father weaves cloth for jackets and pants, but he himself is in rags.The children are naked, trying to warm themselves in the straw. Themother spins threads from daylight to dark, but her efforts can neversatisfy the needs of her children. The state demands taxes from thefamily, and they must pay their rent or the landlord will evict them.

Document 8

Source: General Joseph von Radowitz, advisor to King Frederick William IV of Prussia,

Concerning State and Church, book, 1846.

Our German princes still have the resources to survive the struggleagainst the triumphant mediocrity of the middle classes. Let ourprinces have the courage to turn to the masses. There, among thelower and most numerous classes of the population, are their naturalallies. The bourgeoisie has been corrupted by the evil education of thetimes and has lost its loyalty and faith.


Document 9

Source: Newspaper illustration of a bread riot in the Prussian town of Stettin, 1847.

Bildarchiv Preussischer Kulturbesitz


Document 10

Source: Hans von Gagern, government official in Hesse, speech before the Hessian State Assembly, 1847.

A new spirit is now irresistibly asserting itself in Germany. It is astrengthened public spirit, and in our times the German people cannotbe put off as they were in previous years. It is the unquestionable convic-tion of the whole people that only by developing the principle of a repre-sentative and constitutional monarchy throughout Germany can theunity of the fatherland be strengthened, freedom come forth, and therule of law be secured for our future public life.

Document 11

Source: Anonymous pamphlet confiscated by the police in Frankfurt, 1847.

Men of the Proletariat! German workers! You are the heart of the people.Show what you are worth. It is an honor to be called “the proletariat.” Beworthy of this honor, and show that you were not born to be hunted likewild animals by the prince’s police. When it comes time to fight—attack!

END OF PART A


Parts B and C:Thematic Essay Questions

The free-response thematic essay questions provide an opportunity for stu-dents to demonstrate the range of the skills and information mastered in thecourse in two broad interpretive essays. The questions in this part reflect thethree thematic categories described on pages 5–6. (Suggested planning andwriting time—70 minutes. Percent of Section II score—55.)

Part B:

Directions: You are to answer ONE question from the three questionsbelow. Make your selection carefully, choosing the question that you arebest prepared to answer thoroughly in the time permitted. In writing youressay, use specific examples to support your answer. You should spend 5minutes organizing or outlining your answer.

2. Using specific examples from Eastern and Western Europe, discusseconomic development during the period 1945 to the present, focusing on ONE of the following.a) Economic recovery and integrationb) Development of the welfare state and its subsequent decline

3. Compare and contrast the roles of British working women in the prein-dustrial economy (before 1750) with their roles in the era 1850 to 1920.

4. To what extent and in what ways did nationalist tensions in theBalkans between 1870 and 1914 contribute to the outbreak of the FirstWorld War?

Part C:

Directions: You are to answer ONE question from the three questionsbelow. Make your selection carefully, choosing the question that you arebest prepared to answer thoroughly in the time permitted. In writing youressay, use specific examples to support your answer. You should spend 5minutes organizing or outlining your answer.

5. To what extent did the Enlightenment express optimistic ideas in eighteenth-century Europe? Illustrate your answer with references tospecific individuals and their works.

6. Compare and contrast the Lutheran Reformation and the CatholicReformation of the sixteenth century regarding the reform of both reli-gious doctrines and religious practices.

7. Discuss how Renaissance ideas are expressed in the Italian art of theperiod, referring to specific works and artists.


AP Program Essentials

The AP Reading

In June, the free-response sections of the exams, as well as the portfoliosin Studio Art, are scored by college and secondary school teachers at theAP Reading. Thousands of these faculty consultants participate, under thedirection of a Chief Faculty Consultant in each field. The experience offersboth significant professional development and the opportunity to networkwith like-minded educators; if you are an AP teacher or a member of a col-lege faculty and would like to serve as a faculty consultant, you can applyonline in the AP section of the College Board’s Web site. Alternatively,send an e-mail message to [email protected], or call Performance ScoringServices at 609 406-5383.

AP Grades

The faculty consultants’ judgments on the essay and problem-solving ques-tions are combined with the results of the computer-scored multiple-choicequestions, and the total raw scores are converted to AP’s 5-point scale:

AP GRADE QUALIFICATION

5 Extremely Well Qualified4 Well Qualified3 Qualified2 Possibly Qualified1 No Recommendation

Grade Distributions

Many teachers want to compare their students’ grades with the nationalpercentiles. Grade distribution charts are available in the subject pages ofthe AP Web site, as is information on how the cut-off points for each APgrade are calculated.

AP and College Credit

Advanced placement and/or credit is awarded by the college or university,not the College Board or the AP Program. The best source of specific andup-to-date information about an individual institution’s policy is its catalogor Web site.

Why Colleges Give Credit for AP Grades

Colleges need to know that the AP grades they receive for their incomingstudents represent a level of achievement equivalent to that of studentswho take the same course in the colleges’ own classrooms. That equiva-lency is assured through several Advanced Placement Program processes:

• College faculty serve on the committees that develop the coursedescriptions and examinations in each AP subject.

• College faculty are responsible for standard setting and are involvedin the evaluation of student responses at the AP Reading.

• AP courses and exams are updated regularly, based on both theresults of curriculum surveys at up to 200 colleges and universitiesand the interactions of committee members with professional orga-nizations in their discipline.

• College comparability studies are undertaken in which the perfor-mance of college students on AP Exams is compared with that ofAP students to confirm that the AP grade scale of 1–5 is properlyaligned with current college standards.

In addition, the College Board has commissioned studies that use a “bottom-line” approach to validating AP Exam grades by comparing theachievement of AP versus non-AP students in higher-level college courses.For example, in the 1998 Morgan and Ramist “21-College” study, AP stu-dents who were exempted from introductory courses and who completeda higher-level course in college are compared, on the basis of their collegegrades, with students who completed the prerequisite first course in col-lege, then took the second, higher-level course in the subject area. Suchstudies answer the question of greatest concern to colleges — are their APstudents who are exempted from introductory courses as well prepared tocontinue in a subject area as students who took their first course in col-lege? To see the results of several college validity studies, go to the APpages of the College Board’s Web site. (The aforementioned Morgan andRamist study can be downloaded from the site in its entirety.)

Guidelines on Granting Credit for AP Grades

If you are an admission administrator and need guidance on setting a policy for your college, you will find the College and University Guide to

the Advanced Placement Program useful; see the back of this booklet forordering information. Alternatively, contact your local College BoardRegional Office, as noted on the inside back cover of this booklet.



Finding Colleges That Accept AP Grades

In addition to contacting colleges directly for their AP policies, studentsand teachers can use College Search, an online resource maintained by theCollege Board through its Annual Survey of Colleges. College Search canbe accessed via the College Board’s Web site (www.collegeboard.com). Itis worth remembering, though, that policies are subject to change. Contactthe college directly to get the most up-to-date information.

AP Scholar Awards and the AP International Diploma

The AP Program offers a number of awards to recognize high school students who have demonstrated college-level achievement through APcourses and exams. In addition, the AP International Diploma (APID) cer-tifies the achievement of successful AP candidates who plan to apply to auniversity outside the United States.

For detailed information on AP Scholar Awards and the APID, includingqualification criteria, visit the AP Web site or contact the College Board’sNational Office. Students’ questions are also answered in the AP Bulletin

for Students and Parents; information about ordering and downloadingthe Bulletin can be found at the back of this booklet.

AP Calendar

To get an idea of the various events associated with running an AP pro-gram and administering the AP Exams, please refer to this year’s edition ofA Guide to the Advanced Placement Program; information about orderingand downloading the Guide can be found at the back of this booklet.

Test Security

The entire AP Exam must be kept secure until the scheduled administrationdate. Except during the actual exam administration, exam materials mustbe placed in locked storage. Forty-eight hours after the exam has beenadministered, the green and blue inserts from the free-response section(Section II) are available for teacher and student review.* However, the

multiple-choice section (Section I) must remain secure both before

and after the exam administration. No one other than candidates taking

*The alternate (make-up) form of the free-response section is NOT released.


the exam can ever have access to or see the questions contained in this sec-tion — this includes AP Coordinators and AP teachers. The multiple-choicesection must never be shared or copied in any manner.

Various combinations of selected multiple-choice questions are reusedfrom year to year to provide an essential method of establishing high examreliability, controlled levels of difficulty, and comparability with earlierexams. These goals can only be attained when the multiple-choice ques-tions remain secure. This is why teachers cannot view the questions andstudents cannot share information about these questions with anyone fol-lowing the exam administration.

To ensure that all students have an equal chance to perform on theexam, AP Exams must be administered in a uniform manner. It isextremely important to follow the administration schedule and all

procedures outlined in detail in the most recent AP Coordinator’s

Manual. The manual also includes directions on how to deal with mis-conduct and other security problems. Any breach of security should bereported immediately through the test security hot line (call 800 353-8570,e-mail [email protected], or fax 609 406-9709).

Teacher Support

Look for these enhanced Web resources at www.collegeboard.com/ap

• Information about AP Exam development, administration, scoring andgrading, fees, and scheduling.

• Program news, such as exam format changes, opinion polls (teachersurveys, ad hoc polls), and profiles of successful teachers and AP programs.

• A searchable catalog of teaching resources, including: course topicoutlines, sample syllabi and lesson plans, strategies and tips, topicbriefs, links, and textbook reviews.

• A searchable catalog of professional development opportunities (e.g.,workshops, summer institutes, conferences). New and experiencedAP teachers are invited to attend workshops and institutes to learnthe fundamentals of teaching an AP course, as well as the latestexpectations for each course and exam. Sessions ranging from oneday to three weeks in length are held year-round. Dates, locations,topics, and fee information are also available through the CollegeBoard’s Regional Offices.


• Online forums for exchanging ideas with AP teachers.

• Sample multiple-choice and free-response questions.

To supplement these online resources, there are a number of AP publica-tions, CD-ROMs, and videos that can assist AP teachers. Please see the following pages for an overview and for ordering information.

Pre-AP™

Preparing Students for Challenging Courses;Preparing Teachers for Student Success

Pre-AP has two objectives: (1) to promote access to AP for all students;(2) to provide professional development through content-specific strate-gies to build a rigorous curriculum. Teachers employ Pre-AP strategies andmaterials to introduce skills, concepts, and assessment methods that pre-pare students for success when they take AP and other challenging aca-demic courses. Schools use Pre-AP strategies to strengthen and align thecurriculum across grade levels, and to increase the academic challenge forall students.

Pre-AP professional development is available to teachers throughBuilding Success workshops and through AP Vertical Teams™ confer-ences and workshops.

• Building Success is a two-day workshop that assists English and his-tory teachers in designing curricula for grade 7 and above. Teacherslearn strategies to help students engage in active questioning, analysis,and constructing arguments. Workshop topics include assessment,interdisciplinary teaching and learning, and vertical planning.

• AP Vertical Teams are trained via one-day workshops, two-day con-ferences, and five-day summer institutes; they enable middle schooland high school teachers to prepare Pre-AP students for academicsuccess in AP courses and in college. Topics include organizing effec-tive teams, aligning curricula, and developing content-specific teach-ing strategies.

• Setting the Cornerstones: Building the Foundation of AP

Vertical Teams is a two-day workshop designed to provide informa-tion about the College Board and the AP Program, and to suggeststrategies for establishing coherence, commitment, collegiality, andcollaboration among the members of an AP Vertical Team.


For more information about Building Success workshops and for sched-ules of AP Vertical Teams workshops and conferences, contact yourCollege Board Regional Office. Alternatively, contact Mondy Raibon, Pre-AP Initiatives, AP Program, The College Board, 45 Columbus Avenue,New York, NY 10023-6992; 212 713-8156; [email protected].

AP Publications and Other Resources

A number of AP publications, CD-ROMs, and videos are available to helpstudents, parents, AP Coordinators, and high school and college facultylearn more about the AP Program and its courses and exams. To identifyresources that may be of particular use to you, refer to the following key.

Students and Parents SP AP Coordinators and

Administrators A

Teachers T College Faculty C

Ordering Information

You have several options for ordering publications:

• Online. Visit the College Board store to see descriptions and picturesof AP publications and to place your order.

• By mail. Send a completed order form with your payment or creditcard information to: Advanced Placement Program, Dept. E-06, P.O. Box 6670, Princeton, NJ 08541-6670. If you need a copy of the order form, you can download one from the AP Library (www.collegeboard.com/ap/library).

• By fax. Credit card orders can be faxed to AP Order Services at 609 771-7385.

• By phone. Call AP Order Services at 609 771-7243, Monday throughFriday 8:00 a.m. to 9:00 p.m., and Saturday 9:00 a.m. to 4:45 p.m. ET.Have your American Express, MasterCard, or VISA information ready.This phone number is for credit card orders only.

Payment must accompany all orders not on an institutional purchase orderor credit card, and checks should be made payable to the College Board.The College Board pays fourth-class book rate postage (or its equivalent)on all prepaid orders; you should allow two to three weeks for delivery.Postage will be charged on all orders requiring billing and/or requesting afaster method of shipment.


Publications may be returned within 15 days of receipt if postage is pre-paid and publications are in resalable condition and still in print. Unlessotherwise specified, orders will be filled with the currently available

edition; prices are subject to change without notice.

Print

Items marked with a computer mouse icon can be downloaded for freefrom the AP Library (www.collegeboard.com/ap/library).

AP Bulletin for Students and Parents: Free SP

This bulletin provides a general description of the AP Program, includingpolicies and procedures for preparing to take the exams, and registeringfor the AP courses. It describes each AP Exam, lists the advantages of tak-ing the exams, describes the grade reporting and award options availableto students, and includes the upcoming exam schedule.

College and University Guide to the AP Program: $10 C, A

This guide is intended to help college and university faculty and adminis-trators understand the benefits of having a coherent, equitable AP policy.Topics included are validity of AP grades; developing and maintainingscoring standards; ensuring equivalent achievement; state legislation sup-porting AP; and quantitative profiles of AP students by each AP subject.

Course Descriptions: $12 SP, T, A, C

Course Descriptions provide an outline of the AP course content, explainthe kinds of skills students are expected to demonstrate in the correspond-ing introductory college-level course, and describe the AP Exam. They alsoprovide sample multiple-choice questions with an answer key, as well assample free-response questions. A complete set of Course Descriptions isavailable for $100.

A Guide to the Advanced Placement Program: Free A

Written for both administrators and AP Coordinators, this guide is dividedinto two sections. The first section provides general information about AP,such as how to organize an AP program at your high school, the kind oftraining and support that is available for AP teachers, and a look at the AP Exams and grades. The second section contains more specific detailsabout testing procedures and policies and is intended for AP Coordinators.

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Interpreting and Using AP Grades: Free A, C, T

A booklet containing information on the development of scoring stan-dards, the AP Reading, grade-setting procedures, and suggestions on howto interpret AP grades.

Pre-AP: Achieving Equity, Emphasizing Excellence: Free A, T

An informational brochure describing the Pre-AP concept and outliningthe characteristics of a successful Pre-AP program.

Released Exams: $20

($30 for “double” subjects: Calculus, Computer Science,

Latin, Physics) T

About every four years, on a staggered schedule, the AP Program releasesa complete copy of each exam. In addition to providing the multiple-choicequestions and answers, the publication describes the process of scoringthe free-response questions and includes examples of students’ actualresponses, the scoring standards, and commentary that explains why theresponses received the scores they did.

Packets of 10: $30. For each subject with a released exam, you can pur-chase a packet of 10 copies of that year’s exam for use in your classroom(e.g., to simulate an AP Exam administration).

Secondary School Guide to the AP Program: $10 A, T

This guide is a comprehensive consideration of the AP Program. It coverstopics such as developing or expanding an AP program; gaining faculty,administration, and community support; AP Grade Reports, their use andinterpretation; AP Scholar Awards; receiving college credit for AP; APteacher training resources; descriptions of successful AP programs in nineschools around the country; and “Voices of Experience,” a collection ofideas and tips from AP teachers and administrators.

Student Guides

(available for Calculus, English, and U.S. History): $12 SP

These are course and exam preparation manuals designed for high schoolstudents who are thinking about or taking a specific AP course. Eachguide answers questions about the AP course and exam, suggests helpfulstudy resources and test-taking strategies, provides sample questions withanswers, and discusses how the free-response questions are scored.

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Teacher’s Guides: $12 T

For those about to teach an AP course for the first time, or for experi-enced AP teachers who would like to get some fresh ideas for the class-room, the Teacher’s Guide is an excellent resource. Each Teacher’s Guidecontains syllabi developed by high school teachers currently teaching the AP course and college faculty who teach the equivalent course at colleges and universities. Along with detailed course outlines and inno-vative teaching tips, you’ll also find extensive lists of recommended teaching resources.

AP Vertical Team Guides T, A

An AP Vertical Team (APVT) is made up of teachers from different gradelevels who work together to develop and implement a sequential curricu-lum in a given discipline. The team’s goal is to help students acquire theskills necessary for success in AP. To help teachers and administratorswho are interested in establishing an APVT at their school, the CollegeBoard has published three guides: AP Vertical Teams in Science,

Social Studies, Foreign Language, Studio Art, and Music Theory: An

Introduction ($12); A Guide for Advanced Placement English Vertical

Teams ($10); and Advanced Placement Program Mathematics Vertical

Teams Toolkit ($35). A discussion of the English Vertical Teams guide, andthe APVT concept, is also available on a 15-minute VHS videotape ($10).

Multimedia

EssayPrep® SP, T

EssayPrep is available through the AP subject pages of the College Board’sWeb site. Students can select an essay topic, type a response, and get anevaluation from an experienced reader. The service is offered for the free-response portions of the AP Biology, English Language and Composition,English Literature and Composition, and U.S. History Exams. The fee is$15 per response for each evaluation. SAT® II: Writing Subject Test topicsare also offered for a fee of $10. Multiple evaluations can be purchased ata 10–20% discount.


APCD®: $49 (home version),

$450 (multi-network site license) SP, T

These CD-ROMs are available for Calculus AB, English Language, EnglishLiterature, European History, Spanish Language, and U.S. History. Theyeach include actual AP Exams, interactive tutorials, and other featuresincluding exam descriptions, answers to frequently asked questions, study-skill suggestions, and test-taking strategies. There is also a listing ofresources for further study and a planner to help students schedule andorganize their study time.

Videoconference Tapes: $15 SP, T, C

AP has conducted live, interactive videoconferences for various subjects,enabling AP teachers and students to talk directly with the DevelopmentCommittees that design and develop the AP courses and exams. Tapes of these events are available in VHS format and are approximately 90 minutes long.

AP: Pathway to Success

(video — available in English and Spanish): $15 SP, T, A, C

This 25-minute video takes a look at the AP Program through the eyes ofpeople who know AP: students, parents, teachers, and college admissionstaff. They answer such questions as: “Why do it?” “Who teaches APcourses?” and “Is AP for you?” College students discuss the advantagesthey gained through taking AP courses, such as academic self-confidence,improved writing skills, and college credit. AP teachers explain what thechallenge of teaching AP courses means to them and their school, andadmission staff explain how they view students who have stretched them-selves by taking AP Exams. There is also a discussion of the impact thatan AP program has on an entire school and its community, and a look atresources available to assist AP teachers, such as regional workshops,teacher conferences, and summer institutes.

This Course Description is intended for use by AP® teachers for course and exam preparation in the classroom; permission for any other use must be soughtfrom the Program. Teachers may reproduce it, in whole or in part, in limitedquantities, for face-to-face teaching purposes but may not mass distribute thematerials, electronically or otherwise. This Course Description and any copiesmade of it may not be resold, and the copyright notices must be retained as theyappear here. This permission does not apply to any third-party copyrights contained herein.

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 3,900 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®, thePSAT/NMSQT™, the Advanced Placement Program® (AP®), and Pacesetter®. 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 © 2001 by College Entrance Examination Board. All rights reserved.College Board, Advanced Placement Program, AP, APCD, EssayPrep, and the acorn logo are registered trademarks of the College Entrance ExaminationBoard. AP Vertical Teams, APIEL, and Pre-AP are trademarks owned by theCollege Entrance Examination Board. Other products and services may betrademarks of their respective owners.

Visit College Board on the Web: www.collegeboard.com/ap.

College Board Regional Offices

National Office45 Columbus Avenue, New York, NY 10023-6992212 713-8066E-mail: [email protected]

Middle StatesServing Delaware, District of Columbia, Maryland, New Jersey, New York, Pennsylvania, and Puerto Rico 3440 Market Street, Suite 410, Philadelphia, PA 19104-3338215 387-7600E-mail: [email protected]

MidwesternServing Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, West Virginia, and Wisconsin1560 Sherman Avenue, Suite 1001, Evanston, IL 60201-4805847 866-1700E-mail: [email protected]

New EnglandServing Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont470 Totten Pond Road, Waltham, MA 02451-1982781 890-9150E-mail: [email protected]

SouthernServing Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, and Virginia100 Crescent Centre Parkway, Suite 340, Tucker, GA 30084-7039770 908-9737E-mail: [email protected]

SouthwesternServing Arkansas, New Mexico, Oklahoma, and Texas4330 South MoPac Expressway, Suite 200, Austin, TX 78735-6734512 891-8400E-mail: [email protected]

Dallas/Fort Worth Metroplex AP OfficeBox 19666, 600 South West Street, Room 108, Arlington, TX 76019817 272-7200E-mail: [email protected]

WesternServing Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, Oregon, Utah, Washington, and Wyoming2099 Gateway Place, Suite 480, San Jose, CA 95110-1017408 452-1400E-mail: [email protected]

International1233 20th Street, NW, Suite 600, Washington, DC 20036-2304202 822-5900E-mail: [email protected]

Canada1708 Dolphin Avenue, Suite 406, Kelowna, BC, Canada V1Y 9S4250 861-9050; 800 667-4548 in Canada onlyE-mail: [email protected]

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Course Description

M A Y 2 0 0 2 , M A Y 2 0 0 3

2002 Exam Date: Friday, May 10, afternoon session2003 Exam Date: Friday, May 9, afternoon session

2000-01 Development Committee and Chief Faculty Consultant

David L. Longfellow, Baylor University, Waco, Texas, ChairBelinda Davis, Rutgers University, New Brunswick, New Jersey

Christopher W. Freiler, Hinsdale Central High School, Illinois

Kenneth Gouwens, University of Connecticut, Storrs

Kelly Saenz, Westwood High School, Austin, Texas

Diane W. Wells, York House School, Vancouver, British Columbia, Canada

Chief Faculty Consultant: Michael Galgano, James Madison University,

Harrisonburg, Virginia

ETS Consultants: Lawrence R. Beaber, Despina O. Danos

www.collegeboard.com/ap

I.N. 990210