Western Civ II CLEP PDF

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Test InformationGuide:College-LevelExaminationProgram®

2011-12

Western Civilization II

© 2012 The College Board. All rights reserved. College Board, College-Level ExaminationProgram, CLEP, and the acorn logo are registered trademarks of the College Board.

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CLEP TEST INFORMATIONGUIDE FOR WESTERNCIVILIZATION II

History of CLEP

Since 1967, the College-Level Examination Program(CLEP®) has provided over six million people withthe opportunity to reach their educational goals.CLEP participants have received college credit forknowledge and expertise they have gained throughprior course work, independent study or work andlife experience.

Over the years, the CLEP examinations have evolvedto keep pace with changing curricula and pedagogy.Typically, the examinations represent material taughtin introductory college-level courses from all areasof the college curriculum. Students may choose from33 different subject areas in which to demonstratetheir mastery of college-level material.

Today, more than 2,900 colleges and universitiesrecognize and grant credit for CLEP.

Philosophy of CLEP

Promoting access to higher education is CLEP’sfoundation. CLEP offers students an opportunity todemonstrate and receive validation of theircollege-level skills and knowledge. Students whoachieve an appropriate score on a CLEP exam canenrich their college experience with higher-levelcourses in their major field of study, expand theirhorizons by taking a wider array of electives andavoid repetition of material that they already know.

CLEP Participants

CLEP’s test-taking population includes people of allages and walks of life. Traditional 18- to 22-year-oldstudents, adults just entering or returning to school,home-schoolers and international students who needto quantify their knowledge have all been assisted byCLEP in earning their college degrees. Currently,58 percent of CLEP’s test-takers are women and52 percent are 23 years of age or older.

For over 30 years, the College Board has worked toprovide government-funded credit-by-examopportunities to the military through CLEP. Militaryservice members are fully funded for their CLEP examfees. Exams are administered at military installations

worldwide through computer-based testing programsand also — in forward-deployed areas — throughpaper-based testing. Approximately one-third of allCLEP candidates are military service members.

2010-11 National CLEP Candidates by Age*

These data are based on 100% of CLEP test-takers who responded to this survey question during their examinations.

*

Under 189%

18-22 years39%

23-29 years22%

30 years and older30%

2010-11 National CLEP Candidates by Gender

41%

58%

Computer-Based CLEP Testing

The computer-based format of CLEP exams allowsfor a number of key features. These include:

• a variety of question formats that ensure effectiveassessment

• real-time score reporting that gives students andcolleges the ability to make immediate credit-granting decisions (except College Composition,which requires faculty scoring of essays twice amonth)

• a uniform recommended credit-granting score of50 for all exams

• “rights-only” scoring, which awards one point percorrect answer

• pretest questions that are not scored but providecurrent candidate population data and allow forrapid expansion of question pools

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CLEP Exam Development

Content development for each of the CLEP examsis directed by a test development committee. Eachcommittee is composed of faculty from a widevariety of institutions who are currently teachingthe relevant college undergraduate courses. Thecommittee members establish the test specificationsbased on feedback from a national curriculumsurvey; recommend credit-granting scores andstandards; develop and select test questions; reviewstatistical data and prepare descriptive material foruse by faculty (Test Information Guides) and studentsplanning to take the tests (CLEP Official Study Guide).

College faculty also participate in CLEP in otherways: they convene periodically as part ofstandard-setting panels to determine therecommended level of student competency for thegranting of college credit; they are called upon towrite exam questions and to review forms and theyhelp to ensure the continuing relevance of the CLEPexaminations through the curriculum surveys.

The Curriculum Survey

The first step in the construction of a CLEP exam isa curriculum survey. Its main purpose is to obtaininformation needed to develop test-contentspecifications that reflect the current collegecurriculum and to recognize anticipated changes inthe field. The surveys of college faculty areconducted in each subject every three to five yearsdepending on the discipline. Specifically, the surveygathers information on:

• the major content and skill areas covered in theequivalent course and the proportion of the coursedevoted to each area

• specific topics taught and the emphasis given toeach topic

• specific skills students are expected to acquire andthe relative emphasis given to them

• recent and anticipated changes in course content,skills and topics

• the primary textbooks and supplementary learningresources used

• titles and lengths of college courses thatcorrespond to the CLEP exam

The Committee

The College Board appoints standing committees ofcollege faculty for each test title in the CLEP battery.Committee members usually serve a term of up tofour years. Each committee works with contentspecialists at Educational Testing Service to establishtest specifications and develop the tests. Listedbelow are the current committee members and theirinstitutional affiliations.

David Longfellow,Chair

Baylor University

William Alexander Norfolk State University

Margaretta Handke Minnesota State University,Mankato

Sally West Truman State University

The primary objective of the committee is to producetests with good content validity. CLEP tests must berigorous and relevant to the discipline and theappropriate courses. While the consensus of thecommittee members is that this test has high contentvalidity for a typical introductory WesternCivilization II course or curriculum, the validity ofthe content for a specific course or curriculum is bestdetermined locally through careful review andcomparison of test content, with instructional contentcovered in a particular course or curriculum.

The Committee Meeting

The exam is developed from a pool of questionswritten by committee members and outside questionwriters. All questions that will be scored on a CLEPexam have been pretested; those that pass a rigorousstatistical analysis for content relevance, difficulty,fairness and correlation with assessment criteria areadded to the pool. These questions are compiled bytest development specialists according to the testspecifications, and are presented to all the committeemembers for a final review. Before convening at atwo- or three-day committee meeting, the membershave a chance to review the test specifications andthe pool of questions available for possible inclusionin the exam.

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At the meeting, the committee determines whetherthe questions are appropriate for the test and, if not,whether they need to be reworked and pretestedagain to ensure that they are accurate andunambiguous. Finally, draft forms of the exam arereviewed to ensure comparable levels of difficulty andcontent specifications on the various test forms. Thecommittee is also responsible for writing anddeveloping pretest questions. These questions areadministered to candidates who take the examinationand provide valuable statistical feedback on studentperformance under operational conditions.

Once the questions are developed and pretested,tests are assembled in one of two ways. In somecases, test forms are assembled in their entirety.These forms are of comparable difficulty and aretherefore interchangeable. More commonly,questions are assembled into smaller,content-specific units called testlets, which can thenbe combined in different ways to create multiple testforms. This method allows many different forms tobe assembled from a pool of questions.

Test Specifications

Test content specifications are determined primarilythrough the curriculum survey, the expertise of thecommittee and test development specialists, therecommendations of appropriate councils andconferences, textbook reviews and other appropriatesources of information. Content specifications takeinto account:

• the purpose of the test

• the intended test-taker population

• the titles and descriptions of courses the test isdesigned to reflect

• the specific subject matter and abilities to be tested

• the length of the test, types of questions andinstructions to be used

Recommendation of the AmericanCouncil on Education (ACE)

The American Council on Education’s CollegeCredit Recommendation Service (ACE CREDIT)has evaluated CLEP processes and procedures for

developing, administering and scoring the exams.Effective July 2001, ACE recommended a uniformcredit-granting score of 50 across all subjects, withthe exception of four-semester language exams,which represents the performance of students whoearn a grade of C in the corresponding collegecourse.

The American Council on Education, the majorcoordinating body for all the nation’s higher educationinstitutions, seeks to provide leadership and a unifyingvoice on key higher education issues and to influencepublic policy through advocacy, research and programinitiatives. For more information, visit the ACECREDIT website at www.acenet.edu/acecredit.

CLEP Credit Granting

CLEP uses a common recommended credit-grantingscore of 50 for all CLEP exams.

This common credit-granting score does not mean,however, that the standards for all CLEP exams arethe same. When a new or revised version of a test isintroduced, the program conducts a standard settingto determine the recommended credit-granting score(“cut score”).

A standard-setting panel, consisting of 15–20 facultymembers from colleges and universities across thecountry who are currently teaching the course, isappointed to give its expert judgment on the level ofstudent performance that would be necessary toreceive college credit in the course. The panelreviews the test and test specifications and definesthe capabilities of the typical A student, as well asthose of the typical B, C and D students.* Expectedindividual student performance is rated by eachpanelist on each question. The combined average ofthe ratings is used to determine a recommendednumber of examination questions that must beanswered correctly to mirror classroom performanceof typical B and C students in the related course. Thepanel’s findings are given to members of the testdevelopment committee who, with the help ofEducational Testing Service and College Boardpsychometric specialists, make a final determinationon which raw scores are equivalent to B and C levelsof performance.

*Student performance for the language exams (French, German and Spanish)is defined only at the B and C levels.

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Western Civilization II

Description of the Examination

The Western Civilization II: 1648 to the Presentexamination covers material that is usually taughtin the second semester of a two-semester course inWestern Civilization. Questions cover Europeanhistory from the mid-seventeenth century throughthe post-Second World War period includingpolitical, economic and cultural developments suchas Scientific Thought, the Enlightenment, the Frenchand Industrial Revolutions, and the First and SecondWorld Wars. Candidates may be asked to choose thecorrect definition of a historical term, select thehistorical figure whose viewpoint is described,identify the correct relationship between twohistorical factors, or detect the inaccurate pairingof an individual with a historical event. Groups ofquestions may require candidates to interpret,evaluate or relate the contents of a passage, a map,a picture or a cartoon to the other information orto analyze and use the data contained in a graphor table.

The examination contains approximately120 questions to be answered in 90 minutes.Some of these are pretest questions that will not bescored. Any time candidates spend on tutorials andproviding personal information is in addition to theactual testing time.

Knowledge and Skills Required

Questions on the Western Civilization IIexamination require candidates to demonstrate oneor more of the following abilities.

• Ability to understand important factualknowledge of developments in WesternCivilization

• Ability to identify the causes and effects of majorevents in history

• Ability to analyze, interpret and evaluate textualand graphic historical materials

• Ability to distinguish the relevant from theirrelevant

• Ability to reach conclusions on the basis of facts

The subject matter of the Western Civilization IIexamination is drawn from the following topics.The percentages next to the main topics indicatethe approximate percentage of exam questions onthat topic.

7%–9% Absolutism and Constitutionalism,1648–1715The Dutch RepublicThe English RevolutionFrance under Louis XIVFormation of Austria and PrussiaThe “westernization” of Russia

4%–6% Competition for Empire andEconomic ExpansionGlobal economy of the eighteenth

centuryEurope after Utrecht, 1713–1740Demographic change in the eighteenth

century

5%–7% The Scientific View of the WorldMajor figures of the scientific revolutionNew knowledge of man and societyPolitical theory

7%–9% Period of EnlightenmentEnlightenment thoughtEnlightened despotismPartition of Poland

10%–13% Revolution and Napoleonic EuropeThe Revolution in FranceThe Revolution and EuropeThe French EmpireCongress of Vienna

7%–9% The Industrial RevolutionAgricultural and industrial revolutionCauses of revolutionEconomic and social impact on working

and middle classBritish reform movement

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W E S T E R N C I V I L I Z A T I O N I I

6%–8% Political and Cultural Developments,1815–1848ConservatismLiberalismNationalismSocialismThe Revolutions of 1830 and 1848

8%–10% Politics and Diplomacy in the Age ofNationalism, 1850–1914The unification of Italy and GermanyAustria-HungaryRussiaFranceSocialism and labor unionsEuropean diplomacy, 1871–1900

7%–9% Economy, Culture and Imperialism,1850–1914DemographyWorld economy of the nineteenth

centuryTechnological developmentsScience, philosophy and the artsImperialism in Africa and Asia

10%–12% The First World War and the RussianRevolutionThe causes of the First World WarThe economic and social impact of the

warThe peace settlementsThe Revolution of 1917 and its effects

7%–9% Europe Between the WarsThe Great DepressionInternational politics, 1919–1939Stalin’s five-year plans and purgesItaly and Germany between the warsInterwar cultural developments

8%–10% The Second World War andContemporary EuropeThe causes and course of the Second

World WarPostwar EuropeScience, philosophy, the arts and religionSocial and political developments

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Sample Test Questions

The following sample questions do not appear on anactual CLEP examination. They are intended to givepotential test-takers an indication of the format anddifficulty level of the examination and to providecontent for practice and review. Knowing the correctanswers to all of the sample questions is not aguarantee of satisfactory performance on the exam.

Directions: Each of the questions or incompletestatements below is followed by five suggestedanswers or completions. Select the one that is best ineach case.

1. Colbert’s economic policies ran into difficultieschiefly because of the

(A) relative poverty of France(B) loss of France’s colonial empire(C) wars of Louis XIV(D) abandonment of the salt tax(E) reckless spending by the nobility

2. Which of the following best describes the use ofthe inductive method, as described by FrancisBacon?

(A) Consult established scientific opinion andformulate a philosophical system basedon it.

(B) Begin with a mathematical principle anddraw inferences from it.

(C) Begin by making observations and thendraw conclusions from them.

(D) Begin with self-evident truths and drawinferences from them.

(E) Advance learning by comparisons,analogies, and insights.

Digital Image @ The Museum of Modern Art/Licensed by SCALA/ArtResource NY

3. Which of the following is a major themedepicted in the painting above?

(A) A scientific view of the world(B) Enlightened rationalism(C) Romantic concern with nature(D) Realistic appraisal of industrial progress(E) The world of the unconscious mind

4. Which of the following occurred as a result ofthe War of the Austrian Succession (1740–1748)and the Seven Years’ War (1756–1763)?

(A) Prussia emerged as an important economicand military power.

(B) Sweden ceased to be a great power.(C) Russia extended its territory to the shores of

the Baltic Sea.(D) Hapsburg claims to Polish territory were

dropped.(E) France acquired the provinces of Alsace and

Lorraine.

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5. Which of the following best describes Joseph IIof Austria?

(A) An absolute monarch who consolidated hisauthority through military force

(B) An absolute monarch whose policies wereconsidered reactionary by the intelligentsia

(C) A skilled politician who coined theexpression “Politics is the art of thepossible”

(D) A monarch who tried to impose religiousuniformity throughout his territory

(E) A monarch who sought to translateEnlightenment principles into governmentpolicies and objectives

6. Which of the following statements best describesthe term “romanticism?”

(A) A belief that the rules of art are eternal andunchanging

(B) Interest in expressing general and universaltruths rather than particular and concreteones

(C) Emphasis on logical reasoning and exactfactual knowledge

(D) Emphasis on a high degree of emotionalsubjectivity

(E) A value system that rejects idealism

7. All of the following were related to the EasternQuestion EXCEPT

(A) Pan-Slavism(B) the Congress of Berlin of 1878(C) the Crimean War(D) the Kruger Telegram(E) the Treaty of San Stefano

8. The cartoon above refers to the

(A) Napoleonic Wars(B) Crimean War(C) Boer War(D) Russo-Japanese War(E) First World War

9. All of the following were instrumental in theemergence of Italy as a modern nation-stateEXCEPT

(A) Mazzini(B) Napoleon III(C) Cavour(D) Francis II(E) Garibaldi

10. Men being by nature all free, equal, andindependent, no one can be put out of this estateand subjected to the political power of anotherwithout his own consent, which is done byagreeing with other men, to join and unite into acommunity for their comfortable, safe, andpeaceable living in a secure enjoyment of theirproperties.

The quotation above is from a work by

(A) John Locke(B) Karl Marx(C) Edmund Burke(D) Voltaire(E) Adam Smith

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11. Which of the following characterizes the size ofthe population of Europe during the eighteenthcentury?

(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.

12. The term “collective security” would most likelybe discussed in which of the following studies?

(A) A book on the twentieth-century welfarestate

(B) A monograph on Soviet agricultural policyduring the 1920s

(C) A book on Bismarckian imperialism(D) A treatise on Social Darwinism(E) A work on European diplomacy during the

1930s

13. The map above shows national boundaries inwhich of the following years?

(A) 1789(B) 1812(C) 1815(D) 1870(E) 1914

14. The three classes, being associated and united ininterest, would forget their hatred. . . . Laborwould put an end to the drudgery of the peopleand the disdain of the rich for their inferiors,whose labors they would share. There would nolonger be any poor, and social antipathies woulddisappear with the causes which produced them.

The quotation above typifies which of thefollowing schools of thought?

(A) Utopian socialism(B) Marxism(C) Utilitarianism(D) Social Darwinism(E) Stalinism

15. The British economist John Maynard Keynes didwhich of the following?

(A) He urged governments to increase masspurchasing power in times of deflation.

(B) He defended the principles of the VersaillesTreaty.

(C) He helped to establish the British Labourparty.

(D) He prophesied the inevitable economicdecline of capitalism.

(E) He defined the concept of marginal utility toreplace the labor theory of value.

16. The vast increase in German militaryexpenditures in the two decades preceding theFirst World War occurred primarily becauseGermany

(A) had extended its imperialistic activities tothe Far East

(B) was planning to militarize the provinces ofAlsace and Lorraine

(C) was extending military aid to Russia(D) feared an attack from France(E) was rapidly expanding its navy

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17. In comparison to a preindustrial economy, themost distinctive feature of a modern economyis 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

18. Which of the following was NOT an issuedisturbing Europe on the eve of the Revolutionsof 1848?

(A) Socialism versus capitalism(B) Hungarian independence(C) The unification of France(D) The power of the papacy(E) The condition of serfs

19. The primary goal of Marxist socialists in thelatter half of the nineteenth century was to

(A) establish constitutional government(B) ensure equal rights for women(C) end government regulation of business(D) institute trial by jury in all criminal cases(E) abolish private ownership of the means of

production

20. Each individual, bestowing more time andattention upon the means of preserving andincreasing his portion of wealth than is or can bebestowed by government, is likely to take a moreeffectual course than what, in this instance andon his behalf, would be taken by government.

The quotation above best illustrates which of thefollowing?

(A) Fascism(B) Mercantilism(C) Syndicalism(D) Classical liberalism(E) Utopian socialism

21. The aim of the Soviet Union’s First Five-YearPlan 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

peasantry

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POPULATION DENSITY IN FRANCE PERSQUARE KILOMETER

22. The increase in population density between1801 and 1846 shown above indicates that

(A) the growth of Paris absorbed any naturalpopulation increase

(B) there was a reversing trend in which industrymoved to the center of France whileagriculture moved to the north

(C) the population distribution in existence in1801 was almost unchanged in 1846

(D) by 1846 southern France was declining inpopulation

(E) by 1846 central France was declining inpopulation

23. The National Assembly in France (1789–1791)did all of the following EXCEPT

(A) issue assignats(B) ban strikes(C) pass the Civil Constitution of the Clergy(D) abolish guilds(E) abolish private property

24. Historical explanations for nineteenth-centuryEuropean imperialism include all of thefollowing EXCEPT

(A) a need to discover new sources of rawmaterials

(B) a need to find new markets for manufacturedgoods

(C) a need to invest excess financial resources(D) a desire to establish world government(E) a desire to maintain the European balance of

power

25. All of the following factors contributed to therise of the National Socialist German Workers’party (Nazis) EXCEPT

(A) the weakness of the Weimar Republic(B) the dissatisfaction with the Versailles Treaty(C) the impact of the Great Depression(D) the support of German conservatives(E) the support of Socialist trade unions

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26. He used extreme methods and mass repressionsat a time when the Revolution was alreadyvictorious, when the Soviet state wasstrengthened, when the exploiting classes werealready liquidated and Socialist relations wererooted solidly in all phases of the nationaleconomy, when our party was politicallyconsolidated and had strengthened itself bothnumerically and ideologically.

In the quotation above, which of the followingspoke and about whom?

(A) Khrushchev about Stalin(B) Khrushchev about Trotsky(C) Stalin about Trotsky(D) Trotsky about Lenin(E) Brezhnev about Lenin

27. 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

28. Which of the following is a central and essentialcomponent of the European welfare state?

(A) Nationalization of all major sectors of theeconomy

(B) Decentralization of the state(C) State responsibility for assuring access to

medical care for all citizens(D) Elimination of large private fortunes through

taxation(E) Elimination of independent trade unions

29. In the mid-eighteenth century, Europeanpopulation increased sharply for all of thefollowing reasons EXCEPT

(A) improved agricultural techniques(B) improvements in medical care(C) fewer famines(D) a decline in the death rate(E) a decline of the plague

30. One of the goals of the physiocrats was to

(A) reform the French monarchy along Dutchlines

(B) implement more stringent mercantilisteconomic policies

(C) implement free-trade policies(D) repudiate the national debt(E) effect a complete redistribution of arable

land in France

31. During the reign of Catherine the Great(1762–1796), all of the following occurredEXCEPT

(A) Russia increased its commercial and culturalcontacts with the West.

(B) Russia won several wars against theOttoman Empire.

(C) A new class of powerful merchants appearedin Russia’s major cities.

(D) The Russian population increased in size.(E) Increasingly, the upper classes were

educated in and spoke French.

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32. The map of Europe shown portrays nationalboundaries as they existed in

(A) 1871(B) 1913(C) 1925(D) 1948(E) 1950

33. The dictum “form follows function” isassociated with which of the following trends inthe arts?

(A) Neoclassicism(B) Modernism(C) Humanism(D) Romanticism(E) Realism

34. The Ostpolitik of West German ChancellorWilly Brandt was designed to

(A) nationalize German banks(B) win Soviet diplomatic recognition for West

Germany(C) deepen West Germany’s commitment to the

North Atlantic Treaty Organization (NATO)(D) normalize West German relations with the

communist states of Eastern Europe(E) promote free trade in Europe

35. Which of the following largely resolved thebattle for sovereignty between crown andParliament in England?

(A) The Test Act of 1673(B) The acceptance of the divine right of kings(C) John Locke’s Second Treatise of Civil

Government(D) The Glorious Revolution(E) The English Civil War

36. Each contract of each particular state is but aclause in the great primeval contract of eternalsociety, linking the lower with the highernatures, connecting the visible and invisibleworld, according to a fixed compact sanctionedby the inviolable oath which holds all physicaland all moral natures, each in their appointedplace.

The quotation above reflects the ideas of

(A) Charles Fourier(B) Voltaire(C) Rousseau(D) Adam Smith(E) Edmund Burke

37. Which of the following is true of the FrenchRevolution of 1830?

(A) It strengthened the power of theworking class.

(B) It overthrew the Bourbon MonarchCharles X.

(C) It produced a constitutional monarchy basedon universal adult male suffrage.

(D) It was suppressed by Charles X with the aidof Austria and Russia.

(E) It strengthened the power of the RomanCatholic Church in France.

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38. Which of the following countries remained mostclosely aligned, ideologically and economically,with the Soviet Union from 1945 to 1989?

(A) The People’s Republic of China(B) Bulgaria(C) Czechoslovakia(D) Hungary(E) Poland

39. We are fifty or a hundred years behind theadvanced countries. We must make good thisdistance in ten years. Either we do it or theycrush us.

The quotation above is attributed to

(A) Charles de Gaulle calling for France toprepare for tank warfare

(B) Winston Churchill demanding that Britainexpand its air force and navy

(C) Joseph Stalin explaining the need forcontinued industrial development in theSoviet Union

(D) Mao Zedong (Mao Tse-tung) introducingthe Cultural Revolution in China

(E) Adolf Hitler inaugurating Germanrearmament

40. By the end of the seventeenth century, which ofthe following was a consequence of the policiespursued by Spain in its colonial possessions inthe New World?

(A) Economic and social mobility in SpanishAmerica were greatly inhibited by a rigidethnic and class structure.

(B) The native inhabitants had secured a degreeof political independence.

(C) The Roman Catholic Church had beenforced to tolerate Protestant missionaryactivities.

(D) Most colonists had come to view themselvesas fundamentally opposed to theircompatriots remaining in Spain.

(E) There had been virtually no intermarriageamong various racial groups.

The Granger Collection, New York

41. The eighteenth-century political cartoonreproduction shown above relates most closelyto which of the following events of the FrenchRevolution?

(A) The emergence of the power of theThird Estate

(B) The tensions between the nobility and clergy(C) The mistreatment of political prisoners(D) The death of Marat(E) The Thermidorean Reaction

42. Which of the following joined Nazi Germany inits attack on the Soviet Union?

(A) Great Britain(B) Finland(C) Sweden(D) Turkey(E) Japan

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43. Churchill’s famous phrase “Never—was somuch owed by so many to so few” referred to

(A) those who evacuated the Allied army fromDunkirk

(B) those who convoyed food and materielacross the Atlantic in the early 1940s

(C) the scientists who developed radar and otherearly warning technologies

(D) the fighter pilots of the Royal Air Force whowon the Battle of Britain

(E) the cryptographers who broke the Germanand Japanese military and diplomatic codes

44. The Soviet foreign policy of “peacefulcoexistence” was most closely associated withwhich of the following Soviet domestic policies?

(A) Lenin’s New Economic Policy (NEP)(B) Stalin’s program of collectivization(C) Khrushchev’s policy of de-Stalinization(D) Brezhnev’s policy toward dissidents(E) Andropov’s program of increased industrial

output

45. This is what I see and what troubles me.I look on all sides and I see only darknesseverywhere. Nature presents to me nothingwhich is not a matter of doubt and concern.It is incomprehensible that God should existand that God should not exist.

The quotation above expresses the view of

(A) Pascal(B) Newton(C) Bacon(D) Galileo(E) Hobbes

46. Which of the following countries intervenedmilitarily in Mexico in the 1860s in an attempt toestablish colonial control?

(A) Germany(B) Sweden(C) Portugal(D) Italy(E) France

47. The theories of which of the following had themost influence on the American and FrenchRevolutions?

(A) Condorcet, Voltaire, Jefferson(B) Pitt, Hobbes, Raynal(C) Diderot, Burke, Fox(D) Montesquieu, Locke, Rousseau(E) Wilkes, Turgot, Helvetius

48. The country that pioneered social insurancelegislation in the late nineteenth century was

(A) Great Britain(B) France(C) Germany(D) Austria(E) Russia

49. One accomplishment of the British Reform Billof 1832 was the

(A) reduction in the parliamentary power of theHouse of Lords

(B) reduction in the constitutional powers of theCrown

(C) extension of parliamentary representation tothe new industrial centers

(D) extension of the right to vote to all malesover the age of 21

(E) increase in the representation of the coloniesin Parliament

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50. Which of the following was an outcome of theFirst World War?

(A) The downfall of the German, Ottoman,Italian, and British Empires

(B) Territorial gains for Italy, Romania, Austria,and Hungary

(C) National independence for Poland,Czechoslovakia, Yugoslavia, and Finland

(D) A decrease in the number of parliamentarydemocracies in Europe

(E) Successful Communist revolutions in Russiaand Germany

51. Women did not gain the right to vote until afterthe Second World War in which of the followinggroups of countries?

(A) Great Britain, the United States, and France(B) France, Italy, and Switzerland(C) Germany, Austria, and Russia(D) Poland, Czechoslovakia, and Hungary(E) Norway, the Netherlands, and Sweden

52. Pablo Picasso is credited with founding thetwentieth-century art movement called

(A) fauvism(B) expressionism(C) cubism(D) futurism(E) baroque

53. The importance of Sigmund Freud in thedevelopment of Western thought is that

(A) he proved the Enlightenment belief that themind responded to conscious motives in arational manner

(B) his ideas on the id, ego, and superego havegone unchallenged since the late-nineteenthcentury

(C) he paved the way for the sexual revolution inthe late-twentieth century

(D) his theories have had a great impact ontwentieth-century thought, culture, andscience

(E) his method of psychoanalysis has proved tocure all kinds of mental illnesses

54. Film director Leni Riefenstahl depicts the birthof the new Germany in her 1934 film “Triumphof the Will” through

(A) Wagnerian music and military exercises(B) Olympic games(C) idyllic rural scenes(D) the defeat of France(E) the Luftwaffe

55. The National Workshops were established inFrance in order to

(A) compete with cheap goods being producedin America

(B) mass produce military weapons(C) produce quality wines for the European

market(D) reduce high urban, especially Parisian,

unemployment(E) promote Protestant social reforms

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56. The Agricultural Revolution included all of thefollowing features EXCEPT

(A) France and Prussia pioneered in agriculturalinnovations

(B) a new system of crop rotation allowed forbetter replenishment of soil nutrients

(C) enclosures of land made food productionmore efficient

(D) seed drills often replaced the broadcastmethod of sowing

(E) crossbreeding practices improved livestockproduction

57. All of the following were among the GreatReforms implemented in Russia during the reignof Alexander II (1855–1881) EXCEPT

(A) the establishment of a parliament(B) the creation of regional councils known as

zemstvos

(C) the emancipation of the serfs(D) judicial reforms that granted all Russians

access to civil courts(E) military reforms that reduced the length of

the term of service for conscripts

58. The Second International, formed in 1889, lostits reason for existence primarily because of the

(A) disintegration of socialist internationalsolidarity in the face of wartime nationalism

(B) disintegration of the German SocialDemocratic Party

(C) Russian Bolshevik Revolution, which wasrepudiated by western European socialists

(D) militarism of the French socialist leader,Jean Jaurès

(E) disputes between French and Germansocialists over the question ofAlsace-Lorraine

59. The chart shown above supports which of thefollowing conclusions about employment duringthe 1960s?

(A) A large proportion of the workingpopulation in Spain was engaged inagriculture.

(B) Over half the working population in bothcountries was employed in mining andmanufacturing.

(C) There was very little unemployment inGreat Britain.

(D) A majority of women in both countries wereemployed in commerce.

(E) Women in both countries earned higherwages than their male counterparts.

60. All of the following were results of the Treaty ofParis (1763) EXCEPT

(A) Britain controlled much of India.(B) France retained most of its sugar colonies in

the West Indies.(C) France suffered no decline in its overseas

trade.(D) Britain emerged as the predominant sea

power.(E) France had to give up its remaining North

American mainland colonies.

AgricultureAgricultureMining

Mining

Men

ServicesServices

CommerceCommerce

Great Britain (1961)

ACTIVE WORKFORCE

Spain (1964)

Construction Manufacturing

Construction

Manufacturing

Women

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61. In the mid-nineteenth century, women wereLEAST likely to be employed in which of thefollowing occupations?

(A) Factory work(B) Domestic service(C) Shopkeeping(D) Teaching(E) Legal services

62. The Great Elector, Frederick William ofBrandenburg-Prussia (1640–1688), advocated allof the following policies EXCEPT

(A) a uniform currency system(B) profitable dynastic marriages(C) Jewish immigration(D) a citizen army rather than a standing army(E) consolidation of Hohenzollern lands

63. In 1936 it was widely assumed that Francewould come to the aid of the Republicans inSpain because France

(A) had been a consistent supporter of Franco(B) opposed the Moscow-dominated government

in Madrid(C) wanted to seize Gibraltar(D) was mandated by the League of Nations to

defend Spain(E) had a Popular Front government, as did

Spain

64. Disraeli led the Conservatives in taking “a leapin the dark” in 1867. This phrase refers to the

(A) extension of the franchise to maleworking-class householders

(B) establishment of a more vigorous foreignpolicy vis-à-vis continental Europe

(C) plan proposed for establishing home rule inIreland

(D) attempt to stimulate the economy throughthe use of deficit spending

(E) decision to grant dominion status to Canada

65. Which of the following statements about femaleindustrial workers in eighteenth-century Englandis correct?

(A) They outnumbered male workers.(B) Most left employment before they married.(C) Most left the mills soon after employment to

return to the countryside.(D) They generally received lower pay than male

workers.(E) They were protected by law from hazardous

occupations such as mining.

66. The enormous business success of theeighteenth-century English potter JosiahWedgwood can be attributed primarily to

(A) the wealth of the aristocracy and their desirefor elaborate china

(B) the rising prominence of the middle class,who sought to emulate the upper class

(C) the development of a huge overseas marketfor English china

(D) the prominence of coffee and tea drinking inthe eighteenth century

(E) royal patronage for potters and weavers

67. “Separate spheres” refers to which of thefollowing in nineteenth-century Europe?

(A) The post-1789 legal relationship betweenthe Catholic Church and the civil authority

(B) The division of domestic and foreign policymaking in modern constitutional states

(C) Different roles of men and women inVictorian society

(D) Parts of the human psyche as defined bySigmund Freud

(E) Gregor Mendel’s techniques for determiningheredity

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68. The “Velvet Revolution” refers to the collapse ofcommunism in which of the following EasternEuropean countries?

(A) Poland(B) Hungary(C) Yugoslavia(D) Czechoslovakia(E) Romania

69. Which of the following political philosophersbelieved that liberty could be preserved throughseparation of powers and checks and balances?

(A) Jean-Jacques Rousseau(B) Adam Smith(C) Montesquieu(D) Thomas Hobbes(E) Voltaire

70. Which of the following works most directlychallenged the theory of the divine right ofkings?

(A) The Wealth of Nations(B) Letters Concerning the English Nation(C) Crime and Punishment(D) The Social Contract(E) The Prince

71. During the Enlightenment, an unwillingness toaccept explanations for events or phenomenaunless such explanations were based onempirical evidence or logic was called

(A) stoicism(B) mysticism(C) monasticism(D) skepticism(E) shamanism

72. The attack on the Bastille by the Paris mob,July 14, 1789, was

(A) undertaken to free the large number ofinmates there

(B) initiated to arrest the commander of theprison, who was known as a monster ofcruelty

(C) a spontaneous reaction to a symbol that hadlong represented despotism

(D) a desperate, planned move to beginrevolution between French citizens and thegovernment

(E) an action to force Louis XVI from Versaillesto Paris

73. The “revolution of textiles” ineighteenth-century England involvedprincipally

(A) silk cloth(B) linen cloth(C) cotton cloth(D) machine-made tapestries(E) imported Indian calico cloth

74. Most sansculottes demanded which of thefollowing from the leaders of the FrenchRevolution?

(A) Higher taxes for the wealthy, and rent andprice restrictions

(B) Restoration of church lands(C) Equal rights for women(D) Prices based on supply and demand(E) Property qualifications for voters

75. Serfdom was abolished in 1861 in which of thefollowing?

(A) Spain(B) Prussia(C) The Netherlands(D) Russia(E) Austria-Hungary

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Study Resources

Most textbooks used in college-level Westerncivilization courses cover the topics in the outlinegiven earlier, but the approaches to certain topicsand the emphases given to them may differ. Toprepare for the Western Civilization II exam, it isadvisable to study one or more college textbooks,which can be found in most college bookstores.When selecting a textbook, check the table ofcontents against the knowledge and skills requiredfor this test.

You may also find it helpful to supplement yourreading with books listed in the bibliographies foundin most history textbooks. In addition, contemporaryhistorical novels, plays and films provide richsources of information. Actual works of art inmuseums can bring to life not only the reproductionsfound in books but history itself.

Visit www.collegeboard.org/clepprep for additionalWestern civilization resources. You can also findsuggestions for exam preparation in Chapter IV ofthe Official Study Guide. In addition, many collegefaculty post their course materials on their schools’websites.

1. C 2. C 3. E 4. A 5. E 6. D 7. D 8. E 9. D 10. A 11. A 12. E 13. B 14. A 15. A 16. E 17. A 18. C 19. E 20. D 21. D 22. C 23. E 24. D 25. E 26. A 27. B 28. C 29. B 30. C 31. C 32. C 33. B 34. D 35. D 36. E 37. B 38. B

39. C 40. A 41. A 42. B 43. D 44. C 45. A 46. E 47. D 48. C 49. C 50. C 51. B 52. C 53. D 54. A 55. D 56. A 57. A 58. A 59. A 60. C 61. E 62. D 63. E 64. A 65. D 66. B 67. C 68. D 69. C 70. D 71. D 72. C 73. C 74. A 75. D

Answer Key

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Test Measurement Overview

Format

There are multiple forms of the computer-based test,each containing a predetermined set of scoredquestions. The examinations are not adaptive. Theremay be some overlap between different forms of atest: any of the forms may have a few questions,many questions, or no questions in common. Someoverlap may be necessary for statistical reasons.

In the computer-based test, not all questionscontribute to the candidate’s score. Some of thequestions presented to the candidate are beingpretested for use in future editions of the tests andwill not count toward his or her score.

Scoring Information

CLEP examinations are scored without a penalty forincorrect guessing. The candidate’s raw score issimply the number of questions answered correctly.However, this raw score is not reported; the rawscores are translated into a scaled score by a processthat adjusts for differences in the difficulty of thequestions on the various forms of the test.

Scaled Scores

The scaled scores are reported on a scale of 20–80.Because the different forms of the tests are notalways exactly equal in difficulty, raw-to-scaleconversions may in some cases differ from form toform. The easier a form is judged to be, the higherthe raw score required to attain a given scaled score.Table 1 indicates the relationship between numbercorrect (raw score) and scaled score across all forms.

The Recommended Credit-GrantingScore

Table 1 also indicates the recommendedcredit-granting score, which represents theperformance of students earning a grade of C in thecorresponding course. The recommended B-levelscore represents B-level performance in equivalentcourse work. These scores were established as theresult of a Standard Setting Study, the most recenthaving been conducted in 2011. The recommendedcredit-granting scores are based upon the judgmentsof a panel of experts currently teaching equivalent

courses at various colleges and universities. Theseexperts evaluate each question in order to determinethe raw scores that would correspond to B and Clevels of performance. Their judgments are thenreviewed by a test development committee, which, inconsultation with test content and psychometricspecialists, makes a final determination. Thestandard-setting study is described more fully in theearlier section entitled “CLEP Credit Granting” onpage 4.

Panel members participating in the most recent studywere:

Andrew Barnes Arizona State UniversityPatricia Bixel Maine Maritime AcademyLolene Blake Salt Lake Community CollegeApril Brooks South Dakota State UniversityPaul Buckingham Morrisville State College

(SUNY)Elizabeth Clark West Texas A&M UniversityMarsha Frey Kansas State UniversityDavid Frye Eastern Connecticut State

UniversityWayne Hanley West Chester UniversityPreston Jones John Brown UniversityKim Klimek Metropolitan State College of

DenverOscar Lansen University of North Carolina at

CharlotteDeena McKinney East Georgia CollegeJennifer McNabb Western Illinois UniversityMartin Menke Rivier CollegeDavid Mock Tallahassee Community CollegeMichael Nagle West Shore Community CollegeAaron Palmer Wisconsin Lutheran CollegeTravis Ricketts Bryan CollegeJamie Underwood Montana State University –

Northern

To establish the exact correspondences between rawand scaled scores, a scaled score of 50 is assigned tothe raw score that corresponds to the recommendedcredit-granting score for C-level performance. Thena high (but in some cases, possibly less than perfect)raw score will be selected and assigned a scaledscore of 80. These two points — 50 and 80 —determine a function that generates a raw-to-scaleconversion for the test.

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Table 1: Western Civilization IIInterpretive Score Data

American Council on Education (ACE) Recommended Number of Semester Hours of Credit: 3

Course Grade Scaled Score Number Correct80 88-9079 -78 -77 8776 8775 -74 8673 8672 8571 8570 8469 8368 82-8367 81-8266 80-8165 79-8064 78-7963 77-7862 75-7661 74-7560 72-7459 71-7258 69-7057 67-6856 65-6655 63-64

B 54 61-6253 58-6052 56-5851 54-55

C 50* 51-5349 49-5148 47-4847 44-4646 42-4445 40-4144 38-3943 36-3742 34-3541 32-3340 30-3139 29-3038 27-2837 26-2736 24-2535 23-2434 22-2333 21-2232 20-2131 19-2030 1929 1828 17-1827 1726 1625 1624 -23 1522 1521 - 20 0-14

*Credit-granting score recommended by ACE.Note: The number-correct scores for each scaled score on different forms may vary depending on form diffi culty.

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Validity

Validity is a characteristic of a particular use of thetest scores of a group of examinees. If the scores areused to make inferences about the examinees’knowledge of a particular subject, the validity of thescores for that purpose is the extent to which thoseinferences can be trusted to be accurate.

One type of evidence for the validity of test scores iscalled content-related evidence of validity. It isusually based upon the judgments of a set of expertswho evaluate the extent to which the content of thetest is appropriate for the inferences to be madeabout the examinees’ knowledge. The committeethat developed the CLEP Western Civilization IIexamination selected the content of the test to reflectthe content of Western Civilization II courses at mostcolleges, as determined by a curriculum survey.Since colleges differ somewhat in the content of thecourses they offer, faculty members should, and areurged to, review the content outline and the samplequestions to ensure that the test covers core contentappropriate to the courses at their college.

Another type of evidence for test-score validity iscalled criterion-related evidence of validity. Itconsists of statistical evidence that examinees whoscore high on the test also do well on other measuresof the knowledge or skills the test is being used tomeasure. Criterion-related evidence for the validityof CLEP scores can be obtained by studiescomparing students’ CLEP scores with the gradesthey received in corresponding classes, or othermeasures of achievement or ability. CLEP and theCollege Board conduct these studies, calledAdmitted Class Evaluation Service or ACES, forindividual colleges that meet certain criteria at thecollege’s request. Please contact CLEP for moreinformation.

Reliability

The reliability of the test scores of a group ofexaminees is commonly described by two statistics:the reliability coefficient and the standard error ofmeasurement (SEM). The reliability coefficient isthe correlation between the scores those examineesget (or would get) on two independent replicationsof the measurement process. The reliabilitycoefficient is intended to indicate thestability/consistency of the candidates’ test scores,and is often expressed as a number ranging from.00 to 1.00. A value of .00 indicates total lack ofstability, while a value of 1.00 indicates perfectstability. The reliability coefficient can be interpretedas the correlation between the scores examineeswould earn on two forms of the test that had noquestions in common.

Statisticians use an internal-consistency measureto calculate the reliability coefficients for theCLEP exam. This involves looking at the statisticalrelationships among responses to individualmultiple-choice questions to estimate the reliabilityof the total test score. The formula used is known asKuder-Richardson 20, or KR-20, which is equivalentto a more general formula called coefficient alpha.The SEM is an index of the extent to which students’obtained scores tend to vary from their true scores.1

It is expressed in score units of the test. Intervalsextending one standard error above and below thetrue score (see below) for a test-taker will include68 percent of that test-taker’s obtained scores.Similarly, intervals extending two standard errorsabove and below the true score will include95 percent of the test-taker’s obtained scores. Thestandard error of measurement is inversely related tothe reliability coefficient. If the reliability of the testwere 1.00 (if it perfectly measured the candidate’sknowledge), the standard error of measurementwould be zero.

Scores on the CLEP examination in WesternCivilization II are estimated to have a reliabilitycoefficient of 0.90. The standard error ofmeasurement is 2.82 scaled-score points.1

True score is a hypothetical concept indicating what an individual’s score on atest would be if there were no errors introduced by the measuring process. It isthought of as the hypothetical average of an infinite number of obtained scoresfor a test-taker with the effect of practice removed.

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