Download Essential Questions for the AP Exam

Essential Questions for the AP
Exam
1. How can the Renaissance be used
as a springboard for defining
modernity?
Public Duty
• The Renaissance saw a secular attitude—this
shift was from heaven to earth.
• Renaissance patrons built orphanages, plazas,
a sense of public duty.
• This sense of public duty extends to modern
era with the reformers of the progressive
(Industrial Revolution age). Think parliamentary
reform, lower work hours, the building of parks,
the “clean up” of crowded cities.
Education in the Renaissance.
• The Renaissance had a lasting effect on education.
• Secondary education still prepares young people for
university.
• A “liberal arts” college is an ancestor of Renaissance
thought—studying about different topics widens the
mind.
• Languages were emphasized as a means of
communication—the Latin of today is now English, or
even the internet.
• Education trains us for a life of social duty and
personal influence.
Renaissance Politics
• Machiavelli separated politics from
morality
• Effective rulers act in their own political
interests—influenced Bismarck, and even
the three dictators, Hitler, Stalin and
Mussolini
• Machiavelli predicted an age where nation
states would act in their own self interests.
#2. Compare and Contrast the
Northern and Italian Renaissances
• Both had merchant families who loaned money to
princes and rulers: South—Medici, North—Fuggers
• The North excelled in technical inventiveness—mining,
printing, mathematics, astronomy
• The South excelled in artistic endeavors, painting and
sculpture.
• The Northern Renaissance was more religious, with
Mysticism, the belief that one could commune with God.
• The Northern Renaissance helped lay the foundation for
the Reformation with Mystics and Erasmus’ criticism of
the of the clergy (but not Church doctrine)
• Universities in the North had more concentration on the
emerging sciences and mathematics.
Question 3: Compare and Contrast
Mart Luther and John Calvin from
economic, religious, and social
perspectives.
Religion:
• Luther and Calvin believed in Salvation by Faith alone
• Both believed Bible source of authority
• Calvinism believed in pre-destination—how do you
know you are predestined? You work hard and act like
you are!
• Luther addressed the people of Germany—but Calvin
exported his religion to the world: Huguenots, Puritans,
Presbyterians are all Calvinist religions!
• Lutheranism and Calvinism all rejected the idea of
purgatory, saints, cult of Virgin Mary, elaborate churches,
incense and mysterious “catholic” beliefs.
Economics:
• In both religions, the number one influence was
the belief that economic success and hard
work reflected personal righteousness.
• Economic success, without ostentatious display,
meant one might be pre-destined
• Sober simplicity in dress, manners, and church
architecture.
• Protestant states, England, Holland, Germany
gained economic wealth.
Social
• Both religions strongly promoted marriage and
family as ideal institution for clergy and
members.
• Parenthood became honorable. Women were
seen as devout homemakers.
• Calvinists did not recognize the subordination
of church to state. Calvinists were less
subjected to state authority.
• Good Lutherans owed perfect obedience to
the established authority. Lutherans saw state
as a sacred institution in its own right.
4. Trace the development of the
Commercial Revolution
There were gradual price increases
• Larger population put more pressure on
resources.
• More money went into circulation
• Flow of gold and silver from South America
also had impact.
• Merchants could count on customers, kings
stabilized government, less risk for business
ventures.
• A town centered economy now becomes a
nation centered economy.
New industries emerge:
• Guilds continue, but decline in power
• Large industries require investment on a
massive scale: mining, printing, shipbuilding.
• The new states outfit their armies on a massive
scale requiring mass production;
• Banking and loans become established
Mercantilism
• Nations build up wealth by producing products
that must be paid for in gold or silver
• Good thing: Nation builds up gold and silver
reserves
• Bad thing: other nations become poorer over
time, as their gold and silver leaves!
• For the time, it did build up industry, but free
trade was needed to produce continued growth.
Question 4: Assess the similarities and
differences between 16th century and
19th century imperialism.
Old Imperialism: Gold , Glory, God
• Gold and silver mines, spices and slaves were
all highly desired.
• Glory—how many countries could countries
such as Spain, England and France claim as
their own.
• Missionaries were active in South America
(Jesuits) and Indonesia. Natives were
sometimes slaughtered if they didn’t convert.
• Early Imperialism was less intrusive or
dominant than later imperialism.
New Imperialism: Raw Materials
(Gold), Rival Colonies (Glory), and
Western Civilization (God).
• Investment of massive capital required political and
territorial domination
• Tropical regions provide rubber and petroleum for
Industrial Revolution
• Colonies are seen as a reflection of Mother Country’s
power—Sun never sets on British Empire
• Imperialism seen as “White Man’s burden” –spread
the benefits of Western Civilization while looking down
at the lowly natives.
Question 5: Trace the development of
the English Parliament during the 17th
Century.
• THE RULERS:
• Elizabeth I was a politique who kept religious lines vague and
ambiguous to limit conflict
• James I declared that kings draw their power from “divine
right” clashed with parliament over money.
• Charles I faces Puritans in parliament, dissolves parliament,
again over money disputes and power.
• Civil War erupts between Cavaliers (royalists) and roundheads
(Puritans).
• Charles I beheaded
• Puritan Commonwealth under Cromwell—Many religious
groups such as Diggers, Levelers and Quakers cause
headaches for Cromwell.
• Charles II comes back to claim his father’s throne.
Commonwealth ends. Restoration begins
• James II, a Catholic, has Catholic son by second marriage.
He flees England.
• Son in law and daughter (William and Mary) come to England
to claim throne under restrictions. This is the Glorious
Revolution.
The steps toward Constitutional
Monarchy:
• Test Act of 1673: Only Anglicans can hold
office.
• 1689: Bill of Rights: no taxes, right to fair
trial, right to assemble
• 1689 Toleration Act: Freedom of Religion
• 1701 Act of Settlement: No Catholic can
inherit the throne
• 1707 United Kingdom of Great Britain
#6: Compare 17th century French
absolutism with 17th Century Eastern
European Absolutism.
Absolutism in France
•
•
•
•
Law and Force embodied by King
War is an activity of State
Nobles occupied at Versailles
Intendents (Governors) represent King’s will in
France and North America
• King taxes without consent—as long as nobles
aren’t taxed.
• Edict of Nantes is revoked to show strength of
Monarchy: Huguenots flee France for America,
England, and Prussia.
Absolutism in Eastern Europe
• German states each have a mini-court like
Versailles. Germany is a kind of miniature
“League of Nations.”
• Poland cannot agree on rulers—they dissolve
their governments through the “liberum veto”—
Poland is too weak to avoid partition.
• Hapsburgs face challenges with polyglot
state—and Turkish invasion.
• Eastern Europe does not develop absolutism
as much as France. It is more agricultural with
landlords and serfs and little “merchant class.”
Question 7: What connection exists
between the Enlightenment and the
French Revolution?
Question 8: Trace the long term effects
of Napoleon I
Napoleon and France
• Signs Concordat, which recognizes French
supremacy to govern affairs of state without
Catholic influence
• Establishes a meritocracy: talent over pedigree
or noble birth
• All are equal before the law: Napoleonic Code
• Established Bank of France to maintain credit
and financing.
• Fosters industry for the glory of France
Napoleon and Europe
• Combines German states into Confederation of
Rhine
• Classes are to be wiped out—spread equality
before the law. Nobility loses privileges.
• Church loses position besides state: toleration
increases.
• Taxes and finances modernized: Kings are
placed on civil lists with set payments for
“ruling.”
Question 9: Assess the differences
between Charles Fourier, Louis Blanc,
Karl Marx, and Robert Owen.
• Lois Blanc, French, wanted a bold economic program
with national workshps to teach skills—the workshops
were just extensive “make work” projects similar to
FDR’s during the Great Depression. 1848
• Charles Fourier (1772-1837) Society should be
organized into small utopian communities called
phalansteries, each doing work and contibuting to the
group.
• Robert Owen, Scotland, (1771-1858) established a
model community for his employees. He spent his life
campaigning for social reforms.
• Karl Marx, a German Communist, spent most of his
life in England writing about “Communism” a system
where all was equal, and property was owned by the
state. He addressed the alienation of labor.
Of the three—Marx wanted dramatic
change and sweeping revolution.
Owen and Fourier wanted small
Utopian communities. Blanc wanted
National attention and restructuring of
the government programs.
All were concerned about the
conditions of workers during the
Industrial Revolution.