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AP European History DBQ ANSWERS Period 4

DOCUMENT BASED QUESTION 1

Directions: The following question is based on the accompanying Documents 1–6. This question is designed to test your ability to apply several historical-thinking skills simultaneously—i.e., contextualization, historical causation, and appropriate use of relevant historical evidence. Your response should be based on your analysis of the documents and your knowledge of the topic.

Write a well-integrated essay that does the following:

States an appropriate thesis that directly addresses all parts of the question. Supports the thesis or an appropriate argument with evidence from all or all

but one of the documents AND your knowledge of European history beyond/outside the documents.

Analyzes a majority of the documents in terms of such features as their intended audience, purpose, point of view, format, argument, limitations, and/or social context as appropriate to the argument.

Places the arguments in the context of broader, regional, national, or global processes.

1. Evaluate changes in warfare during the First World War (1914-1918) and analyze the impacts of these changes.

Learning Objective Main Historical Thinking Skills

Key Concepts in theCurriculum Framework

SP-13 Evaluate how the emergence of new weapons, tactics and methods of military organization changed the scale and cost of warfare, required the centralization of power, and shifted the balance of power.

SP-14 Analyze the role of warfare in remaking the political map of Europe and in shifting the global balance of power in the 19th and 20 centuries.

SP-18 Evaluate how overseas competition and changes in the alliance system upset the Concert of Europe and set the stage for World War I.

IS-8 Evaluate how the impact of war on

Contextualization

Historical Causation

Appropriate Use of Relevant Historical Evidence

4.1.I.B


civilians has affected loyalty to and respect for the nation-state.

ANSWER

Thesis

Possible thesis statements could include the following:

Changes in modern warfare made World War I a horrific development in the history of mankind.

Changes in warfare during World War I continued the pattern of modernization of conflict that had begun in the mid-nineteenth century and culminated in World War II.

Analysis of Documents

To earn full credit for analysis of documents, responses must offer at least one of the following for all or all but one of the documents: intended audience, purpose, historical context, author’s point of view. The analyses must also support the stated thesis or a relevant argument.

Document 1

Source: Graphs depicting the use of animals by the military during World War I


Components of document analysis may include the following:

Audience: Students of World War I Purpose: to illustrate the use of horses and other modes of transport during

World War I Historical context: Although World War I was in many ways the first modern

war, it still relied largely upon antiquated means of transportation and supply. Author’s point of view: N/A


Document 2

Source: Fritz Kreisler, Austrian soldier, Four Weeks in the Trenches, The War Story of a Violinist, 1915

In the western area of the theater of war, . . . such trenches become an elaborate affair, with extensive underground working and wing connections of lines which almost constitute little fortresses and afford a certain measure of comfort. But where we were in Galicia at the beginning of the war, with conditions utterly unsteady and positions shifting daily and hourly, only the most superficial trenches were used. In fact, we thought ourselves fortunate if we could requisition enough straw to cover the bottom. That afternoon we had about half finished our work when our friend the [Russian] aeroplane appeared on the horizon again. This time we immediately opened fire. It disappeared, but apparently had seen enough, for very soon our position was shelled. By this time, however, shrapnel had almost ceased to be a source of concern to us and we scarcely paid any attention to it. Human nerves quickly get accustomed to the most unusual conditions and circumstances and I noticed that quite a number of men actually fell asleep from sheer exhaustion in the trenches, in spite of the roaring of the cannon about us and the whizzing of shrapnel over our heads.


Audience: The civilian readers at home who were curious about the realities of the war

Purpose: to explain the realities of World War I warfare Historical context: In the early stages of the war, the impact of new weapons

and technology was still being grappled with and adapted to. Warfare on the Eastern Front remained more fluid than the static Western Front.

Author’s point of view: Kreisler stresses the dangers and violence of modern warfare and its impact on the human psyche.


Document 3

Source: Anonymous Account of French troops being gassed at Ypres, April 1915

Utterly unprepared for what was to come, the [French] divisions gazed for a short while spellbound at the strange phenomenon they saw coming slowly toward them.

Like some liquid the heavy-coloured vapour poured relentlessly into the trenches, filled them, and passed on.

For a few seconds nothing happened; the sweet-smelling stuff merely tickled their nostrils; they failed to realize the danger. Then, with inconceivable rapidity, the gas worked, and blind panic spread.

Hundreds, after a dreadful fight for air, became unconscious and died where they lay - a death of hideous torture, with the frothing bubbles gurgling in their throats and the foul liquid welling up in their lungs. With blackened faces and twisted limbs one by one they drowned - only that which drowned them came from inside and not from out.


Audience: the reading public Purpose: to illustrate the horrors of German use of gas as a weapon Historical context: To break the deadlock of trench warfare, both sides turned

to poisonous gas as a means to incapacitate enemy forces. Author’s point of view: The author presents the horrors of gas warfare.


Document 4

Source: Official German Press Report citing French use of chemical weapons at Ypres in April 1915, published June 1915

For every one who has kept an unbiased judgment, the official assertions of the strictly accurate and truthful German military administration will be sufficient to prove the prior use of asphyxiating gases by our opponents.

On April 16th the French were making increased use of asphyxiating bombs. But let whoever still doubts, consider the following instructions for the systematic preparation of this means of warfare by the French, issued by the French War Ministry, dated February 21, 1915:

Remarks concerning shells with stupefying gases:

The so-called shells with stupefying gases that are being manufactured by our central factories contain a fluid which streams forth after the explosion, in the form of vapours that irritate the eyes, nose, and throat.

There are two kinds: hand grenades and cartridges. . . .

Here we have a conclusive proof that the French in their State workshops manufactured shells with asphyxiating gases fully half a year ago at least.


Audience: The German public, specifically, and the international community, in general

Purpose: to justify German use of poison gas based upon French development and deployment of such weapons


Historical context: Both sides developed various means to break the deadlock in World War I, including poison gas. However, by most accounts the Germans were the first to employ this deadly new weapon on a large scale.

Author’s point of view: The German military is attempting to justify its use of poison gas based upon the French use of similar weapons.

Document 5

Source: Richard Haigh, British tank commander, Life in a Tank, written during World War I

Although one is protected from machine-gun fire in a tank, the sense of confinement is, at times, terrible. One does not know what is happening outside his little steel prison. One often cannot see where the machine is going. The noise inside is deafening; the heat terrific. Bombs shatter on the roof and on all sides. Bullets spatter savagely against the walls. There is an awful lack of knowledge; a feeling of blind helplessness at being cooped up. One is entirely at the mercy of the big shells. If a shell hits a tank near the petrol tank, the men may perish by fire, as did Gould, without a chance of escape. Going down with your ship seems pleasant compared to burning up with your tank. In fighting in the open, one has, at least, air and space.


Audience: presumably intended for the home front audience curious about the new weapons of World War I, particularly the tank

Purpose: to explain the realities of tank warfare Historical context: Tanks were introduced as a means to defeat trench

warfare; however, the relatively new technology had severe flaws and was not well incorporated into the larger military strategy.

Author’s point of view: Haigh presents service in a tank as unpleasant and deadly.

Document 6


Source: Captain Manfred von Richthofen, Prussian nobleman and fighter pilot known as the Red Baron, The Red Battle Flyer, 1918

In Russia our battle squadron did a great deal of bomb throwing. Our occupation consisted of annoying the Russians. We dropped our eggs on their finest railway establishments. . . . The aeroplanes were ready to start. Every pilot tried his motor, for it is a painful thing to be forced to land against one's will on the wrong side of the Front line, especially in Russia. The Russians hated the flyers. If they caught a flying man they would certainly kill him. That is the only risk one ran in Russia for the Russians had no aviators, or practically none. If a Russian flying man turned up he was sure to have bad luck and would be shot down. The anti-aircraft guns used by Russia were sometimes quite good, but they were too few in number. Compared with flying in the West, flying in the East is absolutely a holiday.


Audience: written to entertain the readers on the German home front Purpose: intended as a means of propaganda to garner support for the war

effort Historical context: By later years of the war, the air war had expanded in

importance and deadliness. Aerial combat was one of the aspects of World War I which gained the interest and imagination of the civilian public.

Author’s point of view: Richthofen presents air combat in both a somewhat romantic as well as deadly light.

Analysis of outside examples to support thesis/argument

Possible examples of information not found in the documents that could be used to support the stated thesis or a relevant argument could include the following:

New technologies before and during the War introduced more deadly and wide-spread warfare into the events of World War I.

o Continued improvements in machine guns made casualty rates particularly high.

o The use of more advanced artillery, coupled with TNT, made artillery the most deadly aspect of World War I artillery.

o The development of aerial bombardment throughout the course of World War I opened civilians to the horrors of bombardment as well as the troops.


o The use of the submarine extended the war far beyond the front lines and across the high seas.

The alliance system was the factor that truly made World War I so costly.o The real change in modern warfare was the implementation of larger

alliance systems which drew increasing numbers of countries and soldiers into the conflict.

The biggest change in World War I was the implementation of “total war” in mobilizing all the resources of countries and empires in the conflict.

o The expansion of the size of armies required the recruitment and drafting of ever greater numbers of soldiers and resulted in huge numbers of women and children being pressed into industrial work to support the war effort.

Contextualization

Students can earn a point for contextualization by accurately and explicitly connecting historical phenomena relevant to the argument to broader historical events and/or processes. These historical phenomena may include, but are not limited to, the following:

The horrors of World War I were part of the continued development of industry and government.

o World War I was, in many ways, a sign of the automation and greater efficiency of modern industrial society applied to warfare.

o World War I allowed the continuation of the increasing involvement of governments in overseeing and commanding the population, industry and economy of countries.

Synthesis

Students can earn the point for synthesis by crafting a persuasive and coherent essay. This can be accomplished by providing a conclusion that extends or modifies the analysis in the essay, by using disparate and sometimes contradictory evidence from primary and/or secondary sources to craft a coherent argument, or by connecting to another historical period or context. Examples could include, but are not limited to, the following.

World War I continued the trend of greater mobilization of the population and resources of a country for warfare.

o This trend can be seen beginning in France during the Napoleonic Wars and later in the U.S. Civil War.


DOCUMENT BASED QUESTION 2

Directions: The following question is based on the accompanying Documents 1–6. This question is designed to test your ability to apply several historical-thinking skills simultaneously—i.e., contextualization, historical causation, and interpretation. Your response should be based on your analysis of the documents and your knowledge of the topic.

Write a well-integrated essay that does the following:

States an appropriate thesis that directly addresses all parts of the question. Supports the thesis or an appropriate argument with evidence from all or all

but one of the documents AND your knowledge of European history beyond/outside the documents.

Analyzes a majority of the documents in terms of such features as their intended audience, purpose, point of view, format, argument, limitations, and/or social context as appropriate to the argument.

Places the arguments in the context of broader, regional, national, or global processes.

2. Analyze the extent to which the conflicts in the former Yugoslavia represent the larger problems of ethnicity and nationalism in post-1989 eastern Europe.

Learning Objective Main Historical Thinking Skills

Key Concepts in theCurriculum Framework

SP-17 Explain the role of nationalism in altering the European balance of power, and explain attempts made to limit nationalism as a means to ensure continental stability.

IS-7 Evaluate how identities such as ethnicity, race, and class have defined the individual in relationship to society.

Contextualization

Historical Causation

Interpretation

4.1.VI


IS-10 Analyze how and why Europeans have marginalized certain populations (defined as “other”) over the course of their history.

ANSWER

Thesis

Possible thesis statements could include the following

The turmoil in Kosovo and Bosnia is symptomatic of the ethnic tensions which divide much of eastern Europe.

The turmoil in the former Yugoslavia is a product of the unique ethnic make-up and tensions of that region of the Balkans.

The uncertainty and instability of the years following the end of Communism brought the opportunity for ethnic conflict throughout eastern Europe, but it was the unique factors of Yugoslavia that led to turmoil there as opposed to other regions.

Analysis of Documents

To earn full credit for analysis of documents, responses must offer at least one of the following for all or all but one of the documents: intended audience, purpose, historical context, author’s point of view. The analyses must also support the stated thesis or a relevant argument.

Document 1

Source: Speech by Slobodan Milosevic, delivered to 1 million people at the central celebration marking the 600th anniversary of the Battle of Kosovo, held at Gazimestan on 28 June, 1989. Let the memory of Kosovo heroism live forever! Long live Serbia!


Long live Yugoslavia!


Audience: a largely Serb nationalist crowd honoring the anniversary of a historic Serb victory

Purpose: to promote the unity and greatness of Serbia Historical context: Given in the midst of the collapse of communism in

eastern Europe, this speech commemorated a medieval Serb victory over the Turks.

Author’s point of view: Milosevic viewed the history and destiny of Serbia and Kosovo to be identical.

(Continued at the top of the next page)

Document 2


Source: Stefan Wolff, Ethnic Minorities in Europe: The Basic Facts. Centre for International Crisis Management and Conflict Resolution


Audience: students of modern eastern Europe Purpose: to illustrate the ethnic diversity and complexity existing in eastern

Europe in the modern age Historical context: compiled to show the shifting ethnic minorities of eastern

Europe through the period of the fall of communism Author’s point of view: N/A

Document 3

Source: UN Security Council Resolution 1199 (1998) concerning Kosovo


Gravely concerned at the recent intense fighting in Kosovo and in particular the excessive and indiscriminate use of force by Serbian security forces and the Yugoslav Army which have resulted in numerous civilian casualties and, according to the estimate of the Secretary-General, the displacement of over 230,000 persons from their homes,

Deeply concerned by the flow of refugees into northern Albania, Bosnia and Herzegovina and other European countries as a result of the use of force in Kosovo, as well as by the increasing numbers of displaced persons within Kosovo, and other parts of the Federal Republic of Yugoslavia, up to 50,000 of whom the United Nations High Commissioner for Refugees has estimated are without shelter and other basic necessities,

Reaffirming the right of all refugees and displaced persons to return to their homes in safety, and underlining the responsibility of the Federal Republic of Yugoslavia for creating the conditions which allow them to do so,


Audience: leaders and policies makers throughout the world Purpose: to voice the United Nation’s concerns about the conflict in Kosovo

and the well-being of refugees from the conflict Historical context: In the midst of the conflict in Kosovo in the late 1990s the

human toll caused the U.N. to attempt to intervene to end the fighting. Author’s point of view: The resolution blames the violence and refugee

problem on the Serbian/Yugoslav military and police.

Document 4

Source: William W. Hagen, “The Balkans’ Lethal Nationalisms,” Foreign Affairs, July/August 1999

Balkan ethnic strains are neither as ancient as time nor as recent as the rise to power of Slobodan Milosevic; rather, they are about as old as the dissolution of the Ottoman Empire and the rise of nationalism. To a historian, today's Balkan crises are rooted in, above all, the crippling dependence of all Balkan peoples on the ideology and psychology of expansionist nationalism. With the West now drawn deeper than ever into the struggle between Serbs and Albanians, we must better understand the roots of their passions.



Audience: students of foreign affairs and eastern Europe Purpose: to attempt to explain the source of tensions in the Balkans Historical context: Written in the midst of the Kosovo conflict after the years

of fighting in Bosnia that had torn the Balkans, this document attempts to place these conflicts into the historical context of centuries of national turmoil in the Balkans.

Author’s point of view: Historically, the rivalries and conflicts in the Balkans are a result of relatively recent events in the historical record.

Document 5

Source: Interview with the Yugoslav 3rd Army General, Commander Nebojsa Pavkovic, Frontline, PBS

I think that the whole world knows what Kosovo means to Serbia . . . it is its cradle. . . .Serbia is in Kosovo, and Kosovo is in Serbia. Serbian roots are in Kosovo, and everything that is connected to the Serbs throughout the past centuries is there. Every Serb is intimately connected to it.


Audience: addressing the western public Purpose: to explain Serb views on the origin of the Kosovo conflict Historical context: In the wake of the Kosovo war, Pavkovic attempted to

justify his actions and those of the Milosevic government in the Kosovo conflict.

Author’s point of view: Pavkovic argues that Kosovo was an integral, essential part of Serbia.


Document 6

Source: Yugoslav 1981 Census

Breakdown of Yugoslav population, 1981

36.3%

19.8%8.9%

7.8%

7.7%

6.0% 5.4

%2.6% 1.9%

SerbsCroatsMuslimsSlovenesAlbaniansMacedonians"Yugoslavs"MontenegrinsHungarians


Audience: students of the Balkans and its people Purpose: to illustrate the ethnic diversity of Yugoslavia prior to the fall of

communism Historical context: The population of Yugoslavia was extremely segmented

and diverse long before the fall of communism, leading to the explosion of ethnic tensions that erupted in the aftermath of the end of communism and disrupted the region throughout the 1990s.

Author’s point of view: N/A

Analysis of outside examples to support thesis/argument

Possible examples of information not found in the documents that could be used to support the stated thesis or a relevant argument could include the following:

The tensions and strife in the former Yugoslavia are a product of the resentment of minorities who were alienated by decades of Serb domination of the country.


o The conflict in Bosnia-Herzegovina was a result primarily of Serbs attempting to maintain control of an area in which Croat and Muslim minorities sought to establish their independence.

o The conflict in Kosovo was a result of large Albanian minorities attempting to free themselves from Serb domination.

Factors specific to Yugoslavia caused it to fall into turmoil while other eastern European countries avoided the same fate.

o The variety and numbers of ethnic groups in the former Yugoslavia increased the likelihood of tensions and conflict.

o The fact that no single group was a true majority in the country prevented any group from dominating the region following the demise of communism.

o Other countries, such as Slovakia, Hungary, or Poland had fewer and less populous minority groups which prevented such a conflagration in the wake of the collapse of communist regimes.

Recent tensions in eastern Europe shows that the factors that tore Yugoslavia apart can erupt in other locations.

o Tensions between ethnic Russians and the majority groups of former Soviet republics continue to be a source of conflict in the modern age, such as in Ukraine.

Contextualization

Students can earn a point for contextualization by accurately and explicitly connecting historical phenomena relevant to the argument to broader historical events and/or processes. These historical phenomena may include, but are not limited to, the following:

The tensions in the Balkans are the same ethnic tensions that contributed to the start of World War I and to ethnic cleansing policies in World War II.

The conflicts in the Balkans are a modern manifestation of the nationalist tensions that have plagued Europe for centuries.

Synthesis

Students can earn the point for synthesis by crafting a persuasive and coherent essay. This can be accomplished by providing a conclusion that extends or modifies the analysis in the essay, by using disparate and sometimes contradictory evidence from primary and/or secondary sources to craft a coherent argument, or by connecting to another historical period or context. Examples could include, but are not limited to, the following:

The conflicts in the former Yugoslavia parallel other modern conflicts over changes in politics and economics such as were seen with the rise of


communism throughout Eastern Europe earlier in the twentieth century. Thus, it is fitting that it was also the fall of communism that allowed such ethnic tensions to reignite.