Period 4-c. 1914 to Present

Section I: Multiple-Choice Questions

1. Questions 1.1–1.3 refer to the following image and excerpt.

British soldiers, battlefield photograph, 20th century

“…[F]ighting for days on end over a single square of ground, till the whole tract of country is one blood-soaked, corpse-strewn field…It was a gigantic murder, by means of bullets, shells, axes, and bombs, and there was such a thundering, crashing, bellowing and screaming as might have heralded the Day of Judgment. In three days, on a front of about 200 yards, we lost 909 men, and the enemy casualties must have amounted to thousands… There are moments when even the bravest soldier is so utterly sick of the whole thing that he could cry like a child…If only those gentlemen - Grey, Asquith, and Poincaré - could be transported to this spot, instead of the war lasting ten years, there would be peace tomorrow!” —Richard Schmieder, letter home from war, 20th century 1.1. These documents are records of fighting in

A. the Franco-Prussian War. B. World War I. C. World War II. D. the Korean War.

1.2. The new technologies that would have led to these views of war included all of the following except A. machine guns. B. poison gas. C. tanks. D. jets.

1.3. All of these terms are linked to these documents except

A. Russian Revolution. B. Western Front. C. Schliefen Plan. D. “bleed France dry.”

2. Questions 2.1–2.3 refer to the following excerpt. “Great Britain will guarantee the Holy Places against all external aggression and will recognize their inviolability…On the other hand, it is understood that the Arabs have decided to seek the advice and guidance of Great Britain only, and that such European advisors and officials as may be required for the formation of a sound form of administrations will be British.” —Sir Henry McMahon, Letter to Ali Ibn Husain, 1915

2.1. The focus of this suggestion of an agreement between the British and Arabs during World War I was focused on

one of Britain’s main enemies at that time, A. the Ottoman Empire. B. France. C. Germany. D. Syria.

2.2. Which of these countries had an historical animosity that would lead them to support that alliance between Britain

and the Arabs? A. Japan B. Israel C. Russia D. Turkey

2.3. Sir Henry wanted this alliance in part because Britain, along with her allies, needed what?

A. more financial support from the Middle East B. an ally who would provide more weapon diversity C. to squash Arab nationalism in its infancy D. more support on the eastern front of the war

4. Questions 4.1–4.3 refer to the following images.

“Bravo, Belgium,” England, 1914 “The Mask Falls,” Germany, 1919

4.1. “Bravo, Belgium” was created in England to A. thank Belgium for standing against the German invasion, slowing down their onslaught. B. applaud Belgians for allowing Jews to take refuge from the Germans. C. show appreciation for the Belgian victories that forced Germany to send its troops to the Eastern Front. D. thank Belgium for its excellent use of British troops on loan during the war.

4.2. “The Mask Falls” was created in Germany to

A. show that the Germans could not keep their mask up throughout the entire war. B. voice their displeasure with their wartime allies in not doing more to win the war.

C. indicate their realization that the Treaty of Versailles did not deliver the promised just end to the war. D. show their anger at Russia for not staying in the war to help Germany defeat the Allies.

4.3. Both of these cartoons show

A. that the allies did not always live up to their promises in World War II. B. how even a non-declared war can kill so many innocent people. C. that the Germans deserved to lose the war because of their brutal tactics. D. how each side in World War I painted the other side in disparaging ways.

5. Questions 5.1–5.3 refer to the following excerpts. “[Was there] ever in history…a government that was based solely on popular consent and that renounced all use of force whatsoever…Take away from any government whatsoever force - and by force is meant physical, armed force - and leave it only its immortal principles, and that government will be at the mercy of the first organized group that decides to overthrow it.” —Benito Mussolini, Force and Consent, 1923 “…[P]arty organization, system of education, and discipline can only be understood when considered in relation to its general attitude toward life…[It] sees not only the individual but the nation and the country; individuals and generations bound together by a moral law, with common traditions and a mission…” —Giovanni Gentile and Benito Mussolini, Fascism Doctrine and Institutions, 1935 5.1. These beliefs focused on all of the following except

A. historic nationalism. B. militarism. C. national educational system. D. elections to place the most powerful man in office.

5.2. The writers of these documents would disagree with what nineteenth-century movement?

A. liberalism B. conservatism C. industrialism D. capitalism

5.3. Which of the following shares most of its beliefs about state-building with these documents?

A. Nazis B. Socialists C. Communists D. Utopians

6. Questions 6.1–6.3 refer to the following excerpts. “If [they] were alone in this world, they would stifle in filth…they would try to get ahead of one another in hate-filled struggle and exterminate one another…So it is absolutely wrong to infer any ideal sense of sacrifice in [them] from the fact that they stand together in struggle, or, better expressed, in the plundering of their fellow men…Not through him does any progress of mankind occur, but in spite of him.” —Adolf Hitler, Mein Kampf, 1923 “With particular joy I noted your assurance that for two weeks now a train has been carrying, every day, 5,000 members of the chosen people to Treblinka, so that we are now in a position to carry through this population movement at an accelerated tempo.” —Letter from General Karl Wolff [Himmler’s Chief of Personal Staff and Hitler’s SS Liaison Officer] to Dr. Albert Ganzenmueller [State Secretary of the Transport Ministry], August 13, 1942

6.2. Wolff was acting on the plans made at a January, 1942, conference in A. Berlin. B. Munich. C. Nuremberg. D. Wannsee.

6.3. Wolff was sending people to all of the following except

A. Nuremberg. B. Treblinka. C. Auschwitz. D. Bergen-Belsen.

7. Questions 7.1–7.3 refer to the following excerpt. “2 –…Regroupment in regions is in no way a partition of our country, neither is it an administrative division. During the armistice, our army is regrouped in the North; the French troops are regrouped in the South… 3 –…We are resolved to abide by the agreements entered into with the French Government. At the same time we demand that the French Government should correctly implement the agreements they have signed with us…We strengthen the great friendship between us and the Soviet Union, China and other brother countries. To maintain peace, we enhance our solidarity with the French people, the Asian people and people all over the world. 4 – I call on all our compatriots, armymen and cadres to strictly follow the lines and policies laid down by the Party and Government…” —Ho Chi Minh, Appeal Made After the Successful Conclusion of the Geneva Agreements, July, 1954 7.1. Ho Chi Minh was referencing the accords between France and

A. Cambodia. B. Laos. C. Vietnam. D. Burma.

7.2. This excerpt shows Ho’s beliefs in all of the following except

A. communism. B. nationalism. C. liberalism. D. militarism.

7.3. What was the setting of the Geneva Agreements?

A. Cold War B. World War II C. Marshall Plan D. globalization

8. Questions 8.1–8.3 refer to the following excerpt and image. “Mankind must put an end to war - or war will put an end to mankind. …This will require new strength and new roles for the United Nations. For disarmament without checks is but a shadow… In 1945, this nation proposed…to internationalize the atom before other nations even possessed the bomb… We proposed with our allies the disarmament plan of 1951 while still at war in Korea.

And we make our proposals today, while building up our defenses over Berlin, not because we are inconsistent or insincere or intimidated, but because we know the rights of free men will prevail… I therefore propose…that disarmament negotiations resume promptly…But this year, while we were negotiating in good faith in Geneva, others were secretly preparing new experiments in destruction…” —John F. Kennedy, Address Before the General Assembly of the United Nations, September 25, 1961

John F. Kennedy, photograph, West Berlin, June, 1963

8.1. In 1961, Kennedy made his proposal to the UN because of

A. his fear of a Soviet takeover of Eastern European states. B. the Soviet build-up of nuclear weapons. C. the U.S. representative to the UN was unable to present the proposal. D. Americans whole-heartedly supported the work of the UN.

8.2. At this time Kennedy was also concerned about what other area of conflict in which the U.S. lagged behind?

A. African decolonization B. sports, such as soccer C. space exploration D. drug enforcement

8.3. Kennedy made the trip shown in the photograph partly in response to

A. the government of East Berlin stopping the free movement between East and West Berlin. B. German forces taking control of Berlin as a focal point of the Cold War. C. over three hundred people being killed as they tried to move from Berlin into East Germany. D. the Iron Curtain being built across Germany.

11. Questions 11.1–11.3 refer to the following excerpt. “[T]hose who want to divide India into possibly warring groups are enemies alike of India and Islam…Every Moslem will have a Hindu name if he goes back far enough in his family history. Every Moslem is merely a Hindu who has accepted Islam. That does not create nationality…We in India have a common culture. In the North, Hindi and Urdu are understood by both Hindus and Moslems. In Madras, Hindus and Moslems speak Tamil, and in Bengal, they both speak Bengali and neither Hindi nor Urdu. When communal riots take place, they are always provoked by incidents over cows and by religious processions. That means that it is our superstitions that create the trouble and not our separate nationalities.” —Mohandas Gandhi, speech, India, October 1946

11.2. The setting of this document was A. Indian independence from Britain. B. Indian unification from 3 fractured states: India, Pakistan, and Bangladesh. C. a Muslim push for a unified India. D. Gandhi’s concern that the British push for separating the Muslims and Hindus was hurting them both.

11.3. Gandhi was addressing the Muslim League’s desire for

A. Muslim freedom of worship. B. the creation of an independent Muslim state. C. common rituals. D. Muslim control of the new Indian government.

13. Questions 13.1–13.3 refer to the following excerpt and table. “We did not have a tractor industry. Now we have one. We did not have an automobile industry. Now we have one… We did not have an aircraft industry. Now we have one. In output of electrical power we were last on the list. Now we rank among the first. In output of oil products and coal we were last on the list. Now we rank among the first…” —Joseph Stalin, Speech to Central Communist Party, Moscow, January, 1933

13.1. In this speech, Stalin was touting his

A. Great Purges. B. Five-Year Plans. C. Fourteen Points. D. New Economic Policy.

13.2. With these steps Stalin did all of the following except A. forced peasants onto collectivized farms. B. used agricultural products to support industrialization. C. created state-owned factories. D. provided a more widespread consumer-based industry.

13.3. In the beginning of this speech, Stalin also said that one of his fundamental tasks was to

A. “help the Soviet Union compete in the global marketplace.” B. “eliminate the possibility of the restoration of capitalism in our ally, China.” C. “organize determined resistance to any attempt at military intervention from abroad.” D. “develop atomic power to the point of it being used by our Soviet troops.”

16. Questions 16.1–16.3 refer to the following map.

16.1. By 1939, most of the newly created states in Central and Eastern Europe moved toward

A. democracies. B. totalitarianism. C. republics. D. monarchies.

16.2. Of the states that were created after World War I, the most successful democracy was A. Poland. B. Germany. C. Hungary. D. Czechoslovakia.

17. Questions 17.1–17.3 refer to the following image.

German housewife, Germany, 1923

17.1. To light her stove, this woman is using her nation’s currency, the A. dollar. B. euro. C. franc. D. mark.

17.2. The best term for the problem with this currency is

A. hyperinflation. B. deflation. C. arbitrage. D. regulatory risk.

18. Questions 18.1–18.3 refer to the following excerpts. “The phrase laissez faire is not to be found in the works of Adam Smith, of Ricardo, or of Malthus. Even the idea is not present in a dogmatic form in any of these authors. Adam Smith, of course, was a Free Trader and an opponent of many eighteenth-century restrictions on trade. But his attitude towards the Navigation Acts and the usury laws shows that he was not dogmatic.” —John Maynard Keynes, The End of Laissez-Faire, London, 1926 “The State will have to exercise a guiding influence on the propensity to consume partly through its scheme of taxation, partly by fixing the rate of interest, and partly, perhaps, in other ways…not the ownership of the instruments of production…[S]ocialisation can be introduced gradually and without a break in the general traditions of society.” —John Maynard Keynes, The General Theory of Employment, Interest and Money, 1936 18.1. In the quote from The End of Laissez-Faire, Keynes addressed

A. capitalism which had been codified 150 years prior B. mercantilism which had been the main economic system of the 17th and 18th centuries C. communism which had been promulgated by Lenin in 1917 D. imperialism which the British had used to create a worldwide empire in the late 19th century and early 20th

centuries.

18.2. Before publishing his The General Theory of Employment, Interest and Money, one of the defining events that helped shape the evolution of Keynes’ theories was the A. World War I B. the Great Depression C. the rise of dictators D. World War II.

18.3. All of the major powers in World War II followed a Keynesian economic plan except

A. the Soviet Union. B. Nazi Germany. C. Fascist Italy. D. the United States.

19. Questions 19.1–19.3 refer to the following map and excerpt.

“It never occurred to us that the legal, democratically elected, recognized Government of Spain would have any difficulty buying the arms and supplies it needed to crush the remaining Rebel forces…We knew the British and the French reactionaries had put pressure on the Popular Front Government of France, but that a Socialist premier should deny a legal, recognized Government the right to buy arms to crush a fascist rebellion!…After the war was over, both dictators boasted that they helped prepare the plot…The democracies turned a deaf ear to our pleas while the fascists strangled democracy in Spain… Only one country in the world printed the truth about Spain, from the beginning and until the end—the Soviet Union.” —Constancia dela Mora, In Place of Splendor: The Autobiography of a Spanish Woman, 1939 19.1. Which dictators does dela Mora refer to?

A. Hitler and Mussolini B. Mussolini and Stalin C. Stalin and Franco D. Franco and Hitler

19.2. The map shows political groups that were fighting for control of Spain in the 1930s, which included the

A. Popular Front, who were fascists. B. Republicans, who were monarchists. C. Communists, who were socialists. D. Conservatives, who were capitalists.

19.3. During the Civil War, Madrid was the capital city for the Spaniards who were

A. capitalists. B. fascists. C. communists. D. monarchists.

20. Questions 20.1–20.3 refer to the following excerpt. “It is logical that the United States should do whatever it is able to do to assist in the return of normal economic health in the world, without which there can be no political stability and no assured peace. Our policy is directed not against any country or doctrine but against hunger, poverty, desperation, and chaos…Any government that is willing to assist in the task of recovery will find full cooperation…Any government which maneuvers to block the recovery of other countries cannot expect help from us…The role of this country should consist of friendly aid in the drafting of a European program and of later support of such a program…” —George Marshall, Marshall Plan, 1947

20.1. In creating this plan, the U.S. hoped to thwart the same type of problems that existed after A. World War I. B. the Great Depression. C. World War II. D. the Korean War.

20.2. One of the countries that did not get help from this plan was

A. Austria. B. Greece. C. Turkey. D. the Soviet Union.

21. Questions 21.1–21.3 refer to the following excerpt. “In the words of another man exiled for many years as an ‘enemy of the people’ nonetheless remained a convinced Stalinist all his life throughout his life, ‘believing in the justice of Stalin…made it easier for us to accept our punishments and it took away our fear.’” —Orlando Figes, The Whisperers, 2007 “Lenin used severe methods only in the most necessary cases, when the exploiting classes were still in existence and were vigorously opposing the revolution… Stalin, on the other hand, used extreme methods and mass repression at a time when the revolution was already victorious, when the Soviet state was strengthened…[H]e often chose the path of repression and physical annihilation, not only against actual enemies, but also against individuals who had not committed any crimes…” —Nikita Khrushchev, Speech to Closed Session of the Communist Party Congress (“Secret Speech”), 1956 21.1. Figes points out the fear of Joseph Stalin that occurred during

A. the Russian Revolution. B. the Great Purge. C. his rise to power in the 1920s. D. World War II.

21.2. Khrushchev spoke of Lenin and Stalin because he A. was crafting a plan for his leadership that would use methods from both of his predecessors. B. believed that as the new Party Secretary, he should laud the man whom he was following to power. C. wanted to set his own method of repression of enemies. D. wanted to expose one by comparing him to the other.

21.3. Stalin used all of the following methods except

A. indoctrination of those who seemingly opposed him. B. handing the unfaithful over to enemy countries. C. making enemies “unpeopled.” D. mock trials of old party faithful

23. Questions 23.1–23.3 refer to the following image.

Papal public mass, Poland, June, 1979 23.1. The pope shown here is

A. Benedict II. B. Paul II. C. Pius X. D. John Paul II.

23.2. This image shows this pope’s

A. popularity with the people. B. lack of support from within the Roman Catholic Church. C. fear of the Polish Communist government. D. only mass held in Communist Poland because of governmental restrictions.

24. Questions 24.1–24.3 refer to the following excerpts. “4. [A] roaring car…is more beautiful than the Victory of Samothrace. 9. We want to glorify war - the only hygiene of the world… 10. We want to demolish museums, libraries, fight against moralism, feminism… …The oldest among us are not yet thirty…When we are forty, let those younger and more valiant than we kindly throw us into the waste basket…” —Filippo Marinetti, Manifesto of Futurism, 1909 “[T]o endow a college would necessitate the suppression of families altogether…[I]t is…useless to ask what might have happened if Mrs. Seton and her mother and her mother before her had amassed great wealth and laid it under the foundations of college and library, because…to earn money was impossible for them, and…the law denied them the right to possess what money they earned.” —Virginia Woolf, A Room of Her Own, 1929 24.1. As a Futurist, Marinetti glorified all of the following except

A. anarchy. B. feminism. C. militarism. D. change.

24.2. Woolf, as did other feminists of her time, showed a concern about A. how a woman could maintain her role in the family and work outside the home. B. a woman’s ability to raise her children in a changing world. C. passing money down from generation to generation from mother to mother. D. the lack of significant, meaningful funding for colleges and libraries.

24.3. These writers, as other artists who have reflected their time, saw significant change from Marinetti to Woolf primarily because of

A. the rise of British imperialism and male dominance in the management of empire. B. the importance of technology in the 20th century, especially in transportation and World War II. C. Woolf’s role in the rising anti-war movement as Britain and Italy rose to prominence among the Allied nations. D. women’s importance in the workforce of the World War I era.

26. Questions 26.1–26.3 refer to the following excerpts.

“According to French law, obedience is no longer included among the duties of a wife, and each woman citizen has the right to vote…A woman…is not emancipated from the male because she has a ballot in her hand…It is through gainful employment that woman has traversed most of the distance that separated her from the male…” —Simone De Beauvoir, The Second Sex: Existential Feminism, 1949 “WE ORGANIZE…to break through the silken curtain of prejudice and discrimination against women in government, industry, the professions, the churches, the political parties, the judiciary, the labor unions, in education, science, medicine, law, religion, and every other field… We believe that a true partnership between the sexes demands…equitable sharing of the responsibilities of home and children and of the economic burdens of their support…” —National Organization for Women, Statement of Purpose, 1966 26.1. Simone De Beauvoir acknowledged gains made by women in France in all of the following except

A. suffrage. B. job opportunities. C. marriage relationships. D. freedom from slavery.

26.2. De Beauvoir was responding to advances made by women during

A. in World War I. B. in World War II. C. during DeGaulle’s presidency. D. during Mitterand’s presidency.

26.3. NOW, although voicing some of the same concerns as De Beauvoir, was set in a time that provided a slightly different impetus, during the

A. Civil Rights movement. B. time of atomic weaponry with its attendant fear of imminent death. C. beginning of the gay rights movement. D. end of European Communism.

27. Questions 27.1–27.3 refer to the following excerpt. “The first duty of any Government is to safeguard its people against external aggression. To guarantee the survival of our way of life…the forces of Russia and her allies—in Central Europe outnumber NATOs by 150,000 men nearly 10,000 tanks and 2,600 aircraft…The rise of Russia as a world-wide naval power, threatens our oil rigs and our traditional life-lines, the sea routes…

Under the last defence review, the Government said it would cut defence spending by £4,700 million over the next nine years. Then they said they would cut a further £110 million…If there are further cuts, perhaps the Defence Secretary should change his title, for the sake of accuracy, to the Secretary for Insecurity.” —Margaret Thatcher, Speech in Chelsea, January, 1976 27.1. Margaret Thatcher was addressing all these post-World War II concerns except

A. containment. B. the Warsaw Pact. C. the United Nations. D. national defense.

27.2. Her beliefs were echoed by other politicians of the time, including

A. Mikhail Gorbachev. B. Ronald Reagan. C. François Mitterrand. D. Neville Chamberlain.

27.3. With speeches like this to open doors for her, Margaret Thatcher became most well-known as Britain’s

A. first female prime minister. B. most noted feminist of the late 20th century. C. Secretary of War. D. first female representative to the European Union.

28. Questions 28.1–28.3 refer to the following excerpt. “Green parties and movements who must work in countries belonging to military alliances must keep nonalignment clearly and courageously in their political program and should act accordingly in political practice… Our aim is radical, nonviolent change of a patriarchal society which has been militarized and which has been so much accustomed to the use of force… Unfortunately, at this congress of Green parties, our friends working in the independent Green initiatives in East Germany, Hungary, Poland, the Soviet Union, and Czechoslovakia are missing, unable to join us. “Glasnost” must also include them and their right, as well as ours, to travel and consult one another…There can be no peace if there is social injustice, if there is suppression of human rights. Internal and external peace are inseparable!” —Petra K. Kelly, “Towards a Green Europe, Towards a Green World,” 1987 28.1. The Green movement most closely aligned itself with all of the following except

A. the feminist movement. B. the anti-war movement. C. the Communist Party in Eastern Europe. D. Amnesty International.

28.3. The Green movement in Europe gained more traction than it had since its beginnings in 1980s Germany when an event happened

A. at Chernobyl. B. on Three-Mile Island. C. at the Aral Sea. D. in the Gulf of Kuwait.

29. Questions 29.1–29.3 refer to the following excerpts. “Soviet leaders are driven…to put forward a dogma which [depicts the] outside world as evil, hostile and menacing…In addition, it has an elaborate and far flung apparatus for exertion of its influence in other countries…managed by people whose experience and skill in underground methods are presumably without parallel in history.” —George Kennan, Charge d’Affaires, U.S. Embassy in Moscow, telegram, 1946 “The present policy of the American government with regard to the USSR is…directed at limiting or dislodging the influence of the Soviet Union from neighboring countries…Such a policy is intended to weaken and overthrow the democratic governments in power there, which are friendly toward the USSR, and replace them in the future with new governments that would obediently carry out a policy dictated from the United States.” —Nikolai Novikov, senior Soviet diplomat in Washington, DC, telegram, 1946 29.1. Based on his concerns, Kennan went on to propose a U.S. policy called

A. blockades. B. containment. C. confrontation. D. reactionism.

29.2. Novikov seemed to suggest that the United States

A. wanted to take control of the Western European states near the USSR. B. was limiting Soviet control of post-World War II China. C. was trying to seize the Ukraine and other democracies in the USSR. D. sought to influence Eastern European countries.

29.3. Both Kennan and Novikov

A. looked at the Iron Curtain as a Soviet move to control her neighbors. B. viewed each other’s state as aggressive. C. were interested in spreading the ideals of Greek democracy and Roman republicanism. D. believed that the standards of the Warsaw Pact should be defended.

30. Questions 30.1–30.3 refer to the following excerpts. “The nation-state is the basic component of the old world order. The old world order is also called the Westphalian System…The era of the Europeanization of the globe has now ended… Nation-states are having to share their power with three groups of global actors: transnational corporations; international [organizations]…and nongovernmental organizations.” —Keith Suter, Global Order and Global Disorder: Globalization and the Nation-State, 2003 “Having ‘won’ the Cold War and watched the collapse of the Soviet Union, having witnessed the collapse of communism across Eastern Europe and its slow but apparently inexorable metamorphosis within ‘Red China’, the United States was left as the sole superpower…[t]he United States as a very large yet functionally effective polity and economy [whose] mass was mobilized globally through the unprecedentedly large multiplier effect of modern technologies. The twentieth century was neither the end of history nor the beginning of globalization.” —David Reynolds, American Globalism: Mass, Motion, and the Multiplier Effect, 2002 30.1. In his discussion of the old world order, Suter makes reference to the changes in the world after

A. the Thirty Years’ War. B. the Hundred Years’ War. C. the Seven Years’ War. D. the Six Years’ War.

30.2. In his discussion of the Cold War, Reynolds talks about the changes that occurred around A. 1956. B. 1968. C. 1972. D. 1990.

30.3. These two authors would tend to agree that

A. the United States was a hegemon in the twentieth century. B. modern technologies were more important in having global power than transnational corporations. C. the UN has risen in importance in the world. D. the WTO had much more economic influence in the twentieth century than the U.S.

31. Questions 31.1–31.3 refer to the following excerpt. “Until our arms have brought the opportune moment for the establishment of a permanent national government, representative of the whole people of Ireland, and elected by the suffrages of all her men and women, the Provisional Government, hereby constituted, will administer the civil and military affairs of the republic in trust for the people. We place the cause of the Irish republic under the protection of the Most High God, whose blessing we invoke upon our arms, and we pray that no one who serves that cause will dishonour it by cowardice, inhumanity, or rapine. In this supreme hour the Irish nation must, by its valour and discipline, and by the readiness of its children to sacrifice themselves for the common good, prove itself worthy of the august destiny to which it is called.” —“Irish Declaration of Independence,” Easter week, 1916 31.1. The time period in which this was created was

A. the Easter Rising. B. the Irish Revolution. C. the Easter Sunday Revolt. D. the Dail Eireann Push.

31.2. The republic to which the document refers is the

A. one formed by the Roman Catholic Church soon after the British freed the Irish as a colony. B. dream of a unified, self-ruling Irish people. C. republic that had been created by Michael Collins. D. planned state in northern Ireland.

34. Questions 34.1–34.3 refer to the following image and excerpt.

British Ministry of Health, poster, 1950s

“She and her party were determined to roll back many of the socialist policies that Britain had enacted since the war. Her administration privatized many industries that [the British] government had nationalized. She also curbed the power of the trade unions in a series of bitter and often violent confrontations.” —Donald Kagan, et al, The Western Heritage, 2011 34.1. The poster was a part of a campaign by the

A. Democratic Unionist Party. B. Labour Party. C. Green Party. D. Conservative Party.

34.2. The discussion in The Western Heritage refers to

A. Queen Elizabeth II. B. Indira Gandhi. C. Margaret Thatcher. D. Margaret Sanger.

34.3. Both documents deal with the idea of

A. democratization. B. Euroscepticism. C. a welfare state. D. non-sectarianism.

35. Questions 35.1–35.3 refer to the following excerpts. “We have tried by all possible means to cooperate with those countries which claim to assist smaller nations and which promised to collaborate with us… We shall defend our freedom and independence to the last drop of our blood. This is the staunch feeling of every Egyptian. The whole Arab nation will stand by us in our common fight against aggression and domination. Free peoples, too, people who are really free will stand by us and support us against the forces of tyranny.” —President Gamal Abdel Nasser, speech, Egypt, September 15, 1956 “After 1956, the Soviet Union began to talk about “peaceful coexistence” with the United States. With the 1957 launch of Sputnik, the first satellite to orbit the earth, the Soviet Union appeared to have achieved an enormous technological superiority over the West.” —Donald Kagan, et al, The Western Heritage, 2011 35.1. Nasser refers to the

A. British and French attempt to take over the Suez Canal. B. Soviet takeover of Egypt. C. American move to nationalize Israeli factories. D. United Nations concern about Saudi Arabian expansion.

35.3. Kagan’s statement discussed the repercussions of 1956 in exacerbating conflicts between

A. the First World and the Second World. B. the Second World and the Third World. C. the Third World and the First World. D. the First and Second Worlds and the Third World.

36. Questions 36.1–36.3 refer to the following excerpt. “The dizzying development of this science, with its unconditional faith in objective reality and its complete dependency on general and rationally knowable laws, led to the birth of modern technological civilization…Classical modern science described only the surface of things, a single dimension of reality. And the more dogmatically science treated it as the only dimension, as the very essence of reality, the more misleading it became. Today, for instance, we may know immeasurably more about the universe than our ancestors did, and yet, it increasingly seems they knew something more essential about it than we do, something that escapes us…[E]verything is possible and almost nothing is certain.” —Vaclav Havel, article in The Futurist, 1995 36.1. Havel seems to be saying that

A. science gives people the answers that they need in life. B. events like the destruction of the World Trade Center buildings gave people little to believe in. C. the Scientific Revolution gave man additional meaning to his life through the development of the

Enlightenment. D. scientific developments of things like the atomic bomb gave humans more knowledge but less to bind them.

36.2. Havel’s beliefs could best be described as

A. existentialist. B. postmodern. C. modern. D. enlightened.

37. Questions 37.1–37.3 refer to the following excerpt. “Europe’s ascendant political right is unapologetically xenophobic. It caricatures the religion that I practice and uses those distortions to fan Islamophobia. But ultra-conservative strains of Islam, such as Salafism and Wahhabism, also caricature our religion and use that Islamophobia to silence opposition.” —Mona Eltahawy, The Washington Post, July, 2010 “[This] is not a religious constraint since it is not laid down in Islam or the Qur’an…It is my personal choice…When President Sarkozy said, ‘The burqa is not welcome’…[he] opened the door for racism aggression, and attacks on Islam…[I]t has created enormous racism and Islamophobia that wasn’t there before…I will go all the way to the European court of human rights and I will fight for my liberty.” —Kenza Drider, The Observer, April 2011 37.1. The country whose legislation led to these concerns was

A. France. B. Germany. C. the United Kingdom. D. Spain.

37.2. Which of these quotes would have been mostly like come from Sarkozy?

A. “We must ban this xenophobia from our country…We are much better than that.” B. “We cannot accept to have in our country women…who are prisoners.” C. “Europeans will eventually accept Islam, but it is too hard for us to currently accept.” D. “Our pope, John Paul II, leads us so admirably…We must follow his call to stop Islam.”

37.3. One thing that can be inferred from these two quotes is that

A. the only way to end Islamophobia was action by the European court of human rights. B. xenophobia was a natural human response to attacks on Islam after the 9/11 attacks in New York City. C. prejudice was directed to Islam in the racist mindset of Europe as a result of decolonization. D. religion was more important than personal choice as Europeans clung to their post-modern Catholicism.

38. Questions 38.1–38.3 refer to the following images.

Umberto Boccioni, Unique Forms of Continuity in Space, 1913…..Max Beckmann, Christ and the Woman Taken in Adultery, 1917 38.1. Boccioni’s Unique Forms of Continuity in Space shows

A. the interest in people and how they think. B. the contemporary interest in the use of metal in sculpture. C. a focus on mechanization at the beginning of the 20th century. D. Boccioni’s focus on Greek gods like Mercury.

38.2. Beckmann’s Christ and the Woman Taken in Adultery reflects

A. Beckmann’s strong Catholic faith. B. Beckmann’s fear of people. C. the cruelty of people in the first decades of the 20th century. D. artists’ interest in Futurism as a way to express their dissatisfaction with the world.

38.3. Boccioni and Beckmann show the tremendous change in people’s attitudes from before to after

A. British imperialism. B. World War I. C. the Great Depression. D. World War II.

39. Questions 39.1–39.3 refer to the following images.

Renzo Piano and Richard Rogers, Georges Pompidou Walter Gropius, Workshop Wing, National Center for Arts and Culture, Paris, 1977 Bauhau, Dessau, Germany, 1925–26

39.1. The Pompidou is designed to reflect its collection of the art of its time, A. Postmodernism. B. Impressionism. C. Cubism. D. Dadaism.

39.2. Gropius created this Bauhaus building, subordinating

A. function to beauty. B. beauty to view. C. view to form. D. form to function.

39.3. Both the Pompidou and the Bauhaus building show a 20th century interest in

A. showing the structural materials. B. artistic conformity to totalitarianism. C. rectangular buildings rather than circular ones. D. reflecting political leaders, such as Pompidou in France.

41. Questions 41.1–41.3 refer to the following excerpt and image. “Access to divorce increased, which many observers viewed as particularly important to women…Development of new birth control methods, such as the contraceptive pill introduced in 1960, as well as growing knowledge and acceptability of birth control, decreased unwanted pregnancies. Sex and procreation became increasingly separate considerations. Although women continued to differ from men in sexual outlook and behavior—more than twice as many French women as men, for example, hoped to link sex, marriage, and romantic love, according to 1960s polls—more women than before tended to define sex in terms of pleasure.” —Peter Stearns, et al, World Civilizations: The Global Experience, 2011

Women’s liberation protest, London, 1971

41.1. The developments mentioned by Stearns came about as a direct outgrowth of

A. women gaining the right to vote in the mid-20th century. B. the British movement led by Emmaline Pankhurst. C. women gaining more rights in the workplace. D. the concern with the rising mortality rate of children.

41.2. One of the main countries to welcome more methods of contraception was

A. Italy. B. France. C. Spain. D. the United Kingdom.

41.3. What faith was particularly influential in the pushback against the movement dealt with in the documents?

A. Roman Catholicism

B. Anglicanism C. Lutheranism D. Calvinism

42. Questions 42.1–42.3 refer to the following map and excerpt.

“THERE ARE those who maintain that Africa cannot unite because we lack the three necessary ingredients for unity, a common race, culture and language. It is true that we have for centuries been divided. The territorial boundaries dividing us were fixed long ago, often quite arbitrarily, by the colonial powers…At present most of the independent African States are moving in directions which expose us to the dangers of imperialism and neo-colonialism…In my view, therefore, a united Africa…should seek three objectives: Firstly, we should have an over-all economic planning on a continental basis… Secondly, we should aim at the establishment of a unified military and defence strategy… The third objective [is] for us to adopt a unified foreign policy and diplomacy… —Kwame Nkrumah, Africa Must Unite, 1970 42.1. The period in history dealt with in these documents was called

A. decolonization. B. de-Europeanization. C. deimperialism. D. deunification.

42.2. Ghana took the lead in creating a union of African states because

A. it was one of the first countries to become independent. B. France encouraged its past colony to take that role. C. Great Britain was concerned about regaining all of her old territories. D. its Muslim traditions were ended by Germany.

42.3. In Africa Must Unite, Nkrumah wrote of his desire for

A. neocolonialism in dealing with Europe. B. Pan-Africanism to protect newly independent countries. C. a union of African states with their mother countries. D. the end of anti-immigration policies in Europe.

Section II: Short Answer Questions

1. Using the chart and your knowledge of European history, answer parts A), B), and C). A) Briefly explain ONE major cause of World War I that is shown in this chart. B) Briefly explain ONE other major cause of World War I. C) Briefly analyze ONE reason why the war was triggered in Sarajevo, using one of the causes you explained in part A or

B. 2. Answer parts A), B), and C). A) Briefly explain the relationship that the Soviet Union had with ONE of its Eastern European satellites in the 1940s

and 1950s, using a specific Eastern European country in your explanation. B) Briefly explain the relationship that the Soviet Union had with another ONE of its Eastern European satellites in the

1940s and 1950s, using a specific Eastern European country in your explanation. C) Briefly analyze ONE factor that led to the Soviet Union creating the relationships that you discussed in part A) and

part B). 3. “The shooting seems to be dying down. I guess they’ve caused enough misery, although I don’t know why. It has something to do with politics. I just hope the “kids” come to some agreement. Oh, if only they would, so we could live and breathe as human beings again. The things that have happened here these past few days are terrible. I want it to stop forever. PEACE! PEACE! Ciao!” —Zlata’s Diary: A Child’s Life in Sarajevo (1994), Zlata Filipoviic The passage above is an excerpt from a published diary, Zlata’s Diary. Using the document and your knowledge of European history, answer parts A), B) and C) of the question below.

A) Briefly explain what political changes led to the attack on Sarajevo. B) Briefly explain the religious divisions involved in this conflict. C) Briefly explain the role of the United States in this conflict. 4. Answer parts A), B), and C). A) Briefly explain ONE liberal decision made at the Second Vatican Council (1962–1965). B) Briefly explain ONE conservative belief upheld at the Second Vatican Council (1962–1965). C) Briefly explain ONE change brought about as the Catholic Church continued to take a more dynamic role 25 years

later.

Section III: Long Answer Questions

1. Analyze the European buildup to World War II by discussing the period 1933 to 1939. 2. Compare the lives of women in the totalitarian states of the 1920s through 1930s. 3. Analyze the evolving collapse of Eastern European and Soviet Communism from 1988 to 1991. 4. Discuss the basic reasons why Britain and France released their colonies during the mid-twentieth century, and compare the processes of decolonization involved with both countries during the 1930s through the 1960s. 5. Analyze the development of the European Union from 1945 to 2004.