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REPURPOSED AP EUROPEAN HISTORY DBQ

AP® European History Practice Exam

NOTE: This is an old format DBQ from 2004 reformatted in an effort to conform to the

new DBQ format. Document letters have been replaced with numbers and four documents

(the former Documents 1, 2, 7, and 11) have been removed so that there are only seven

documents. Priority was given to documents from recognizable individuals in order to

facilitate the use of outside information.

http://apcentral.collegeboard.com/apc/public/repository/ap04_frq_euro_history_36178.pdf

Original DBQ Copyright © 2004 College Board



EUROPEAN HISTORY

SECTION II

Total Time – 1 hour, 30 minutes

Question 1 (Document-Based Question)

Suggested Reading period: 15 minutes

Suggested writing time: 40 minutes

Directions: The following question is based on the accompanying Documents 1–7. The documents have been

edited for the purpose of this exercise. This question is designed to test your ability to apply several historical

thinking skills simultaneously, including historical argumentation, use of relevant historical evidence,

contextualization, and synthesis. 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 argument in the context of broader regional, national, or global processes

1. Analyze attitudes toward and responses to “the poor” in Europe between

approximately 1450 and 1700.

Historical Background: Between approximately 1450 and 1700, almost 50 percent

of Europe’s population lived at a subsistence level, that is, having the minimum food

and shelter to sustain life. In times of famine, wars, and economic dislocation,

poverty increased, and up to 80 percent of a region’s population faced possible

starvation.

NOTE: I do not expect that the new format DBQs will have

historical background, but since these old form DBQs were

often based on obscure topics, I have kept the historical

background section as it was in the original DBQ.




Document 1

Source: Juan Luis Vives, Spanish humanist, On Assistance to the Poor, Bruges, Spanish Netherlands, 1526. When the general funds have been expended, those without means of subsistence are driven to robbery in the city and on the highways; others commit theft stealthily. Women of eligible years put modesty aside and, no longer holding to chastity, put it on sale. Old women run brothels and then take up sorcery. Children of the needy receive a deplorable upbringing. Together with their offspring, the poor are shut out of the churches and wander over the land. We do not know by what law the poor live, nor what their practices or beliefs are. Some know that they have a duty of charity to the poor, yet they do not perform what has been commanded. Others are repelled by the unworthiness of the applicants. Still others withdraw because their good intention is embarrassed by the great number, and they are uncertain where first or most effectively to bestow their money.

Document 2

Source: Emperor Charles V, imperial decree for the Netherlands, 1531. Experience shows that if begging for alms* is permitted to everyone indiscriminately, many errors and abuses will result, for they will fall into idleness, which is the beginning of all evils. They and their children will abandon their trade or occupation for a wicked and contemptible life and condemn their daughters to poverty, unhappiness, and all manner of wickedness and vice. Above all, those who are poor and sick, and other indigents unable to earn a living, should receive food and sustenance, to the glory of God, our Savior, and according to His will. *Charitable gifts of food or money

Document 3

Source: Town council, meeting minutes, Rouen, France, 1542. —Those who are unwilling to work should indeed be expelled from the city, but those who are simply unable to find work should not be treated thus. Instead, they should be put to work on sites in the city in exchange for food until such time as they succeed in finding work in their trades. —Idleness is harmful to the public good and should not be tolerated. Idlers should not be considered as poor. —Before expelling the poor from the city we must consider whether our defensive capacity would not suffer from such a measure. After all, it is the people, and not the judges and the councillors, who will fight if the need arises.




Document 4

Source: William Turner, English doctor, New Booke of Spiritual Physick, London, England, 1555. When I practiced medicine in my lord the Earl of Somerset’s house, many sick beggars came to me, and not knowing I was a physician, asked me for alms. Instead, I offered to heal them, for God’s sake. But they would have none of that, for they would much rather be sick and live with ease and idleness than to be well and to honestly earn their living with great pain and labor.

Document 5

Source: Cardinal Richelieu, royal councillor, unofficial statement on poverty, France, 1625. Instead of working as they should to earn a living, vagabonds and good-for-nothings have turned to begging, taking the bread from the sick and deserving poor to whom it is due. We desire that in every town in our kingdom rules and regulations for the poor should be established, so that not only all those of the said town but also of the neighboring areas should be confined and fed, and those who are able to do so should be employed on public works.

Document 6

Source: Rembrandt van Rijn, Beggars Receiving Alms at the Door of a House, Netherlands, 1648.




Document 7

Source: Vincent de Paul, Catholic priest and founder of a religious order that ministered to the poor, speech to members of his order, France, 1658. If there are those among us who think that they are in the Order to evangelize the poor and not to look after them, to see to their spiritual but not to their temporal needs, then I have to tell them that we must assist the poor and see that they are helped in every possible way. And I have heard it said that what enabled bishops to become saints was their alms-giving.

END OF DOCUMENTS FOR QUESTION 1

AP EURO DBQ RUBRIC Updated for the 2016 Exam

Name: ____________________ DBQ: _____________________

THESIS & ARGUMENT (TWO POINTS) POINT?

1. THESIS PRESENT Presents a thesis that makes a historically defensible claim and responds to all parts of the question (does more than re-state).

Must be located in the introduction or conclusion (first or last paragraph).

2. THESIS EXCELLENT / THESIS-DRIVEN Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.

DOCUMENT ANALYSIS (TWO POINTS)

Used POV / CAP (Any) Context, Audience, Purpose

3. USES the content of

at least SIX of the documents to support the stated thesis or a relevant argument

D__

D__

D__

D__

4. EXPLAINS the significance of author’s POV, context, audience, and/or purpose (CAP) for at least FOUR documents.

D__

D__

EVIDENCE & CONTEXT (TWO POINTS)

5. CONTEXTUALIZATION Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. NOTE: This must be more than a phrase or reference – use multiple sentences.

6. EVIDENCE BEYOND THE DOCUMENTS Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Must be 1) distinct from evidence used to earn other points and 2) more than a

mere phrase or reference.

SYNTHESIS (ONE POINT)

7. Extends the argument by explaining the connections between the argument and: A development in a different historical period, situation, era, or geographical area OR A course theme and/or approach to history that is not the focus of the essay (political, social, etc.) OR A different discipline or field of inquiry (such as econ, gov & politics, art history, or anthropology)

TOTAL POINTS: /7

For more information about the AP Euro DBQ, visit my website: http://www.tomrichey.net

NOTES:

http://www.tomrichey.net/the-new-apush-dbq.html