AP European History Short Answer Question ANSWERS Period 4
Question 1 is based on the map below of the Middle East in 1923.
1. This map shows the Middle East in the years just after World War I. Using the map and your
knowledge of European history, answer parts A, B and C.
A) Briefly explain the League of Nations mandate system and how it affected the map of the
Middle East.
B) Briefly explain ONE impact of the mandate system in the interwar period.
C) Briefly explain ONE additional impact of the mandate system in the interwar period.
AP European History Short Answer Question ANSWERS Period 4
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
INT-3 Analyze how European states established and
administered overseas commercial and territorial empires.
Contextualization
4.1.VII.B
Interpretation
INT-7 Analyze how contact with non-European peoples
increased European cultural and social diversity, and
affected attitudes toward race.
Historical
Causation
INT-10 Explain the extent of and causes for nonEuropeans’ adoption of or resistance to European cultural,
political or economic values and institutions, and explain
the causes of their reactions.
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.
IS-10 Analyze how and why Europeans have
marginalized certain populations (defined as “other”) over
the course of their history.
Answer
A) Explanations of the Mandate system and its effect on the Middle Eastern map may include the
following:

The Mandate system established colonial rule by the British and French under the
auspices of the League of Nations with the intention of preparing the Mandate territories
for the eventual self-rule for which it was felt the inhabitants of each region were not yet
ready.
o The Mandate system stripped Middle Eastern territory from the Ottoman Empire
and gave it to the British and French to oversee.
o The new Mandate territories had little resemblance to any indigenous territories
and their borders ignored the make-up and desires of the native populations.
B/C) Explanations of TWO impacts of the mandate system may include the following:

Many Arab nationalists in the Middle East were frustrated in their efforts for
independence or union with Saudi Arabia by the Mandate system which gave oversight to
European imperial powers.
AP European History Short Answer Question ANSWERS Period 4
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

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
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The Mandate system committed Britain and France to prolonged burdens of attempting to
quell unrest in Mandate territories throughout the globe.
The Mandate system not only angered the inhabitants of the former Ottoman territories,
but was a source of tension with the Turks themselves from whom the territories had
been taken.
German possessions throughout Africa and Asia were given to imperial powers, again
frustrating nationalists and others who sought independence in various regions.
The arbitrary borders of the Mandate system split ethnic populations in various regions,
increasing the clamor for the opportunity to establish national independent states.
The very concept of the Mandate system, that indigenous inhabitants of the various
territories were unfit for independence, was viewed as an insult by the non-white
inhabitants of each of the regions, whether in Africa, the Middle East, or elsewhere in
Asia.
The Mandate system perpetuated unrest in the territories that the League of Nations gave
to the British and French to oversee as many residents of those regions continued to
agitate for independence.
Question 2 is based on the map below showing Cold War alliances.
AP European History Short Answer Question ANSWERS Period 4
2. Using the map and your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE similarity between the economic and military alliances represented by the
map above.
B) Select ONE type of alliance—either economic or military –and briefly explain why that type of
alliance had a more important impact in Europe than the other type.
C) Briefly explain ONE way in which the map illustrates the concept of “containment” as a matter of
policy.
AP European History Short Answer Question ANSWERS Period 4
Learning Objective
Historical
Thinking Skill
Key
Concepts in
the
Curriculum
Framework
INT-11 Explain how European expansion and
colonization brought non-European societies into global
economic, diplomatic, military and cultural networks.
Contextualization
4.1.III.C
4.1.III.D
4.1.V.A
PP-5 Analyze the origins, characteristics and effects of
the post-World War II “economic miracle” and the
economic integration of Europe (the Euro zone).
Appropriate Use of
Relevant Historical
Evidence
Interpretation
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-19 Explain the ways in which the Common Market
and collapse of the Soviet Empire changed the political
balance of power, the status of the nation state, and global
political alliances.
Answer
A) Explanations of ONE similarity between the economic and military alliances may include the
following:




The economic and military alliances included many of the same nations on each side.
Warsaw Pact nations were part of the COMECON while European members of NATO
joined the EEC.
The economic unions were intended to aid and foster cooperation among the member
countries in much the same way that the military alliances were intended to bolster their
abilities to defend themselves.
The economic unions were intended to bind the military allies more closely together,
particularly in the case of the Soviet Union and the Eastern Bloc.
In both cases, economic progress (as aided by the economic unions EEC and
COMECON) was seen as a necessary tool in maintaining the military alliances (NATO
and Warsaw Pact) and undercutting the appeal of the opponent’s economic and political
ideals.
B) Explanations of ways in which one type of organization had a more important impact may include the
following:
AP European History Short Answer Question ANSWERS Period 4



The military alliances, and the split between East and West that they encapsulated, were
the defining aspect of the Cold War era.
The military alliances of the Cold War era were the driving force behind almost all
political and economic decisions of the major world powers.
The economic resurgence and continued growth of western Europe under the EEC and
beyond was the key to the collapse of communism in the long run. The inability of the
Eastern Bloc to compete economically would end the divide that the military alliances
had created.
C) Explanations of ONE way in which the map represents the policy of containment may include the
following:


The map illustrates the policy of Containment as carried out by the United States through
NATO by showing the attempt to create an alliance of non-communist states to encircle
and “contain” the spread of communism from the Soviet Union and Eastern Bloc.
The inclusion of countries such as Italy, Greece, and Turkey, which do not border the
Atlantic, clearly illustrates that NATO’s aims went far beyond the mutual defense of
country’s of the North Atlantic as the term NATO implies, rather seeking to incorporate
as many anti-communist European countries as possible..
Question 3 is based on the map below.
AP European History Short Answer Question ANSWERS Period 4
3. Using the map and your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE reason for the establishment of authoritarian regimes throughout much of
Europe during the period illustrated in the map above.
B) Briefly explain ONE way in which the information in the map correlates with the alliances which
arose prior to and during World War II.
C) Briefly explain ONE way in which the pattern in the rise of authoritarian regimes as shown in the
map above could be viewed as a result of World War I and the Treaty of Versailles.
AP European History Short Answer Question ANSWERS Period 4
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
PP-8 Analyze socialist, communist and fascist efforts to
develop responses to capitalism and why these efforts
gained support during times of economic crisis.
Contextualization
4.2.II.D
PP-11 Analyze the social and economic causes and
consequences of the Great Depression in Europe.
Historical
Causation
Interpretation
SP-6 Explain how new ideas of political authority and the
failure of democracy led to world wars, political
revolutions, and the establishment of totalitarian regimes
in the 20th century.
SP-8 Explain how and why various groups, including
communists and fascists, undermined parliamentary
democracy through the establishment of regimes that
maintained dictatorial control while manipulating
democratic forms.
Answer
A) Explanations of ONE reason for the establishment of authoritarian regimes in the 19020s and 1930s
may include the following:




Some authoritarian regimes, particularly through the 1920s, were established as a
conservative reaction to the radical political threats unleashed by World War I and the
rise of communism that accompanied the end of World War I.
Some authoritarian regimes arose, at least partly, out of nationalistic anger over failed
desires for additional territory in the wake of World War I (such as in Italy) or the loss of
territory in the peace settlements (such as in Germany and Hungary).
Later authoritarian regimes arose as a response to the economic turmoil of the Great
Depression years throughout the 1930s with the promise of remedying the economic
injustices and placing blame on specific groups for the crisis, notably Jews and liberals.
The proximity of communist Russia made the threat of a communist take-over or
invasion a legitimate threat in eastern and central Europe and provided a popular
justification for authoritarian rule in those areas.
B) Explanations of ONE way in which the map correlates with the alliances of World War II may include
the following:
AP European History Short Answer Question ANSWERS Period 4


Those countries of eastern and central Europe which saw the rise of authoritarian regimes
all joined the Axis alliance at one point or another, with the exception of Albania, Greece,
and Poland, those states which were attacked by Italy or Germany. Even these saw a fair
number of fascist supporters for the authoritarian regimes once their states were
conquered.
With the exception of Spain and Portugal, the authoritarian states on the map would
become Axis territories either through alliance or conquest during World War II.
C) Explanations of ONE way in which the rise of authoritarian regimes was a result of World War I or the
Treaty of Versailles may include the following:




Germany was the prime example of an authoritarian state that developed largely as a
result of the outcomes of World War I. The heavy reparations and territorial losses of
Germany in the Treaty of Versailles gave Hitler and the Nazis plenty of fodder for
nationalist rhetoric which appealed to large segments of German society.
The arbitrary borders imposed in many regions by the post-World War I treaties ensured
dispute between nations over ethnic territories, a recipe for conflict and prime
justification for authoritarian rule.
The loss of territory by countries such as Germany, Austria, Bulgaria, and Hungary
provided justification for nationalistic and militaristic regimes that favored authoritarian
policies.
The turmoil and dislocations caused by World War I in all countries, including those on
the victorious Allied side such as Italy, led to the appeal of regimes promising order and
progress, such as offered by Mussolini and other fascists.
Question 4 is based on the passage below.
“All I could ever do was to offer you an opinion on one minor point—a woman must have money and
room of her own if she is to write fiction; and that, as you will see, leaves the great problem of the true
nature of woman and the true nature of fiction unsolved. I have shirked the duty of coming to a
conclusion upon these two questions—women and fiction remain, so far as I am concerned, unsolved
problems. But in order to make some amends I am going to do what I can to show you how I arrived at
this opinion about the room and the money.”
—Virginia Woolf, A Room of One’s Own, 1929
4. Use the passage above and your knowledge of European history to answer parts A, B, and C.
A) Briefly explain the passage and how it may represent a challenge to traditional societal mores of
the early 20th century.
B) Briefly explain ONE other example of a challenge to traditional societal values and ideals from the
1920s.
AP European History Short Answer Question ANSWERS Period 4
C) Explain ONE social or economic cause of these challenges to tradition in the 1920s.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
PP-14 Explain how industrialization elicited critiques
from artists, socialists, workers’ movements and feminist
organizations.
Periodization
4.3.IV.B
OS-10 Analyze the means by which individualism,
subjectivity, and emotion came to be considered a valid
source of knowledge.
Appropriate Use of
Relevant Historical
Evidence
Historical Causation
OS-13 Explain how and why modern artists began to
move away from realism and toward abstraction and the
non-rational, rejecting traditional aesthetics.
Answer
A) Explanations of the passage in the context of a challenge to social norms may include the following:



Woolf presents an argument for a woman needing to be independent if she is to
accomplish anything as a writer.
Woolf implies the need for a woman to break free from the constraints of male
domination and a male-dominated mode of thinking for a woman to be truly successful.
By implication, Woolf’s argument about a woman’s need for independence carries into
life and the world beyond simply the writing of fiction.
B) Explanations of ONE other example of challenging social norms may include the following:



The works of Woolf and many other writers challenged traditional styles in literature,
focusing more on the subconscious and irrational.
The works of writers such as James Joyce, Franz Kafka, and Marcel Proust explored
intense psychological contexts and subject matter focused on introspection rather than on
traditional reason and logical story progression.
In art, Dadaism gave expression to surrealist images stressing the subconscious world and
the horrors of war and life in general.
AP European History Short Answer Question ANSWERS Period 4

Many women, as epitomized by the “flapper” in American culture, began to break with
traditional, conservative social norms by wearing shorter skirts and hair as well as
participating in athletic activities and wearing trousers much as men typically would
wear.
C) Explanations of ONE cause of such challenges to traditional society may include the following:



Many artists and intellectuals chose to break from traditional means of expression and
traditional values in rejection of the society they saw as responsible for the destruction of
World War I.
Firsthand knowledge of warfare and destruction during World War I led many to reject
the aspects of modern society that they viewed as being the source of despair for much of
the world.
The so-called “Lost Generation” that survived the War had lost their sense of innocence
and sought to explore the human psyche and enjoy life to its fullest in response to the
fatalism engendered by the destruction of modern warfare.
5. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain ONE cause of the student revolts of 1968 in Europe.
B) Briefly explain ONE example of the unrest seen in Europe during the 1968 student revolts.
C) Briefly explain ONE important impact of the 1968 student revolts on Europe.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
AP European History Short Answer Question ANSWERS Period 4
PP-5 Analyze the origins, characteristics and effects of
the post-World War II “economic miracle” and the
economic integration of Europe (the Euro zone).
Historical Causation
SP-1 Explain the emergence of civic humanism and new
conceptions of political authority during the Renaissance,
as well as subsequent theories and practices that stressed
the political importance and rights of the individual.
Appropriate Use of
Relevant Historical
Evidence
4.4.III.C
Interpretation
SP-9 Analyze how various movements for political and
social equality—such as feminism, anti-colonialism, and
campaigns for immigrants’ rights—pressured
governments and redefined citizenship.
SP-12 Assess the role of civic institutions in shaping the
development of representative and democratic forms of
government.
Answer
A) Explanations of ONE cause of the 1968 student revolts may include the following:






Many university students throughout Europe were disgruntled with the restrictive
admissions process and rigidity of academic life at Europe’s institutions of higher
education.
Many students were discouraged by the apparent lack of opportunities that awaited them
upon completion of their education.
Student activism in the U.S. inspired by the Civil Rights movement and anti-Vietnam
War protest motivated European students to follow suit and likewise protest their
governments’ involvement and aid to the U.S. military efforts in Vietnam.
The proliferation of nuclear weapons stationed in Europe throughout the Cold War was a
constant reminder of the peril faced by the world and a motivation to protest the military
build-up that the Cold War fostered.
Many students protested against the environmental degradation inherent in modern,
industrial society.
Many students in both East and West were outraged by the lack of reforms and change in
society as they perceived it.
B) Explanations of ONE example of the unrest seen during the 1968 student revolts may include the
following:

The most prominent student unrest in western Europe occurred during the “Days of May”
in Paris when university students were joined by sympathetic workers in protesting police
brutality and advocating for reform.
AP European History Short Answer Question ANSWERS Period 4
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
In eastern Europe, Czech students rose in opposition to communism inspired by the
liberalizing policies of the Czech first secretary Alexander Dubcek in a movement known
as the Prague Spring.
The student revolts and American civil rights movement inspired Northern Ireland
Catholics to begin protesting the policies of the Protestant majority and Britain.
C) Explanations of ONE impact of the 1968 student revolts may include the following:






European universities conceded to some student demands by liberalizing policies and
admissions.
In some areas, such as France, workers gained increased wages and benefits as a means
to appease them and prevent their unifying with student movements.
Multiple countries saw a shift to more leftist governments and an accompanying increase
in social welfare programs.
The radical nature of the unrest led to an immediate mobilization by conservative
elements in society, such as in France where an overwhelmingly conservative majority
was voted in to power in elections following the 1968 protests.
There was a long-term conservative reaction following the initial liberalization in many
countries, with conservative regimes gaining power throughout the 1970s into the 1980s.
In Eastern Europe, the Prague Spring led to increased Soviet repression and the
implementation of the Brezhnev Doctrine stating that Soviet intervention in its satellite
states was justified in order to preserve communism.
6. Using your knowledge of European history, answer parts A, B, and C.
A) Briefly explain the most important cause for the Russian Revolution.
B) Briefly analyze ONE effect of the Russian Revolution on the society or economy of Russia.
C) Briefly analyze ONE effect of the Russian Revolution on international relations in Europe.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
AP European History Short Answer Question ANSWERS Period 4
PP-8 Analyze socialist, communist and fascist efforts to
develop responses to capitalism and why these efforts
gained support during times of economic crisis.
PP-10 Explain the role of social inequality in contributing
to and affecting the nature of the French Revolution and
subsequent revolutions throughout the 19th and 20th
centuries.
Historical Causation
4.2.I.B, 4.2.I.C
Historical
Argumentation
Appropriate Use of
Relevant Historical
Evidence
SP-6 Explain how new ideas of political authority and the
failure of democracy led to world wars, political
revolutions, and the establishment of totalitarian regimes
in the 20th century.
SP-8 Explain how and why various groups, including
communists and fascists, undermined parliamentary
democracy through the establishment of regimes that
maintained dictatorial control while manipulating
democratic forms.
IS-5 Explain how and why class emerged as a basis for
identity and led to conflict in the 19th and 20th centuries.
Answer
A) Explanations of the most important cause of the Russian Revolution may include the following:





The food shortages and high casualty rate of World War I spurred discontent and open
protest throughout the course of the war.
The corruption and inefficiency of the Tsar’s absolutist regime engendered a great deal of
discontent and opposition.
The lack of genuine progress from the various reforms implemented in Russia from the
1860s through the start of World War I showed that revolution would be necessary to
achieve true reform.
The minor and partial reforms in Russia of the late nineteenth and early twentieth century
gave people hope that society could be changed.
The continued repression by the tsarist regime of liberal, radical, and workers’
movements illustrated the lack of opportunity for peaceful change from within the
regime.
B) Analysis of ONE effect of the Russian Revolution on Russian society or the economy may include the
following:
AP European History Short Answer Question ANSWERS Period 4
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




The Bolsheviks’ success in the Russian Revolution ushered in a period of dramatic
economic and social change as they attempted to eliminate private property and wealth.
The initial implementation of redistribution of land and wealth that occurred immediately
after the Revolution and during the civil wars gave peasants a greater stake in the welfare
of the new society.
The imposition of collectivization completely reshaped the structure of agricultural
society and production.
The Bolshevik revolution began the process of destroying the privileged classes in
Russia: the nobility, wealthy, and bourgeoisie.
The Russian Revolution began a period of tremendous economic and industrial
modernization under the Bolsheviks which the tsarist regime had been unable to
accomplish.
Russia under the Bolsheviks saw a genuine improvement in the role of women in Russian
society, albeit much of it due to the high casualties of World War I and later World War
II which forced Russia to increasingly rely upon women in the workforce.
C) Analysis of ONE effect of the Russian Revolution on international relations may include the
following:




Germany made peace with Russia following the Revolution, taking Russia out of the war
and freeing German troops to shift to the western front.
Following the success of the Bolshevik revolution, people and leaders across Europe and
the world feared similar revolts in their own countries and were concerned that Russia
might export revolution.
The radical revolution in Russia led to Allied support for anti-communist forces in the
Russian Civil Wars, including the introduction of Allied troops into Russia.
The success of the Russian Revolution and its modernization of the state served as a
beacon and example to radicals and revolutionaries around the globe.
7. The Great Depression had a devastating impact on European nations. Select two of the following
countries: Britain, France, and Germany. Then answer parts A, B, and C.
A) Analyze the impact of the Great Depression between 1929 and 1939 on ONE of the European
nations you selected.
B) Analyze the impact of the Great Depression between 1929 and 1939 on the other ONE of the
European nations you selected.
C) Briefly explain why ONE of the countries you chose suffered more severely than the other.
AP European History Short Answer Question ANSWERS Period 4
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
PP-8 Analyze socialist, communist and fascist efforts to
develop responses to capitalism and why these efforts
gained support during times of economic crisis.
Historical
Causation
4.2.III.A,
4.2.III.C
Comparison
PP-11 Analyze the social and economic causes and
consequences of the Great Depression in Europe.
Historical
Argumentation
PP-16 Analyze how democratic, authoritarian and
totalitarian governments of the right and the left attempted
to overcome the financial crises of the 1920s and 1930s.
Answer
A/B) Analysis of the impact of the Great Depression upon TWO countries may include the following:
France







Like most western nations, France saw a collapse of investment, banks, and many
businesses during the Depression.
As the Depression worsened, France’s industry and overseas trade declined
significantly.
Throughout the Depression France faced an ever-increasing number of strikes by
workers.
The failure of Germany to be able to meet its reparations payments worsened
France’s economic woes.
France was unable to meet its loan repayments to the U.S. in the absence of payments
from Germany.
Hugh unemployment saw a rise in radical political groups and forced concessions to
labor, such as an 8-hour workday and increased wages.
The decline of the American financial sector left France devoid of its primary source
for loans and capital.
Britain

Arguably, the European nation most reliant upon industry and overseas trade,
Britain’s commerce was hit hard by the Depression as overseas markets dried up.
AP European History Short Answer Question ANSWERS Period 4
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


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Many British banks and industries closed, causing a lack of investment capital and
high unemployment.
The decline of the American financial sector left Britain devoid of its primary source
for loans and capital.
The failure of Germany to meet its reparations payments worsened Britain’s
economic woes.
Britain was forced to make various concessions to labor, such as an 8-hour workday
and government housing, to avoid increased radical agitation.
Britain’s decision to increase tariffs and devalue the currency exacerbated the
economic hardships of the period.
Germany





Inflation during the Depression undermined the German economy, with the Weimar
currency becoming practically worthless.
The end of loans from America made it impossible for Germany to meet its
reparation payments to Britain and France.
Unemployment and homelessness were rampant in Germany as banks and businesses
closed shop.
The lost territory and reparations forced on Germany by the Treaty of Versailles were
seen by many citizens as sources of Germany’s woes, leading to an atmosphere ripe
for exploitation by fascist forces.
The economic turmoil was exacerbated by the radical left and right factions that
seized the opportunity to advance their agendas.
C) Explanations of the reasons why one country was impacted more severely may include the following:
France



France was most severely impacted since its industrial production showed the least
recovery of the major nations as the Great Depression ran its course.
France lacked the population, international trade, and industrial capacity to rebound from
the Depression.
The well-organized French labor unions forced France to deal with the greatest number
of strikes. This labor militancy changed the nature of French labor and began the process
of establishing a welfare state.
Britain

Britain’s industrial production declined more drastically than any other European nation;
only the United States saw a similar degree of industrial collapse.
AP European History Short Answer Question ANSWERS Period 4



Britain, more than any other nation, could not maintain its economy in the absence of
overseas demand for its goods.
Britain’s response to workers’ demands saw a shift toward the welfare state that would
become the norm for the remainder of the twentieth century in Britain.
Britain’s financial woes made it increasingly difficult to counter the demands of colonial
groups seeking independence, such as being forced to give Ireland and Egypt
independence.
Germany



Germany was the most profoundly impacted by the Great Depression since it was the
economic turmoil of the decade that allowed the rise of the Nazi party.
The rampant inflation and burden of reparations made Germany the most vulnerable
economy amongst the European powers and thus led to the greatest hardships.
The economic hardships of the Depression coupled with the ramifications of defeat in the
War led to an increasingly radicalized Germany, prompting conflict between the growing
leftist and far-right groups.
8. Using your knowledge of European history, answer parts A, B, and C.
A) Analyze ONE reason for Western Europe’s post–World War II economic recovery.
B) Analyze ONE example of the social consequences of this recovery in the period from 1945 to
1970.
C) Analyze ONE additional example of the social consequences of this recovery in the period from
1945 to 1970.
Learning Objective
Historical
Thinking Skill
Key Concepts
in the
Curriculum
Framework
INT-8 Evaluate the United States’ economic and cultural
influence on Europe and its responses to this influence in
Europe.
Causation
4.2.IV.A,
4.2.IV.B
PP-5 Analyze the origins, characteristics and effects of
the post-World War II “economic miracle” and the
economic integration of Europe (the Euro zone).
Appropriate Use of
Relevant Historical
Evidence
PP-15 Analyze efforts of government and
nongovernmental reform movements to respond to
poverty and other social problems in the 19th and 20th
centuries.
SP-5 Assess the role of colonization, the Industrial
Interpretation
AP European History Short Answer Question ANSWERS Period 4
Revolution, total warfare, and economic depressions in
altering the government’s relationship to the economy,
both in overseeing economic activity and in addressing its
social impact.
Answer
A) Analysis of ONE reason for Western Europe’s economic recovery may include the following:




The main cause of Western Europe’s post-World War II economic recovery was
abundant American aid. The Marshall plan provided billions in aid to rebuild shattered
European economies, infrastructure, and cities.
The presence of significant American military might in Europe freed up large portions of
western Europe’s budgets for non-military purposes as they relied upon American
conventional and nuclear forces for protection.
The Bretton Woods system which established fixed exchange rates, the International
Monetary Fund, and the World Bank created a stable atmosphere for international trade
and economic cooperation amongst the nations of the West. This provided the capital and
trade that spurred economic growth for decades.
Keynesian economic policies and the establishment of the welfare state throughout the
West created stability, confidence, and growth.
B/C) Analysis of TWO examples of the social consequences of this recovery may include the following:



The dramatic economic success of the West was a key factor in the eventual demise of
the economically backward communist bloc as citizens of the Eastern Bloc longed for the
benefits they saw in western capitalist economies.
The economic interdependence of the western democracies led to increased cooperation
and the development of the Common Market and European Union as political and
economic symbols of the increasing ties between nations.
The prosperity and stability of the post-War years led to a baby boom which taxed
resources but also provided a resurgence in European population after the decimation
caused by two world wars and the Great Depression.
AP European History Short Answer Question ANSWERS Period 4


The prosperity of the post-war years saw a continued rise of the middle class and
improved conditions for the working class. This accompanied a decline in child labor and
an increase in university attendance.
Accompanying the prosperity of the post-War years, Europe governments created a series
of “safety nets” for society to relieve their populations from the dangers of economic
distress and poverty.