Use the passages below to answer all parts of the question that follows. (Key
Concept 1.3, I.B, II.A, II.C)
Source 1
First of all, the Reformation was a protest by churchmen and scholars, privileged
classes in medieval society, against their own superiors. Those superiors, the Roman
papacy and its agents, had attacked the teachings of a few sincere, respected
academic churchmen which had seemed to threaten the prestige and privilege of clergy
and papacy…The protesting churchmen—the “reformers‟—responded to the Roman
counter-attack not by silence or furtive opposition, but by publicly denouncing their
accusers in print. Not only that: they developed their teachings to make their protest
more coherent, and to justify their disobedience.
-Euan Cameron, “What Was the Reformation?”, 1991
Source 2
[What] led to a permanent division within the Church that had looked to Rome? This
particular place is occupied by politics and the play of secular ambition. In short, the
Reformation maintained itself wherever the lay power favored it; it could not survive
where the authorities decided to suppress it…For this was the age of uniformity, an age
which held at all times and everywhere that one political unit could not comprehend
within itself two forms of belief or worship.
The tenet also rested on simple fact: as long as membership of a secular polity involved
membership of an ecclesiastical organization, religious dissent stood equal to political
disaffection and even treason. Hence governments enforced uniformity, and hence the
religion of the ruler was that of his country….The Reformation was successful beyond
the dreams of earlier, potentially similar, movements not so much because the time was
ripe for it, but rather because it found favor with the secular arm. Desire for Church
lands, resistance to imperial and papal claims, the ambition to create self-contained and
independent states, all played their part in this.
-G.R. Elton, “A Political Interpretation of the Reformation,” 1958
A. Explain ONE major difference between Cameron’s and Elton’s interpretations of
the driving forces behind the Protestant Reformation.
B. Provide ONE piece of evidence from the sixteenth century that supports
Cameron’s interpretation (Source 1) and explain HOW it supports the
interpretation.
C. Provide ONE piece of evidence from the sixteenth century that supports Elton’s
interpretation (Source 2) and explain HOW it supports the interpretation.
SCORING NOTES
Examples of responses to Part A that would earn credit:
Cameron argues that the Reformation was mostly the result of the efforts of churchmen
and religious scholars whereas Elton argues that secular political leaders seeking to
enhance their own power were more of a driving force behind the Reformation.
Cameron argues that the Reformation was more of a protest movement seeking to bring
about change whereas Elton argues that the Reformation was more of an effort by
political leaders to unite their subjects.
Examples of responses to Part B that would earn credit:
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Martin Luther through his 95 theses protested church practices such as
indulgences and simony.
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John Calvin challenged traditional concepts with his belief of predestination and
set up a theocracy in Geneva; his teachings were also embraced by French
Huguenots and English Puritans.
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John Knox established Presbyterianism in Scotland.
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The Anabaptists advocated the separation of church and stage, stressed nonviolence, and advocated adult baptism.
Examples of responses to Part C that would earn credit:
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The Peace of Augusburg and Peace of Westphalia called for religious uniformity
within different political entities while weakening the power of the Roman Catholic
Church.
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Henry VIII & Elizabeth I created a single Church of England.
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Different princes of the Holy Roman Empire, such as Frederick the Wise, saw the
Reformation as a way to weaken the power of both the pope and the Holy
Roman Emperor.
Answer all parts of the question that follows. (Key Concept 1.1, I.A, III.A, III.B)
Renaissance art reflects the multiple aspects of humanism.
A. Provide ONE specific piece of Italian Renaissance art that illustrates an aspect of
humanism and explain HOW it reflects humanism.
B. Provide a different piece of Italian Renaissance art that illustrates another aspect
of humanism and explain HOW it reflects humanism.
C. Provide ONE specific piece of Northern Renaissance art that illustrates an aspect
of humanism and explain HOW it reflects humanism.
Examples of responses to Part A and B that would earn credit:
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The Birth of Venus – Classical myth
The Last Supper – human-centered version of Christ & his apostles
Pieta – human/realistic view of Mary/Christ – distorted size
David – Biblical character in classical pose with secular purpose of invasion of
Italy and uniting the city-states
Sistine Chapel ceiling – biblical story with classical poses made w/secular and
religious patrons
School of Athens – classical figures and ideas with figures representing aspects
of Greco-Roman thought and humanist school
Examples of responses to Part C that would earn credit:
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Van Eyck, The Arnolfini Wedding – secular marriage contract and look into
everyday life of the elite of Northern Europe
Bruegel, Hunters in the Snow, more peasant life with less vibrant colors
Hans Holbein, The Ambassadors, secular purpose to deal with the religious
schism in England
Use the map below to answer all parts of the question that follows. (1.4 – IV.A,
IV.B)
A. Briefly explain TWO effects the trade network above had on European societies
during the seventeenth century.
B. Briefly explain ONE effect the trade network above had on a non-European
society during the seventeenth century.
Examples of responses to Part A and B that would earn credit:
 The Price Revolution led to inflation and urbanization.
 The Columbian Exchange led to increased food supply which supported a larger
population.
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More luxury goods led to more consumerism.
The middle class grew as more people did not rely on farming to support
themselves.
Joint-stock companies and banking institutions were created to facilitate enlarged
world trade.
Syphilis was introduced to the European continent.
Inequality in the distribution of wealth grew.
Atlantic states rose in prominence to the detriment of Mediterranean economies.
Mercantilism and economic competition among European states.
Examples of responses to Part C that would earn credit:
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European diseases decimated Native American populations.
European governments, religions, and social structures were imposed on
indigenous populations.
New rigid racial hierarchies were imposed on the Americas.
The slave trade & the middle passage decimated African populations.
New cultures (ie, Creole) were created from the blending of different cultures.
Use the drawing below by Andreas Cellarius (1708) of the map of heavens to
answer all parts of the question that follows. (Key Concept 1.1-IV)
A. Briefly analyze how the subject of the drawing reflects new ideas in science in
sixteenth and seventeenth-century Europe.
B. Briefly explain ONE way the drawing above challenged classical views in the
sixteenth and seventeenth centuries.
C. Briefly explain ONE way traditional views of knowledge and the universe
persisted during the sixteenth and seventeenth centuries.
Examples of responses to Part A that would earn credit:
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Heliocentrism replaced geocentrism as the dominant scientific world view.
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Heliocentrism was based on observation, experimentation, and mathematics, as
well as the collection of data.
Examples of responses to Part B that would earn credit:
 Ptolmey and Aristotle had advocated geocentrism, which became part of Roman
Catholic church doctrine.
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Heliocentrism also challenged God’s design of and place in the world.
Examples of responses to Part C that would earn credit:
 Catholic dogma on geocentrism did not change; Galileo was persecuted for
heresy and imprisoned.
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Many people, particularly in rural areas, believed in and persecuted witches.
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Inquisitions
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The Council of Trent reaffirmed traditional ideas.
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Alchemy and astrology continued to appeal to the elites because of the notion of
a predictable and knowledgeable universe.
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In the oral culture of peasants a belief that the cosmos was governed by divine
and demonic forces persisted.