5 Steps to a 5TM AP European History

Answers and Explanations for AP European History Practice Test 2 (^) ‹ 279
because they are economically unprofitable; docu-
ment #3 makes the further argument that colonies
damage the moral standing of the colonizing nation.
Specific Examples: In #1, Gregg (1851) states that
colonies have been rendered economically unprofita-
ble (and therefore unnecessary) by the rise of a system
of free trade. In #3, Gladstone (1878) says that colo-
nies are unprofitable in both the material and moral
sense, as they must be held by military means against
the wishes of those who hold them.
Topic Sentence B: Documents #2 and #4–#7 make
arguments for the economic, moral, and strategic
necessity of colonies.
Specific Examples: In #2, Disraeli (1872) argues
that colonies are desired by “more primitive civiliza-
tions” and necessary for a nation to retain interna-
tional influence and prestige. In #4, Paton (1883)
maintains that colonies are morally profitable and
necessary for moral reasons—that is, civilizing and
Christianizing missions. In #5, Ferry (1884) states
that colonies are economically, morally, and strategi-
cally necessary due to the need for economic out-
lets, to fulfill a Christian civilizing mission, and to
establish military defense bases. The 1890 German
newspaper advertisement in #6 claims that colonies
are necessary for reasons of both economic interest
and national honor. Finally, in #7, Lugard (1893) rea-
sons that colonies are economically necessary for new
markets and for the “development” of the colonizing
nation—to prevent the nation from “falling behind.”
Topic Sentence C: Read in chronological order,
the documents illustrate a trend over time for argu-
ments of economic and strategic necessity replacing
arguments of economic profitability and moral duty.
Specific Examples: No documents in the set argue
directly for the economic profitability of colonies
(though some argue for their economic necessity); the
only evidence that arguments for profitability exist is
the need to refute them shown in documents #1 and
#3. The dominant chord of argument in all documents
after 1884 (documents #5–#7) is necessity—eco-
nomic, political, and strategic. There is no reference to
moral duty after 1890 (documents #6 and #7).

Section II, Part B: The Long-

Essay Question

Strategies

Choose the question for which you can quickly write

a clear thesis and three topic sentences that you can

illustrate and support with several specific examples.

Then follow the five-step formula to constructing a

history essay of high quality:

Step 1. Find the action words in the question and

determine what it wants you to do.

Step 2. Compose a thesis that responds to the

question and gives you something specific to sup-

port and illustrate.

Step 3. Compose your topic sentences and make

sure they logically present your thesis.

Step 4. Support and illustrate your thesis with

specific examples.

Step 5. If you have time, compose a one-paragraph

conclusion that restates your thesis.

And remember the traps to avoid:

•   Long sentences with multiple clauses. Your

goal is to write the clearest sentence possible;

most often the clearest sentence is a relatively

short one.

•   Digressions. No matter how fascinating or

insightful you find some idea or fact, if it doesn’t

directly support or illustrate your thesis, don’t

put it in.

•   Mystery. Don’t ask a lot of rhetorical questions,

and don’t go for a surprise ending. The readers

are looking for your thesis, your argument, and

your evidence; give these points to them in a

clear, straightforward manner.

Outlines

Question 1: Compare the political effects of nation-

alism on European civilization from 1789 to 1848

with the political effects of nationalism on European

civilization from 1866 to 1945.

Thesis: From 1789 to 1848, nationalism tended to

support the liberal notion that political sovereignty

resided with the people, helping to fuel popular

uprisings against traditional governments. From

1866 to 1945, nationalism tended to support the

conservative belief in the value of historical tradi-

tions, helping to fuel movements of national unifica-

tion under traditional, conservative monarchies and

the rise of totalitarian parties with ultranationalist

ideologies.

Topic Sentence A: From 1789 to 1848, national-

ism was opposed by conservative forces, and national-

ists made common cause with liberal reformers.

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