38 i STEP 1. Set Up Your Study Program
❯ Comments on Possible Solutions to the
Free Response Questions
Document-Based Question
A good response may begin by considering the divisive forces of nationalism, such as
the need to redraw boundaries and alter laws in order to accommodate nationalist goals
(Document 1). Those who attempt to assert their nationalist sentiments within the borders
of another larger political unit often must endure suffering and confl icts (Document 3).
Struggles against imperialism present another divisive effect of nationalism (Document 3).
The majority of the documents deal with the positive aspects of nationalism, such as
freedom (Document 3) and sovereignty (Document 4). Nationalism provides a solidarity that
empowers the nation to work for the welfare of the larger political unit (Documents 1, 8).
Nationalists are asking for nothing more than the opportunity to be self-suffi cient (Docu-
ments 2, 3, 5, 8). Linked to the empowerment of the nation-states is the sheer joy of sharing
a common culture expressed through language, music, religion, and common traditions
(Documents 1, 7, 8). Students may also mention the diversity of world areas addressed in the
documents and the wide range of chronology to point out the commonality of nationalist
sentiment.
The backgrounds of the authors of the documents provide ample opportunity to
illustrate point of view. One example of point of view is Mazzini’s address. As the leader
of the nationalist Young Italy, his views would refl ect a pro-nationalist sentiment. Ho Chi
Minh, as the leader of a country subject to French imperialism, also speaks from that point
of view. More information on the nature of nationalism might be obtained through the
examination of sources that refl ect the opinions of members of the lower classes who live
in multinational states such as the Ottoman Empire or Austria-Hungary, or by reading
documents from the leaders of the Austrians.Continuity and Change over Time Essay
A good response concerning migration in South Asia would begin with discussion of the
major wave of Aryan migrations (a branch of the Indo-European migrations) moving
through the Khyber Pass into South Asia about 1500 b.c.e. After conquering the agricul-
tural peoples of the Indus valley, the nomadic Aryans imposed their class system based on
skin color. This class system would develop into the Hindu caste system. Aryan literature,
the Vedas, became the basis for Hindu belief. Following Aryan tradition, cattle became the
symbol of wealth.
Early Aryans settled in the Punjab region between present-day India and Pakistan.
By 1000 b.c.e., they had settled throughout much of the Indian subcontinent and learned
to use iron tools. Regional kingdoms were established throughout most of India. Around
1000 b.c.e., the caste system was further broken down into subcastes known as jati. The
Aryans developed a patriarchal society that included the custom of sati.
About 800– 400 b.c.e., the beliefs of indigenous Dravidians, who were animists, com-
bined with Aryan beliefs to produce a series of works known as the Upanishads. These
works added the concepts of reincarnation and karma to Hindu belief. About 600 b.c.e.,
the Vedas had been written down in the Aryan sacred language of Sanskrit, which became
a major Indian tongue. By 1000 c.e., the Upanishads had become a code of ethics that
valued respect for all living things. Animals might hold the reincarnations of those with
poor karma. Vegetarian diets had become commonplace. Also by 1000 c.e., the jati had
been further defi ned.