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You need to use all the documents to support your thesis, and to gain an
additional point you need to refer specifically to an additional piece of evidence
beyond those found in the documents to support or qualify your argument. (Question 4
in the “Analyzing the Evidence” questions already asks about other sources that might
be useful, replicating the task in the AP® guidelines.) This chapter contains several
pieces of evidence that you could use. Because most people in the time of the
Reformation could not read, authorities used woodcuts, posters, and illustrated
pamphlets to try to teach them how to act. Churches themselves could also convey
religious ideas and shape behavior, as you can see by looking at the Calvinist and
Catholic churches in “AP® Viewpoints” on page 139.
In your analysis, you need to explain the significance of the author’s point of view,
purpose, historical situation, and/or audience for at least three of the documents. All
the documents here are from authorities making laws or trying to enforce them (point
of view), all of them are trying to shape behavior (purpose), all of them emerged in the
Bedford, Freeman & Worth Publishers.
era of the religious reformations (historical situation), and all of them were directed at
Worth Publishers.
ordinary people (audience). this sample.
Your analysis also needs to demonstrate a complex understanding of the
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development that is the focus in the prompt by making a comparison, discussing
Uncorrected proofs have been used in
causation, analyzing continuity and change over time, making connections with other
times and places, or doing all of these. There are many ways to do this here. Some of
the documents are from Protestants and some are from Catholics, so you can
compare them, with more sophisticated answers including both similarities and
by Bedford, Freeman &
differences. (Question 3 in the “Analyzing the Evidence” questions on page 136 asks
you to make this comparison.) The prompt already requires considering causation
(“why did religious and secular authorities try to shape people’s behavior”), and better
answers will consider multiple causes. The second question (“Were they successful?”)
requires considering change over time, and better answers will address both change
and continuity. To make connections with another time period, you could discuss laws
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from another era that attempted to shape behavior, for which you will have many
examples by the time you have finished the course. You could nuance your answer to
Distributed
the second question (“Were they successful?”) by considering both success and
failure, or by considering how people with different perspectives might answer that
question differently.

Many students feel anxious about having to write the AP® European History essays. But once you
become familiar with the elements of each prompt and know how to address these prompts effectively,
you’ll realize there’s no reason to be stressed about this. In fact, you should feel confident as you ap-
proach the writing portion of the test. The essay section gives you a lot of freedom to demonstrate
what you know in an open-ended way. And if you’ve been thinking historically, reading the text with
that lens, and sharing your ideas in class, you may begin to look forward to the opportunity to show
how developed your historical thinking skills have become.

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