russian revolution dbq essay

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AP World History: Modern Sample DBQ

The AP World History: Modern Exam requires you to complete a document-based question , which is why we have provided example DBQ’s and tips for writing reponses below.

Sample AP World History Document-Based Questions

Evaluate the extent to which the processes of empire-building affected political structures in the period 1500–1900.

Step 1: Analyze the Prompt

Spend the 15-minute reading period analyzing the documents themselves, thinking for each document about its authorship/historical situation, main idea, and why it was written.

Begin grouping the documents into categories that you can use to help organize your essay. A sample high-scoring writer’s notes on the documents appear below:

• King of Kongo asks king of Portugal for help because Portuguese trade is upset- ting the vassal system
• Cortes uses weapons and allies to kill Mexica
• Puerto Rico population trends: native population ↓, European ↑, mixed ↑
• French letter describes Mughal use of rajah system in India
• British governor in India’s letter to East India Company says British policies better for economy
• Churchill describes effectiveness of guns in Sudan
• Japanese cartoon describes Russian expansion as “black octopus” during time of Russo-Japanese War over territory

Groups of empire-building processes:

• Military: 2, 6, 7
• Colonization: 3
• Economic: 1, 4, 5

Step 2: Plan Your Response

Since the prompt asks for how empire-building affected political structures, the writer will organize the essay by explaining multiple causes (processes) that impacted political structures.

• Context: Native American governments (villages and empires)
• military and colonization destroyed political structures in Americas where disease played a role
• combination of processes allowed infiltration of political structures in Asia and Africa
• ( complex understanding: multiple causes)

Cause ¶1: military conquest → destruction

• Spanish advantages: horses, guns, local support
• Sourcing 1: viewpoint: Cortes justifies actions by attributing victory to God
• Additional evidence: Pizarro defeat of Inca; Spanish set up viceroys and social hierarchy
• Sourcing 2: viewpoint: perhaps exaggerated, but shows British expect weapons will win

Cause ¶2: colonization → replace native populations’ governments

• Stats of native peoples, Europeans
• Additional factor of disease

Cause ¶3: military + colonization + economic influence → gradual political power

• Describes political system of rajahs, hints at instability
• British merchants would gain power
• Br. didn’t have “fixed plan,” but “destroyed” native populations’ economic policies
• Br. gov. made India a colony
• Port. merchants undermining king’s power
• Sourcing 3: purpose: submission may not be genuine

Step 3: Action! Write Your Response

Step 4: proofread.

[RELATED: AP World History: Modern Sample Long Essay Question ]

Sample High-Scoring Response

The extremes of military conquest sometimes resulted in the destruction of the native populations’ political structures. Document 2 references the Mexica people’s violent devastation at the hands of the Spanish, with a hundred falling “at each discharge of guns.” While Cortes attributes his victory to God’s favor due to fight- ing for his faith and king, tangible factors gave him the practical advantage: horses (which were not native to the Americas), guns, the Mexica’s unfamiliarity with such weapons, and the support of local allies. Cortes, perhaps seeking to impress the king, likely exaggerates in the claim that the victory was “without ourselves sustaining any injury”; still, the claim indicates both the strength of the Spanish military technology and their attitude of superiority that they used to justify their takeover of the existing Mexica government. Also using military technology and the support of other tribes, the Spanish under Pizarro took control of the Inca empire in the Andes. In both locations, the Spanish essentially destroyed the empires and installed their own political systems, with viceroys who served under the Spanish crown and a hierarchical class system that gave preference to those of European ancestry. The effectiveness of military conquest for destroying political structures is also demonstrated in Document 6, an account of a battle in Sudan that demonstrates the awesome firepower of machine guns to leave the Sudanese fighters in “tangled heaps.” Although the document, written by the British Churchill, might provide a glorified account of the battle that exaggerates the British advantage, the fact that Churchill expected their weapon technology would automatically give victory is indicated in the disbelieving sentence: “ It appeared to our cavalry commander that the [Sudanese fighters] would actually succeed.”

Countries sending large numbers of settlers was another effective method of empire-building. This process enabled European nations to replace native governments in the Americas. For instance, Document 3 indicates that from 1530 to 1795, the proportion of Native Americans in the population of the colony of Puerto Rico dropped dramatically from 36.4 percent of the population to just 2.5 percent. At the same time, Europeans as a share of the population rose from 10 percent to 51.5 percent by 1860. The increase in the proportion of Europeans and blacks corresponds with the Spanish overrunning the native populations and instituting plantations. The spread of diseases among the native populations made it easier for the Spanish to do away with long-standing native governments and establish their own political structures in the Americas.

In India and Africa, Europeans utilized the old strategies of military force and colonization, but unlike in the Americas, newly introduced diseases did not have such a devastating effect on native populations. Thus, the process of empire-building also involved longer-term economic policies that caused a more gradual build-up of political power. European merchants gradually expanded their power in India, aided by the decline of the Mughal empire, as explained in Document 4. A French physician describes the emperor’s practice of “nourish[ing] jealousies” among the local rajahs, many of whom commanded armies larger than those of the emperor, to distract the rajahs from ever threatening his power. By describing this potential threat to the emperor, the document hints at the potential for outsiders to take advantage of the political instability, as indeed the British merchants extended their economic influence into political control. Indeed, in Document 5 a governor of the East India Company affirms that British control happened through “fortunate and unforeseen occurrences” rather than a “fixed plan.” He also confirms the power of economics in gaining political control, praising the economic policies of the British and celebrating the “destroyed” economic policies of the “natives.” Eventually, the British government would take over the East India Company’s holdings and rule India as a colony. Document 1 also affirms the potential of economics to provide inroads to political power: King Afonso I of Kongo in Africa appeals to the King of Portugal about the behavior of Portuguese merchants, who are undermining King Afonso’s power by enrich- ing his vassals, making them no longer “content and subjected under our control.” King Afonso’s highly submissive tone (“I kiss your hand many times”) may indicate not genuine submission to the King of Portugal, but rather an understanding of the threat that economic power has on his political power. His letter could be part of a calculated approach to get help restoring his political power by appealing to the Europeans’ attitude of superiority.

Overall, the empire-building processes of conquest, colonization, and economic influence allowed empire-builders to exert power over territories. When additional factors, such as epidemic disease, also played a role, as they did in the Americas, the empire-builders could sometimes briskly overthrow and replace the original political structures. In locations such as India, empire-building involved a more complex interplay of economics with the pre-existing political structures, though the Europeans were still able to eventually gain control.

For more help prepping for the AP World History: Modern exam, check out our  AP World History: Modern Prep Plus Book .

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Russian Revolution

Russian revolution essay questions, russia before 1905.

1. Explain the challenges and difficulties faced by the tsarist government of Russia between the mid-1800s and 1905. How did tsarism respond to these challenges?

2. Discuss the relationship between the tsarist hierarchy, the Russian nobility and the powerful land-owning class. How did the actions of these groups contribute to the development of revolutionary sentiment?

3. On what basis did tsarism claim authority to rule Russia? What people or groups both reinforced and disseminated the idea of tsarist authority?

4. According to historian Orlando Figes, tsarism was held up by “unstable pillars”. Discuss the meaning and the validity of Figes’ analogy.

5. Compare Russia’s economy in the late 1800s to the economies of Britain, France and Germany. Why did Russia’s economic development fail to match that of her powerful European neighbours?

6. To what extent did the leadership and policies of Tsar Alexander III lay the groundwork for revolutions in Russia in 1905 and 1917?

7. Discuss the ideas, composition and methods of revolutionary movements in late 19th century Russia. To what extent were these movements able to reform or moderate tsarism?

8. Many writers considered Russia’s peasantry to be the most logical source of revolutionary energy. To what extent was this true? What obstacles were there to a ‘peasant revolution’ in Russia?

9. Explain how the program of economic modernisation championed by Sergei Witte contributed to revolutionary sentiment in Russia.

10. Evaluate Nicholas II’s fitness to rule as tsar, giving close attention to his personal qualities and political and religious beliefs.

Revolutionary and reform movements

1. Describe the ideas and methods adopted by Russian revolutionary movements in the 50 years prior to 1905.

2. With reference to three specific groups, explain why 19th-century Russian revolutionary groups were unable to overthrow, reform or moderate tsarism.

3. Why did the Russian Social Democratic Party (or SDs) split in 1903? What were the short-term and long-term ramifications of this split, both for the party and for Russia?

4. According to Vladimir Ulyanov (Lenin), what were the requirements for a successful revolutionary and a successful revolutionary party?

5. Discuss how the Bolshevik and Menshevik parties each attempted to foment change between 1905 and February 1917. Which group was more successful and why?

6. Discuss the size, composition and policy platform of the Socialist Revolutionary party. What role did this party play in opposing tsarism before and during the 1905 Revolution?

7. Examine the composition and policy positions of the liberal movement in early 1900s Russia. Who belonged to liberal groups and what system of government did they desire?

8. How did the formation, expansion and treatment of Russia’s industrial workforce contribute to a growth in revolutionary sentiment?

9. Evaluate the role played by the Bolshevik party and its individual members in both the 1905 and February 1917 revolutions.

10. It is often said that the Bolsheviks were a party formed in Lenin’s own image. To what extent is this statement true?

The 1905 Revolution

1. Explain how the tsar’s commitment to a war with Japan in 1904 would eventually weaken his authority and threaten his regime.

2. Was the petition drafted by Georgi Gapon and the Putilov workers in early 1905 a simple list of grievances about working conditions? Or was it an incitement to political revolution?

3. Explain the impact of the ‘Bloody Sunday’ shootings of 1905, both on public perceptions of tsarism and on the revolutionary movement in Russia.

4. One historian described the 1905 Revolution as “a revolution with five arms but no head”. To what extent was this true and how did it affect the outcomes of the revolution?

5. Examine the tsar’s responses to the 1905 Revolution and the growing demands for an elected Duma. What do they reveal about his commitment to reform?

6. What was contained in the October Manifesto and what impact did this document have on the progress of the 1905 Revolution?

7. Compare and evaluate the contribution of the Bolsheviks, Mensheviks and the Socialist-Revolutionaries to the 1905 Revolution.

8. Leon Trotsky described the events of 1905 as a “dress rehearsal” for the revolutions of 1917. What lessons do you think were learned by the Russian revolutionaries from 1905?

9. Explain how tsarist chief minister Piotr Stolypin responded to the events of 1905. How successful were these responses in reestablishing tsarist authority?

10. Explore the activities and the role of the first three Dumas between 1906 and 1912. To what extent were these bodies effective or influential?

The February Revolution

1. Examine the effectiveness and popularity of the tsarist government between 1912 and 1914. How and why did the outbreak of World War I impact on tsarist authority?

2. Discuss the actions of Grigori Rasputin between 1905 and 1916. How did Rasputin contribute to revolutionary sentiment in the build-up to February 1917?

3. Discuss the role played by the fourth Duma and its Provisional Committee in the development of the February Revolution and the overthrow of tsarism.

4. To what extent was Russia’s entry into World War I a product of tsarist mismanagement? Did Nicholas II contribute to his own doom – or was he a victim of circumstance?

5. Evaluate the argument that the tsar’s decision to take personal command of the army in 1915 marked the beginning of the end for his regime.

6. Describe the political, economic and social impact that World War I had on Russia and its people, with a particular focus on the year 1916.

7. Explain how errors of judgement and mismanagement by the tsar and tsarina in February 1917 contributed to the overthrow of tsarism.

8. Discuss the role of propaganda and public perception in bringing down tsarism in February 1917. Refer to at least three specific pieces of propaganda.

9. The February Revolution is often described as a “leaderless” revolution. Was this really the case? Which people and groups were responsible for the revolution?

10. According to one historian, “tsarism collapsed with a whimper”. Evaluate this statement, referring specifically to the actions of the tsar and his advisors.

The Provisional Government and October Revolution

1. Discuss the composition, support and political legitimacy of the Provisional Government in March 1917. Did this government have a greater mandate to rule than the tsarist regime it replaced?

2. Examine the political career and rise to prominence of Alexander Kerensky. To what extent was Kerensky a socialist, both before 1917 and during his service in the Provisional Govechallenges3. What challenge did the formation of the Petrograd Soviet and the issuing of its Order Number One pose to the Provisional Government?

4. Explain how and why the German government backed Lenin’s return to Russia in April 1917. How was this perceived by Lenin’s opponents?

5. How did Lenin’s April 1917 speech at Finland Station and the publication of his April Thesis shortly after radically transform the situation in Russia?

6. Give reasons for the political instability of the Provisional Government through the middle of 1917. What were the eventual outcomes of this instability?

7. Referring to specific conditions, policies and events, explain Kerensky’s statement that the Provisional Government had “authority without power” while the Petrograd Soviet had “power without authority”.

8. Explain how the ‘July Days’ and the Kornilov affair each affected the Bolsheviks and their position.

9. Describe the role of the Military Revolutionary Committee in overthrowing the Provisional Government.

10. Evaluate the ideas and actions of Leon Trotsky in 1917, comparing Trotsky’s contribution to the October Revolution with that of Lenin.

11. Was the overthrow of the Provisional Government in October 1917 a Bolshevik-engineered coup or a popular revolution?

12. Why has the Bolshevik capture of the Winter Palace become an iconic moment of the Russian Revolution? Is the significance of this event justified?

The Bolsheviks in power

1. To what extent was the Bolshevik seizure of power in October 1917 supported by non-Bolshevik socialists and ordinary Russians?

2. Describe the system of government developed in the weeks following the October Revolution. To what extent did the Bolsheviks honour Lenin’s demand for “all power to the Soviets”?

3. Explain the policy of “state capitalism”, articulated by Lenin during the first months of Bolshevik rule. What was this policy intended to achieve?

4. Referring to specific Bolshevik policies from 1917 and 1918, evaluate the extent to which Lenin and his government were able to deliver “peace, bread and land” to the Russian people.

5. Discuss the formation, sitting and closure of the Constituent Assembly in December 1917 and January 1918. Why did Lenin permit elections for this body, only to close it almost immediately?

6. Was the signing of the Treaty of Brest-Litovsk a victory or a defeat for the Bolshevik government? What were the short-term and long-term impacts of this treaty, both for the Bolshevik movement and for the Russian people>

7. Describe the Bolshevik policy of war communism. What was it intended to achieve and how successful was it?

8. Explain the conditions and causes that led to the Red Terror of 1918. Was the Terror a response to circumstances – or were the Bolsheviks destined to call on terror as a means of ruling Russia?

9. Why was Trotsky’s leadership as war commissar critical to the Bolshevik victory in the Russian Civil War? Identify and discuss five major contributions Trotsky made to the war effort.

10. Which groups or regions opposed the Bolsheviks during the Russian Civil War? Compare their political objectives, as well as their success in opposing the Bolshevik regime.

Crisis and consolidation

1. To what extent was the Great Famine of 1921 caused by Bolshevik policies? How did the Bolshevik regime respond to this catastrophe?

2. Discuss reasons for the formation and activities of the Workers’ Opposition. How did Lenin and the Bolshevik hierarchy respond to factionalism in the party?

3. Explain the reasons for the outbreak of the anti-Bolshevik uprising at Kronstadt in early 1921. What impact did this rebellion have on the Bolshevik regime?

4. Was the New Economic Policy, passed by Lenin and his government in 1921, a “strategic retreat” – or a sign that their revolution had failed?

5. In 1921 Lenin called for party unity and an end to factionalism. Discuss the impact that events like Kronstadt and the NEP had on unity within the Bolshevik movement.

6. “The Bolsheviks were successful revolutionaries but failures at political leadership and economic management.” Discuss the validity of this statement.

7. Lenin once likened revolutions to locomotives that must be driven fast but kept “on the rails”. Did the Bolshevik revolution lose direction because it attempted to move too quickly?

8. How did the Bolsheviks respond to Lenin’s withdrawal from public life in 1922-23? Why was there a crisis of leadership in the party during this period?

9. Many considered Leon Trotsky to be Lenin’s natural successor as leader of the party and the Soviet Union. Discuss at least three reasons why Trotsky did not assume the party leadership.

10. Explain Joseph Stalin’s career and contribution to the revolution up to and including 1922. How did Stalin ascend to the leadership of the party?

Evaluating the revolution

1. According to some historians, in any revolution, the revolutionaries always resort to the same ideas and methods as the old regime. To what extent is this true of the Russian Revolution>

2. Discuss three reasons why a democratic government failed to take root in Russia between 1905 and 1918.

3. “War made revolution possible but made rebuilding society impossible”. Referring to three different wars, discuss the relationship between war and revolution in Russia between 1905 and 1921.

4. “Women played an essential role in both the revolutions of 1917 and the development of the new Soviet state.” To what extent is this statement true?

5. The historian Orlando Figes called one of his Russian Revolution text A People’s Tragedy . How and why was the revolution a “tragedy” for the people of Russia?

6. The Russian peasantry was an “immovable mountain” when it came to change, claimed one writer. How did Russia’s peasants respond – or fail to respond – to reform and revolution?

7. “The Russian Revolution transformed Russia from a backward agrarian empire into a modern industrial state.” To what extent is this statement correct?

8. Was the Russian Revolution evidence that communism does not work in practice? Or did the Russian context make socialism impossible to achieve? Discuss.

9. What were the implications of Stalin’s leadership for the people of Russia? How did Stalin transform the Soviet Union in the first decade of his rule?

10. How different were Stalin’s ideology and methods from those of Lenin? Did Stalin take the Communist Party down a new path – or did he continue and expand what Lenin had started?

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• The Russian Revolution
• To understand the social composition of Russia and the different problems and goals each social group faced.
• To understand the various political views in revolutionary Russia, a spectrum spanning from monarchists to Marxists.
• To understand the phases of the Russian Revolution, a process that included two separate revolutions and the Civil War. Was the Bolsheviks' success inevitable? Could the Provisional Government have remained in power?

Preclass Preparation

All of the students should prepare a short paper, either discussing the situation of an individual social group (nobles, middle class, workers, or peasants) or the platform of a political party before the Revolution (Bolsheviks, Mensheviks, Social Revolutionaries, Constitutional Democrats/Kadets, Octobrists, or Nationalists).

All students should familiarize themselves with Lenin's April Theses , which can be accessed here: The Tasks of the Proletariat in the Present Revolution

I. The Prelude: Russia After 1905

In 1917, Russia was still overwhelmingly a country of peasants, but following the Revolution of 1905 and the establishment of the Duma, Russia contained a variety of political parties that appealed to different segments of the population. The purpose of this section is to provide students a solid grounding of the different perspectives, hopes, and aspirations for the future of Russia other than the Bolshevik's goals.

As a whole class, discuss the different social ranks of Russia in 1917 (nobles, middle class, workers, peasants). If the students have written a short paper on the social ranks, have those students present their work to the class.

Discuss with the whole class the position of those ranks, and what goals this rank might have had for the future of Russia. Ask:

• What would an average peasant have wanted in 1917?
• What could be done to improve the situation of the workers?

As a whole class, discuss the different political parties of Russia in 1917 (which includes Nationalists, Octobrists, Constitutional Democrats, Socialist Revolutionaries, Mensheviks, and Bolsheviks). If students have written a short paper on the political parties, have those students present their work to the class. If no student has written on the political parties, then the instructor should briefly summarize the political platforms.

Using a smart board, chalkboard or overhead projector, draw a political spectrum from Right to Left (from Nationalists to Bolsheviks). As a whole class, fill in the connections between political parties and social ranks. Ask:

• Which political parties appealed to the middle class? Why?
• Which political parties appealed to the peasantry? Why?

Finally, have a discussion with the whole class about the possible future of Russia in January 1917. Point out that the most popular political party by a wide margin was the Socialist Revolutionaries because of their strong connection to the peasantry. Then ask:

• Which political parties were the likeliest winners?
• Which was the likeliest loser? Why?

II. 1917-21: An Era of Upheavals

The purpose of this section is to have the students connect the social and political composition of Russia in 1917 with the various shifts in political power that occurred thereafter.

A. The February Revolution

Begin a discussion of the abdication of Tsar Nicholas II. Ask:

• Which political party and/or social rank lost power as a result?
• Which gained power?

B. The Provisional Government

Begin a discussion of the potential for a constitutional democracy in Russia. Ask:

• Which political party and/or social rank lost or gained power?
• What problems could prevent the success of the Provisional Government?
• What could strengthen the position of the Provisional Government?

C. Discuss Lenin's April Theses

• What ranks in society was Lenin appealing to with his program for “peace, bread, and land”?
• What did the Bolshevik Party offer that other political parties did not?

D. The October Revolution

Begin a discussion of the Bolshevik takeover in St. Petersburg. Ask:

• What social rank gained or lost power?
• What problems did the Bolsheviks face in extending their revolution outside of St. Petersburg?
• What political parties could offer a successful alternative? Why?

E. The Civil War

Begin a discussion of the Civil War. Ask:

• What factors led to the Bolshevik success?
• What factors led to the defeat of the forces opposed to the Bolsheviks?
• Did the Bolshevik Party implement Lenin's April Theses?
• Was that one of the reasons for their success?

III. Historical Context

The purpose of this section is to have the students engage with the concept and common aspects of revolutions in general. This allows them to review material from earlier in the course as well as understand the historical importance of revolutions in a broader context.

Discuss briefly the stages of the French Revolution, with attention to the social ranks in France before it occurred. Ask:

• Is there a difference between France's social composition in 1789 and Russia’s in 1917?
• Is there a difference in the political system in France in 1789 and in Russia in 1917?

Present Crane Brinton's four-stage model (.pdf/99.3KB) of revolutions: Liberal, Radical, Conservative, and Restoration.

As a whole class, discuss the applicability of Brinton's model of revolution for France (.pdf/31.3KB), guiding students to connect the Constitution of 1791 with the Liberal phase, the Constitution of 1793 with the Radical phase, the Constitution of 1795 with the Conservative phase, and finally the restoration of the Bourbon monarchy as the last phase.

As a whole class, discuss the applicability of Brinton's model of revolution for Russia. This might include the February Revolution as the Liberal phase and the October Revolution as the Radical phase. What are the possible Conservative and Restoration phases? Some possibilities are the NEP as Conservative and Stalin's autocracy as a Restoration, or Stalin's Russia as Conservative and Khrushchev or the end of the Soviet Union as Restorations.

If time allows, the discussion of Brinton's model could continue for reviewing course material. Ask:

• Were the Revolutions of 1830 or 1848 "revolutions" according to Crane Brinton? Why or why not?
• Does Brinton's model even apply for France and Russia?
• Are there a set of features that are necessary to have a "revolution"?

Additional Resources

Marxist Internet This website contains archive Material specifically concerning the Bolshevik Party, particularly Lenin, Stalin, and Trotsky, with photographs, speeches, and letters.

Clark, Katerina. Petersburg, Crucible of Cultural Revolution . Cambridge: Harvard University Press, 1995. An excellent discussion of the various cultural aspects of the Revolution, including music, art, public exhibitions, and festivals. This book is written as a series of essays, so it would be easy to select one and focus on an aspect of revolutionary culture and its ability to transform the mentality of the Russian public.

Fitzpatrick, Sheila. The Russian Revolution , 1917-1932. New York: Oxford University Press, 1984. An excellent synthesis of early Soviet history, which goes beyond the Revolution to trace the evolution of Bolshevik policy from theory to practice.

Reed, John. Ten Days That Shook the World . Introduction by Harold Shukman. New York: St. Martin's Press, 1997. The famous account of the October Revolution by the American Marxist, which was treated as factual for years. Reed recorded the Revolution from his experiences in Russia, but make sure to use an edition of this book with a good introduction that discusses the issues related to Reed's truthfulness about what he did and did not see while in Russia.

Steinberg, Mark, and Vladimir M. Khrustalëv. The Fall of the Romanovs: Political Dreams and Personal Struggles in a Time of Revolution . New Haven: Yale University Press, 1995. An annotated collection of archival documents from the Revolutionary period, with a focus on the experience of the Russian people living through the upheaval.

Wade, Rex A. The Russian Revolution, 1917 . New York: Cambridge University Press, 2000. A survey focused on the Russian Revolution, which synthesizes all of the most recent archival research on the Revolution.

• Early Modern Empires
• The French Revolution
• The Structures of Nineteenth-Century Government
• German Unification
• The Cold War
• German Reunification, 1989-90