Fiveable
🌍AP World History: Modern
​

🌍AP World History: Modern

Document-Based Question (DBQ)
​
All Units
​
FRQ Types & Units

Each FRQ type tests specific skills taught in particular units. Here's why certain units appear for each question type:

This mapping reflects College Board's exam structure - each FRQ type tests specific skills that are taught in particular units.

Practice FRQ 1 of 671/67

1. Evaluate the extent to which revolutionary and state-building movements in the period 1200-1950 relied on appeals to justice and moral legitimacy versus ethnic or religious identity to justify their seizure or consolidation of power.

In your response you should do the following:
  • Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.

  • Describe a broader historical context relevant to the prompt.

  • Support an argument using at least four of the provided documents.

  • Use at least one additional piece of specific historical evidence beyond the documents.

  • For at least two documents, explain how or why the document's point of view, purpose, historical situation, or audience is relevant.

  • Demonstrate a complex understanding through sophisticated argumentation and/or effective use of evidence.

Document 1

Source: Genghis Khan's Code of Laws, 1200s

  1. Leaders of a religion, preachers, monks, persons who are dedicated to religious practice, the criers of mosques, physicians and those who bathe the bodies of the dead are to be freed from public charges.

  2. It is forbidden chieftains of nations and clans subject to the Mongols to hold honorary titles.

  3. Forbidden to ever make peace with a monarch, a prince or a people who have not submitted.

  4. Forbidden, under the death penalty, to pillage the enemy before the general commanding gives permission; but after this permission is given the soldier must have the same opportunity as the officer, and must be allowed to keep what he has carried off, provided he has paid his share to the receiver for the emperor.

Document 2

Source: Edict by Zhu Yuanzhang (1328–1398) the Hongwu Emperor and founder of the Chinese Ming Dynasty (1388–1644).

Those of you in charge of money and grain have stolen them yourselves; those of you in charge of criminal laws and punishments have neglected the regulations. In this way grievances are not redressed and false charges are ignored. ... Occasionally these unjust matters come to my attention. After I discover the truth, I capture and imprison the corrupt, villainous, and oppressive officials involved. I punish them with the death penalty or forced labor or have them flogged with bamboo sticks in order to make manifest the consequences of good and evil actions. ...during the final years of the Yuan dynasty, there were many ambitious men competing for power who did not treasure their sons and daughters but prized jade and silk, coveted fine horses and beautiful clothes, relished drunken singing and unrestrained pleasure, and enjoyed separating people from their parents, wives, and children. I also lived in that chaotic period. How did I avoid such snares? I was able to do so because I valued my reputation and wanted to preserve my life. Therefore I did not dare to do these evil things. ... In order to protect my reputation and to preserve my life, I have done away with music, beautiful girls, and valuable objects. Those who love such things are usually “a success in the morning, a failure in the evening.” Being aware of the fallacy of such behavior, I will not indulge such foolish fancies. It is not really that hard to do away with these tempting things.

Document 3

Source: Toussaint L'Ouverture, rebel leader, "Address to Soldiers for the Universal Destruction of Slavery," 1797

Let the sacred flame of liberty that we have won lead all our acts. . . . Let us go forth to plant the tree of liberty, breaking the chains of our brothers still held captive under the shameful yoke of slavery. Let us bring them under the compass of our rights, the inalienable rights of free men. [Let us overcome] the barriers that separate nations and unite the human species into a single brotherhood. We seek only to bring to men the liberty that [God] has given them and that other men have taken from them only by transgressing His unchanging will.

Document 4

Source: The Preliminary Declaration from the Constitution of Haiti, 1805

In the name of the people of Haiti:

The Governor-General, considering that there is no existing constitution of the Haitian people, and that the absence of one is harmful to the public good;

Considering that, after having rid ourselves of the French government, we should establish a system of justice;

Having consulted with the generals of the army, who have convened for this purpose;

Has decreed the following constitutional provisions, to be submitted to all departments of Haiti, to be promptly observed by the government:

Preliminary Declaration

Art. 1. The people inhabiting the island formerly called Saint Domingue, hereby agree to form themselves into a free state sovereign and independent of any other power in the universe, under the name of empire of Haiti.

Art. 2. Slavery is forever abolished.

Art. 3. The Citizens of Haiti are brothers at home; equality in the eyes of the law is incontestably acknowledged, and there cannot exist any titles, advantages, or privileges, other than those necessarily resulting from the consideration and reward of services rendered to liberty and independence.

Document 5

Source: Muhammad Ali Jinnah's first Presidential Address to the Constituent Assembly of Pakistan, August 11, 1947.

You are free; you are free to go to your temples, you are free to go to your mosques or to any other place of worship in this State of Pakistan. You may belong to any religion or caste or creed – that has nothing to do with the business of the State.

Document 6

Source: Emperor Taizu of Qing, Seven Grievances, launching the rebellion against the domination of the Ming dynasty, 1618, .

The Ming killed Nurhaci's father and grandfather without reason;
The Ming suppressed Jianzhou and favored Yehe and Hada clans;
The Ming violated agreement of territories with Nurhaci;
The Ming sent troops to protect Yehe against Jianzhou;
The Ming supported Yehe to break its promise to Nurhaci;
The Ming forced Nurhaci to give up the lands in Chaihe, Sancha, and Fuan;
The Ming's official Shang Bozhi abused his power and rode roughshod over the people.

Document 7

Source: Chinese Alliance Association, a coalition of political organizations of young Chinese men studying in foreign countries, "Revolutionary Proclamation," 1907

Since the beginning of China as a nation, we Chinese have governed our own country despite occasional interruptions. Today, when we raise the righteous standard of revolt in order to expel an alien race [the Manchu] that has been occupying China, we do no more than our ancestors have done or expected us to do.

The purpose of past revolutions, such as those conducted by the Ming and Taiping, was to restore China to the Chinese, and nothing else. We, on the other hand, strive not only to expel the ruling aliens but also to change the political and economic structure of our country. While we cannot describe in detail this new political and economic structure in this short proclamation, the basic principles behind it are liberty, equality, and fraternity. The revolutions of yesterday were revolutions by and for the revolutionaries; our revolution, on the other hand, is a revolution by and for the people.







Pep

essential ap study content awaits..

Features
Testimonials
Testimonials
start studying →
FRQ Directions
Free Response Question Practice

This practice environment simulates the AP AP World History: Modern Free Response Questions section. Here are some guidelines:

  • Read each question carefullybefore responding. Pay attention to command verbs like "identify," "explain," "analyze," or "evaluate."
  • Use the timer to practice time management. You can pause, restart, or hide the timer as needed.
  • Mark for Review if you want to come back to a question later.
  • Your responses are saved automatically as you type. You can also use the drawing tool for questions that require diagrams or graphs.
  • Use the toolbar for formatting options like bold, italic, subscript, and superscript.
  • Navigate between questions using the Previous and Next buttons at the bottom of the screen.

Tip: Answer all parts of each question. Partial credit is often available, so even if you are unsure, provide what you know.