Here Are the Original Essay Questions (All Are Great Practice in Comparing 2 Eras Just

Here are the original essay questions (all are great practice in comparing 2 eras just as the AP test does oftentimes) and I have attached the A+ outlines of several students.

1) Compare and contrast the extent to which the French Revolution (1789-1799) and the Russian Revolution (1917-1924) changed the status of women.

2) Compare and contrast the ways that 17th century absolute monarchs and 20th century dictators gained and maintained their power.

3) Compare and contrast the victorious Allied powers’ treatment of Germany after the First World War with their treatment of Germany after the Second World War. Analyze the reasons for the similarities and differences.

4) Assess the extent to which the economic and political ideals of Karl Marx were realized in post revolutionary Russia in the period from 1917 to 1939.

5) Analyze how and why western European attitudes toward children and child-rearing changed in the period 1750 to 1900.

6) Compare and contrast the crises in state authority that precipitated the French Revolution in 1789 and the February and October Revolutions in Russia in 1917.

7) Compare and contrast the relationship between artists and society in the Baroque era and in the 20th century. Illustrate your essay with references to at least TWO examples for each period.

8) Compare and contrast the French Jacobins use of state power to achieve revolutionary goals during the Terror (1793-1794) with Stalin’s use of state power to achieve revolutionary goals in the Soviet Union during the period 1929 to 1939.

9) Analyze the differences between the motives that shaped European colonial expansion in the period 1450 – 1750 and the motives that shaped European colonial expansion in the period 1850–1914.

10) Analyze the differences between the impact of Newtonian physics on European culture and the impact of Darwinian biology on European culture.

4) Assess the extent to which the economic and political ideals of Karl Marx were realized in post-revolutionary Russia in the period from 1917 to 1939.

B) The question is solely based on activities in Russia. In addition, such ideas should center around Karl Marx and most likely forms of communism. In addition, one should focus economic and political status and policies in Russia. Lastly, information should be about events between 1917 and 1939 after the revolution that overthrew Czar Nicolas II.

C)

• Withdraw of Russian troops in World War I in 1917

• Bolshevik Revolution in 1918

• Death of Czar Nicolas’s family in 1918

• Treaty of Versailles in 1919

• League of Nations established in 1920

• Mussolini take power in 1922

• Soviet Union formed in 1922

• Great depression begins in 1929

• Stalin takes power in 1929

• Stalin Begins Collectivizing Agriculture in the U.S.S.R in 1930

• Adolf Hitler becomes Chancellor of Germany in 1933

• The Great Terror Begins in the Soviet Union in 1934

• German-Soviet Non-Aggression Pact Signed and WW II begins in 1939

• In the 1930s, Soviet Union supported the Chinese communist party under Mao

D) Introduction:

Blossoming from the earlier discontent of the monarchy in Russia, the old government of the nation would certainly crumble as the disaster of World War I came upon it. With severe unrest, the new replaced the old through a brutal wave of violence, severely changing the economic and political statuses of Russia. The changes were so drastic that a new nation was born, the USSR. In the new nation, various policies were created following the Marxist ideas of Carl Marx, however, Lenin added the important difference in government supervision of factories and industry economically, and formed a political party to motivate the working class to have a revolution.

E)

Political:

• Marx believed in the spontaneous mass movement of the people in revolutions

• Lenin viewed it necessary for professional, intellectual revolutionaries to lead revolutions

• Marx believed in a form of self-governing by the working class

• Lenin believed in a central government that made decision for the working class

Economic:

• Lenin believed in the necessity of government run capitalism

• Marx believed in actual socialism

• Lenin made policies with respect to a not very industrialized Russia

• Marx’s intellectual plan was for socialist revolution to take place in an already industrialized nation

Analyze the differences between the motives that shaped European colonial expansion in the period 1450 – 1750 and the motives that shaped European colonial expansion in the period 1850–1914. Key Boundaries: 1. Date Boundaries- Between 1450-1750 and 1850-1914. From slightly before Columbus’s discovery to the the relative end of new world colonization and From The beginning of New imperialism to world War 1 2. Focus specifically on motives for colonialism Key Dates: 1453: fall of Constantinople 1776: Declaration of independence 1756: Start of 7 years war 1848: Revolutions 1885: Berlin Conference 1914: WW1 European history has witnessed two primary periods of outward colonialism, the earlier New World period from approximately 1450-1750 and the later imperialism period from 1850-1914. The motivation for the expansion that took place during these periods was similar in some respects, but also different. Colonization in both periods were fueled by the belief that increased colonies led to increased economic production, however the reason for these beliefs differed. Mercantilism was the prominent economic theory during the first colonial era. The policy emphasized increased resources and exports in order to become economically profitable. The economic motivations for colonialism in the later period revolved around industrialism, which led most of Europe on a rapid scramble for the resources necessary to properly industrialize. Both periods of imperialism were motivated by the involved nation’s desire for the economic benefit these nations believed accompanied colonies, however nations in the two different periods took vastly different paths in coming to this conclusion. Examples of Mercantilism as the early motivation: • France, Colbert’s Mercantilist policies in favoring exports and limiting imports and gaining colonies • Navigation acts limited American trade with outside, shows British wanted colonies to benefit themselves, not interact with others- mercantilism • War of Jenkins Ear- Fought between England and Spain over disputed mercantilist policies, Brits wanted some access to Spanish ports for trade, Spanish wouldn’t allow because it would hurt them according to mercantilist policies • Nations formed colonial monopolies to ensure only the home nations products were being purchased in colonies, Dutch East India company is an example of one of these mercantilist companies Examples of Industrialism as the later motivation: • Berlin conference, shows division of Africa among involved European powers, as nations began to conquer African lands when they discovered many of them were rich in necessary industrial materials like metals and oil • British occupation of India for the purpose of obtaining a greater mass of land, resources and work force in order to further industrialize • Belgium’s conquest of Congo revolved almost entirely around their desire for resources located in the area that would further their attempts at industrialization, like ivory, rubber, diamonds, and metals • Wars resulted from this new imperialism, as nations within and beyond Europe sought new colonies to further economic power. Examples include the Russo-Japanese war and Spanish American war.

Christopher Tseng

AP European History

Period 6

FRQ Outline

A) Compare and contrast the crises in state authority that precipitated the French Revolution in 1789 and the February and October Revolutions in Russia in 1917.

B) Years preceding and including 1789 for France, as well as years preceding and including 1917 for Russia. Also, can only reference actions taken by the specific national government that led to revolution, i.e. only French government with French Revolution and Russian government with Russian Revolutions. In both cases, have to explain the “crisis in state authority” as well as its influence on causing the revolution.

C) 1789: French Revolution, Liberalism vs. Conservatism, Industrialism vs. Socialism, 1914-1918: The First World War

D) Revolutions are not solely the product of the instigators, but can also result from errors committed by the soon to be overthrown regimes. First, military defeats undermined public support and patriotism for one’s own government. Second, both the French and the Russian governments were unable to maintain a positive image to their people in terms of leadership and trust. Finally, though the monarchs of France and Russia both convened a legislature, the French Estates-General proved to be the catalyst for revolution while the Russian Duma was restrained by the czar. Crippled with military defeats, a negative public perception, and a representative body that may not be easily controlled, French and Russian state authority were both victims of multiple crises they were not prepared to handle, crises that would lead to their eventual downfall through revolution.

E)

1. French defeat in the Seven Years’ War left it devoid of almost all of its North American colonial holdings, as well as the weakened French monarchy seriously in debt and at the mercy of aristocrat controlled parlements in control of possible funds.

2. Russian defeat in the Russo-Japanese War to a “lesser” enemy, as well as heavy casualties being sustained in World War I, was demoralizing and humiliating to the czarist leadership that had supported those conflicts.

3. The decision made by the provisional Kerensky government to continue fighting in World War I in spite of mounting casualties and clear public dissatisfaction with the war contributed to its overthrow in the October Revolution.

4. Marie Antoinette widely perceived as wasteful of state money and dismissive of the common people. Louis XVI is also viewed as an indecisive king who rests in luxury in Versailles partaking of rich foods while the people outside starves due to a harsh winter and high bread prices.

5. Louis XVI orders the gathering of royal troops around Paris, which is immediately perceived by the French people as an attempt to disrupt the National Assembly, leading to the storming of the Bastille. His indecisiveness regarding the ratification of the Declaration of the Rights of Man and Citizen, as well as the resolution of the bread crisis, also foster suspicion with his true intentions regarding his support for the revolution, leading to the Woman’s March on Versailles.

6. Massacre of peaceful Russian protesters during Bloody Sunday in 1905 is indicative of the Czar’s lack of care for the common people’s needs, though the Czar himself did not order the shooting, further increasing Nicholas II’s unpopularity.

7. Czar Nicholas II tries to inspire his troops from the frontline, but further defeats are now pinned on his inept leadership.

8. Mystic monk Rasputin, despite his strange and disreputable habits, is placed in a position of high power and influence in the Czar’s government solely because of his “miraculous” powers of “healing” for the Czar’s son. His influence over state policy, especially prevalent in the czar’s absence, worries the people as they wonder why the czar would trust Rasputin with that much leeway in his family.

9. Louis XIV calls the Estates-General in an attempt to finance his government due to opposition from the aristocracy to provide further funds without additional privileges. Once the Estates-General is convened, though, the complaints and demands of the Third Estate can no longer be contained and affairs quickly spiral out of control as the Third Estate quickly realizes that the only way they may be able to have their grievances heard is through revolution.

10. Czar Nicholas II announced the formation of the Duma made up of elected representatives in order to placate public unrest, but not only maintained control of significant state functions like military and financial policy, but also reserved the right to dismiss the Duma whenever he wished, thus ensuring that the Duma should never undermine his own power to too great an extent.

Kishan Patel #7 7. Compare and contrast the relationship between artist and society in the Baroque era and in the 20th century. Illustrate your essay with references to at least TWO examples for each period. B. The essay should address how artist and society during these two eras either mimic each other or contrast one another. An essay such as this can be broken into two paragraphs, one for Baroque era and one for 20th century, with each containing two examples, such as paintings, sculptures, or specific artists. The evidence must be either from the Baroque era or the 20th century, since details from other eras would not count. C. A broad question such as this spans an era and is not necessarily centered around specific dates. Baroque art emerged during the Catholic Counter-Reformation, which should be a large focus of this paragraph. 20th century includes both world wars, cold war, multiple independences from foreign countries. While the Baroque era is constricted on time, late 16th century to mid 17th century, the 20th century contains a breadth of artists covering a wide range of issues. D. Art is an expression of society. During the Baroque era, art was used as a tool to encourage current and former Roman Catholics to stay in the Roman Catholic Church. Some 20th century artists also sought to capture the atrocities of the war, but others captured the creativity, or insanity, of their own minds. Artists and their creations are intertwined with society in that they express the struggles and emotions of the times, but in the 20th century, many paintings began to diverge from being an illustration of society to an expression of imagination. E. Baroque era: - Starts by the Catholic Counter-Reformation, which emerged as a result of the proliferation of Protestant sects, such as Lutheran and Calvinism, throughout once Roman Catholic land. - Baroque art was extremely extravagant in its depiction of religious themes. Invoked emotions and meticulous details. Used to impress visitors of the church with size, detail, and wealth. - The Trumph of Immaculate by Paolo De Matteis: this painting perfectly depicts the extravagant nature of Baroque paintings. Both large and imposing, it lured visitors in. - Ecstasy of Saint Teresa: Bernini. very expressive, grandiose, and detailed. Again, a tool used to lure people into the Roman Catholic church 20th century: - The 20th century was a renaissance for art in the creation of new style and new subject matter. Cubism and surrealism began to replace more realistic portrayals. - Guernica: Picasso- displays the atrocities of war, a common view held by civilians of countries decimated by war. Picasso’s painting helped proliferate the devastation that war causes on a community - no. 5 1948: by Pollock: This painting is part of the abstraction expressionism movement, which is a sect of surrealism with emphasis on automatic creation. This art piece does not have significance to any movement in society, such as war, but is a depiction of an artist’s vision. - Persistance of Memory by Dali: This painting incorporates surrealism and again has very little significance when it comes to societal events and changes. This painting focuses more on the effect of time and dreams.

AP Euro Individual Review Assignment

Question: Compare and contrast the ways that 17th century absolute monarchs and 20th century dictators gained and maintained their power.

Key Boundaries of the Question: 17th Century Monarchs, cannot talk about any absolute monarchs before 1700 or after 1799, do not discuss Henry VIII or Napoleon Bonaparte among others, also 20th Century Dictators, cannot go before 1900 or after 1999, mostly stick to Adolf Hitler and Benito Mussolini

Key Dates: 1685, Edict of Fontainebleau, 1649 and 1688, Charles I and James II’s moves towards absolutism, 1933, Hitler achieves power, 1939-1945, World War II, topics are absolutism vs. constitutionalism

Intro: The nature of power is such that those who obtain power tend to seek more of it. However, the methods for obtaining so changed drastically over the three hundred years between the 17th and 20th centuries. In the 17th century, most rulers wanted to become absolute monarchs, asserting full control over the nation and its people through sheer force of will. By the 20th century, dictators were using promises and speeches to sway the people into offering them full control of the country. While the ways that these rulers gained their power differed, how they used their power remains distressingly constant.

Points

• Louis XIV was born into his power, but started establishing his absolute power after the Fronde and the negative results of that, establishing the Edict of Fontainebleau and the traditions of Versailles to control the nobles and the religion of France.

• Charles I went against Parliament and began taking full control of England, leading to the sympathizers of Parliament, mostly Protestants, to rise up and defeat Charles.

• James II followed in Charles I’s footsteps, starting to gather his power before being defeated by William and Mary.

• Frederick the Great established complete control over Prussia through force of charisma and military might, along with respect.