DP History Questionbank

What, according to Source B, were the problems facing the Mongols in launching an attack against the Jin?

What does Source D suggest about the Mongol battles with the Jin?

With reference to its origin, purpose and content, analyse the value and limitations of Source B for an historian studying the Mongol invasion of north China.

Using the sources and your own knowledge, examine the view that Jin mistakes were the main reason for Genghis Khan’s success in China.

What, according to Source A, were the factors that encouraged Mongol expansion?

What does Source D suggest about the Mongols’ military equipment and tactics?

With reference to its origin, purpose and content, analyse the value and limitations of Source C for an historian studying Genghis Khan’s [Temujin’s] military campaigns and tactics.

Compare and contrast what Sources B and C reveal about the factors that led to the success of Genghis Khan’s military campaigns.

Using the sources and your own knowledge, to what extent do you agree that Mongol military strength under Genghis Khan contributed to the Mongol takeover of Central Asia and the Near East?

What, according to Source B, happened to the populations of Merv and Nishapur?

What does Source A suggest about Genghis Khan’s relations with other leaders?

With reference to its origin, purpose and content, analyse the value and limitations of Source C for an historian studying the Mongol conquests under Genghis Khan.

What, according to Source A, were the actions taken by Richard I against Henry II?

What does Source B suggest about the nature of medieval leadership?

With reference to its origin, purpose and content, analyse the value and limitations of Source C for an historian studying the revolt of Richard I and his brothers against Henry II between 1173 and 1174.

Using the sources and your own knowledge, discuss the view that Henry II’s insistence on retaining power was the main reason for the revolt of 1173 to 1174.

What, according to Source A, were the consequences of the struggle between Temujin [Genghis] and Togrul?

What does Source D suggest about the power of Genghis Khan by 1207?

With reference to its origin, purpose and content, analyse the value and limitations of Source C for an historian studying the rise to power of Genghis Khan.

Compare and contrast what Sources B and C reveal about Genghis Khan’s [Temujin’s] fight with the Naiman in 1204.

What, according to Source A, was the Yassa?

What does Source B suggest about Genghis Khan’s administration?

With reference to its origin, purpose and content, analyse the value and limitations of Source D for an historian studying the role of Genghis Khan in establishing the Yassa.

What, according to Source D, were the consequences of Richard I’s refusal to take Jerusalem?

What does Source B suggest about Richard I’s march towards Jerusalem?

With reference to its origin, purpose and content, analyse the value and limitations of Source A for an historian studying Richard I’s involvement in the Third Crusade.

Using the sources and your own knowledge, evaluate Richard I’s contribution to the Third Crusade.

What does Source D reveal about anti-Jewish violence in York in 1190?

With reference to its origin, purpose and content, analyse the value and limitations of Source A for an historian studying the treatment of the Jews during the reign of Richard I.

Why, according to Source A, was Genghis Khan a successful leader?

What does Source D suggest about the military campaigns under the leadership of Genghis Khan?

With reference to its origin, purpose and content, analyse the value and limitations of Source C for an historian studying the leadership of Genghis Khan.

“Chinggis [Genghis] Khan built his power base and his tribal empire through battle” (Source B). Using the sources and your own knowledge, to what extent do you agree with this statement?

[Source: Lane, G., 2004. Genghis Khan and Mongol Rule. Indianapolis and Cambridge: Hackett, pp. 5–6. Adapted.]

What does Source B suggest about Richard I and John?

With reference to its origin, purpose and content, analyse the value and limitations of Source C for an historian studying the political impact in England of Richard I’s absence.

How, according to Source F, did the Treaty of Granada affect the relationship between the Granadans and the queen and king of Castile and Aragon?

What does Source H suggest about the political relations between Muslim and Christian rulers?

With reference to its origin, purpose and content, analyse the value and limitations of Source F for an historian studying the final years of the Muslim kingdom of Granada.

Using the sources and your own knowledge, examine the contribution of financial issues to the fall of Granada.

What, according to Source F, were the effects of the abandonment of the pluralist [diverse] society in Spain?

What does Source H suggest about changes in the life of the Jewish population of Spain under the Catholic monarchs?

With reference to its origin, purpose and content, analyse the value and limitations of Source G for an historian studying the expulsions of the late 15th century.

“The expulsion of the Jews from Spain was carried out for religious motives” (Source F). Using the sources and your own knowledge, to what extent do you agree with this claim?

What, according to Source E, were the customs that enabled the Inquisition to identify Jews?

What does Source F suggest about the situation of the Jewish population of Spain in the late 15th century?

With reference to its origin, purpose and content, analyse the value and limitations of Source G for an historian studying the situation of Jews and conversos during the Inquisition.

What, according to Source F, were the consequences for the Moors of the war and conquest of Granada?

What does Source G suggest about the conquest of Granada?

With reference to its origin, purpose and content, analyse the value and limitations of Source F for an historian studying the Christian war against Granada.

Compare and contrast what Sources E and H reveal about the Christian war against Granada.

What, according to Source E, happened during the meeting between Moctezuma II [Motecusuma] and Hernán Cortés?

With reference to its origin, purpose and content, analyse the value and limitations of Source E for an historian studying cultural interaction between the Spanish and the Aztecs during the conquest of Mexico.

What, according to Source G, was the impact of the Spanish conquest on the indigenous populations?

What does Source H suggest about the impact of the conquest on the indigenous populations in Mexico?

With reference to its origin, purpose and content, analyse the value and limitations of Source G for an historian studying the impact of the conquest on indigenous populations.

Using the sources and your own knowledge, discuss the social and economic impact of the Spanish conquest on the indigenous populations between 1519 and 1551.

What, according to Source E, were the causes of the Spanish expansion?

What does Source F suggest about the actions of the Spanish conquerors towards the indigenous population?

With reference to its origin, purpose and content, analyse the value and limitations of Source H for an historian studying the Spanish conquest of the Americas.

“Spanish expansion beyond Iberia was primarily economic in motivation” (Source E). Using the sources and your own knowledge, to what extent do you agree with this statement?

What, according to Source G, were the consequences of Atahualpa’s encounter with Francisco Pizarro?

What does Source F suggest about the payment of Atahualpa’s ransom?

With reference to its origin, purpose and content, analyse the value and limitations of Source E for an historian studying the reactions to Atahualpa’s imprisonment.

What, according to Source E, was the political situation in the Iberian Peninsula in the late 15th century?

What does Source F suggest about the Iberian Peninsula up to 1492?

With reference to its origin, purpose and content, analyse the value and limitations of Source G for an historian studying the unification of the Iberian Peninsula.

Using the sources and your own knowledge, to what extent do you agree that the unification of the Iberian Peninsula was politically motivated?

What, according to Source K, were the factors contributing to tensions between Japan and the US?

What does Source L suggest about Japanese expansion?

With reference to its origin, purpose and content, analyse the value and limitations of Source K for an historian studying the tensions between the US and Japan.

“Mutual fear led to increasing tensions between the US and Japan.” Using the sources and your own knowledge, to what extent do you agree with this statement?

What, according to Source I, were the challenges facing Japanese national policy?

What does Source L suggest about Sino-Japanese [Chinese-Japanese] relations in 1937?

With reference to its origin, purpose and content, analyse the value and limitations of Source I for an historian studying Japanese foreign policy in East Asia.

Using the sources and your own knowledge, to what extent do you agree with the suggestion that Japanese foreign policy aims up to 1937 were to be achieved through “gradual and peaceful ways” (Source J)?

What, according to Source J, were the challenges faced by the Nationalist [Guomindang] government of China as a result of the outbreak of war with Japan in 1937?

What, according to Source J, was Japan’s attitude toward Manchuria/Manchukuo and China?

What does Source L suggest about the position of Japan and the League of Nations regarding the Manchurian crisis?

With reference to its origin, purpose and content, analyse the value and limitations of Source J for an historian studying Japan’s response to the Lytton Report in the early 1930s.

Using the sources and your own knowledge, discuss the view that the ineffectual response of the League of Nations was the main factor in encouraging Japanese expansion in China.

What does Source D suggest about the power of Genghis Khan by 1207?

What, according to Source I, were the conclusions reported to the British government regarding the March 1935 meeting in Berlin?

What does Source J suggest about Anglo-German relations in 1935?

With reference to its origin, purpose and content, analyse the value and limitations of Source I for an historian studying the international response to German aggression.

Using the sources and your own knowledge, discuss the effectiveness of the international response to German aggression between 1933 and 1938.

Why, according to Source I, would it be difficult for Japan to defeat China?

What does Source L suggest about Japan’s expansion into China?

With reference to its origin, purpose and content, analyse the value and limitations of Source I for an historian studying the Second United Front in China.

What does Source J suggest about the Italian invasion of Abyssinia?

What, according to Source I, did Fascism and Nazism have in common?

What does Source J suggest about the foreign policies of Italy and Germany?

What, according to Source I, were the reasons for the signing of the Nazi–Soviet Pact?

What does Source J suggest about the relationship between Hitler and Stalin?

With reference to its origin, purpose and content, analyse the value and limitations of Source I for an historian studying the Nazi–Soviet Pact.

What, according to Source I, were the proposals made to Japan by the United States?

With reference to its origin, purpose and content, analyse the value and limitations of Source I for an historian studying relations between Japan and the United States before the attack on Pearl Harbor.

Compare and contrast what Sources K and L reveal about why the Japanese attacked Pearl Harbor in December 1941.

Why, according to Source P, was the Supreme Court’s decision in Brown II (1955) a victory for white southerners but a disappointment for black leaders?

What does Source N suggest about the characteristics of opposition to desegregation?

With reference to its origin, purpose and content, analyse the value and limitations of Source O for an historian studying Brown v Board of Education (1954).

Using the sources and your own knowledge, evaluate the impact of the Brown v Board of Education decision on desegregation in US schools up to the end of 1957.

What, according to Source M, were the problems faced by African Americans in the US?

What does Source O suggest about the situation in 1963 regarding the granting of civil rights?

With reference to its origin, purpose and content, analyse the value and limitations of Source M for an historian studying the social position of African Americans in the US.

Using the sources and your own knowledge, examine the view that government inaction in the US was the main obstacle to the establishment of civil rights between 1954 and 1965.

What does Source N suggest about voter registration before the Voting Rights Act of 1965?

With reference to its origin, purpose and content, analyse the value and limitations of Source O for an historian studying the struggle for voting rights for African-Americans during the 1960s.

Compare and contrast what Sources O and P reveal about the attitudes of political leaders towards civil rights reform.

What, according to Source M, were the reactions to the bus boycott?

What does Source N suggest about the struggle for civil rights in 1956?

With reference to its origin, purpose and content, analyse the value and limitations of Source P for an historian studying the Montgomery bus boycott (1955–1956).

Using the sources and your own knowledge, evaluate the claim that the success of the Montgomery bus boycott represented a turning point in the struggle for African–American civil rights in the period from 1954 to 1965.

Why, according to Source M, did Robert Sobukwe oppose working against apartheid with European (white) people?

What does Source N suggest about the group of opponents to the government’s apartheid policy?

With reference to its origin, purpose and content, analyse the value and limitations of Source O for an historian studying the anti-apartheid movement.

Why, according to Source M, did the opposition resort to violence?

What does Source N suggest about the situation of the ANC in 1964?

With reference to its origin, purpose and content, analyse the value and limitations of Source P for an historian studying the Rivonia Trial (1963–1964).

Using the sources and your own knowledge, discuss the view that, by the end of 1964, the anti-apartheid movement had been significantly weakened.

What, according to Source M, were the reasons for the establishment of the Bantustan system?

What does Source N suggest about the distribution of the Bantustans?

With reference to its origin, purpose and content, analyse the value and limitations of Source P for an historian studying the Bantustan system.

Using the sources and your own knowledge, evaluate the success of the Bantustan system in achieving the aims of the South African government.

What, according to Source P, were the criticisms of civil rights leaders made by Malcolm X and the Nation of Islam (NOI)?

What does Source N reveal about the struggle for civil rights?

With reference to its origin, purpose and content, analyse the value and limitations of Source M for an historian studying the African American struggle for civil rights during the period 1954–1965.

Compare and contrast what Sources O and P reveal about the struggle for civil rights.

What, according to Source M, were President Johnson’s reasons for introducing the Voting Rights Act?

What does Source N suggest about the struggle to achieve civil rights?

With reference to its origin, purpose and content, analyse the value and limitations of Source M for an historian studying the policy of the US government in regard to voting rights.

Using the sources and your own knowledge, discuss the contribution of the Civil Rights Act (1964) and the Voting Rights Act (1965) in ensuring that African Americans could exercise their right to vote.

What, according to Source M, was the role of Nelson Mandela in the formation of the MK?

What does Source N suggest about support for Nelson Mandela?

With reference to its origin, purpose and content, analyse the value and limitations of Source O for an historian studying Nelson Mandela’s role in the struggle against apartheid.

How, according to Source Q, were Albanians portrayed by Serbian propaganda?

What does Source R suggest about the perceptions some Serbian high school students had of Albanians in 1986?

With reference to its origin, purpose and content, analyse the value and limitations of Source S for an historian studying the rise of ethnic tensions between Serbs and Kosovar Albanians during the 1990s.

Compare and contrast what Sources S and T reveal about the relations between Albanians and Serbs in Kosovo.

Using the sources and your own knowledge, examine the reasons for the rise of ethnic nationalism in Kosovo during the early 1990s.

What, according to Source Q, were the difficulties faced by Rwanda after the civil war and genocide in 1994?

What does Source R suggest about the situation of Rwandan refugees in 1996?

With reference to its origin, purpose and content, analyse the value and limitations of Source S for an historian studying the Rwandan refugee crisis.

Using the sources and your own knowledge, discuss the challenges faced by the Rwandan government in finding justice and reconciliation from the end of 1994 through to the end of 1998.

How, according to Source Q, did the international community view the indictment of Slobodan Milosevic?

What does Source T suggest about the indictment of Slobodan Milosevic?

With reference to its origin, purpose and content, analyse the value and limitations of Source S for an historian studying the International Criminal Tribunal for the Former Yugoslavia’s (ICTY’s) indictment and arrest of Slobodan Milosevic.

What does Source T suggest about Slobodan Milosevic’s actions in Kosovo?

How, according to Source T, did the Hutu power structure impose its authority in refugee camps?

What does Source R suggest about the living conditions of Rwandan refugees in camps?

With reference to its origin, purpose and content, analyse the value and limitations of Source Q for an historian studying the Rwandan refugee crisis of 1994–1996.

Using the sources and your own knowledge, to what extent do you agree with the view that Rwandan refugees found security and aid in camps during the period 1994–1996?

What, according to Source Q, were the causes of violence and conflict in Rwanda in 1994?

What does Source R suggest about the impact of the conflict in Rwanda by July 1994?

With reference to its origin, purpose and content, analyse the value and limitations of Source Q for an historian studying the conflict in Rwanda in 1994.

Compare and contrast what Sources S and T reveal about the actions of the Rwandan Patriotic Front (RPF) and the Rwandan government during the conflict in 1994.

Using the sources and your own knowledge, to what extent do you agree that the actions of the RPF intensified the violence in Rwanda in 1994?

What, according to Source Q, were the aims of Ibrahim Rugova’s Democratic League of Kosovo (LDK)?

What does Source R suggest about Ibrahim Rugova’s relationship with western powers?

With reference to its origin, purpose and content, analyse the value and limitations of Source Q for an historian studying the aims and methods of Rugova’s LDK.

Compare and contrast what Sources S and T reveal about Ibrahim Rugova’s methods to achieve Kosovar independence.

Using the sources and your own knowledge, discuss the view that Ibrahim Rugova’s methods contributed to the origin of war in Kosovo.