...Many lives were lost during the outbreak of the Bubonic Plague, or the Black Death, in the fourteenth century. During this time, religion had a large influence in human society. Many people in certain religions reacted differently to the plague. A perfect example of this would be the Christians and the Islams. According to the 2010 DBQ Document of World History, one can conclude that the responses of the Christian and Islam were not similar because each religion had different beliefs, believed that the disease came from different origins, sought different practices of preventing the disease, and because the living of each religion responded differently to the plague. Firstly, even though they both basically worshipped the same god, Christianity...
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...Analyze the impact of the Atlantic trade routes established in the mid 1600s on economic development in the British North American colonies. Consider the period l650-1750 Analyze the cultural and economic responses of two of the following groups to the Indians of North America before l750/ British, French, Spanish Compare the ways in which religion shaped the development of colonial society in 2 of the following regions prior to l740/ New England, Chesapeake, Middle Atlantic How did economic, geographic and social factors encourage the growth of slavery as an important part of the economy of southern colonies between l607 and l775? Compare the ways in which 2 of the following reflected tensions in colonial society/ bacon’s rebellion, pueblo revolt, salem witchcraft trials, stono rebellion To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Dbq Analyze the impact of the American Revolution on both slavery and the status of women in the period from l775-l800 Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nations Analyze the contributions of 2 of the following in helping establish a stable government after the adoption of the constitution/ John Adams, Thomas Jefferson, George Washington Although the power of the national government increased during the early republic, this development often faced serious opposition...
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...faith are the rules of being in that religion. Cultural systems includes places of worship to their Gods and different branches of religion that belongs to religion. The Scriptures text from the Islam Qu’ran and Christian Bible includes beliefs and what happens to a person when they die if the are a follower of a religion. Islam and Christianity have similar commitments to their God. Islam commitments to their god is doing the Five Pillars of Faith. The Five Pillars of Faith for the Islam culture means following five rules which is: Acknowledgement that “there is no God but Allah and Muhammad is his Prophet.” The Islamic religion must pray five times a day facing “Mecca: at dawn, at noon, in the...
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...Renaissance DBQ The European Renaissance was a broad movement with many nuanced, smaller branches that all intertwined to create a tree of change. The transformation of ideology was present in art, science, even religion. Revolution was the driving force behind the time, and it infected every aspect of society, causing them to all be connected. People became fed up with being told what to do, and began defying the expectation to be complacent by questioning everything around them, and starting to widen their horizons beyond what they had been force fed their whole lives. Discoveries were made concerning the theory of the universe, and what was really at the center of it. In 1514, Nicholas Copernicus realized that Earth was not the center of the universe; but rather, the sun was (Doc. 2). His heliocentric theory revolutionized science for years to come. As people became aware that they could “do anything with themselves” as long as they applied themselves, the carefully painted facade they were living started to peel away (Doc. 8)....
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...1993 DBQ Essay In the 1600s there was still much to uncover in the New World. People from all over set out to discover what they could, and settle in this unknown territory. The English colonists came to the New World and settled in the New England and Chesapeake regions. The New England colonies developed differently than the Chesapeake colonies due to their differing motivations for settlement, social systems, and economic emphasis. In the early 17th Century the Puritans settled in New England, forming the Massachusetts Bay Colony. The Massachusetts settlers were first and foremost interested in religion. They had come to America to separate themselves from the English Anglican Church and to be able to practice their beliefs freely. As shown by Document B, the first member listed - and therefore the most prominent figure - on one of the ships bound for New England was a minister, underlying the importance the Puritans placed on religion. Accordingly, Document A shows how John Winthrop, Governor of Massachusetts Bay Colony, desired to achieve the ideal Puritan city, a “city upon a hill,” that provided other Puritan towns a perfect example of what to be like. The settlers wanted to create a permanent religious settlement with a strong sense of a Puritan community in which everyone helped out and was kind to one another. Their shared interest in religion enabled them to get along well with each other and keep their colony organized, with documents such as the Articles of...
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...Background Essay The history of violence in the world is well documented. However it is also possible to use non-violence to bring about change. This DBQ will look at two countries where a non-violent movement was successful. Historic Context India and South Africa were two important nations on two different continents. But although they looked strong on the outside, each one suffered from a disease that threatened the health of the whole. For India, the disease was colonization. For South Africa, it was racial segregation. Three Conditions In each of these nations three conditions help explain why non-violence worked. The first condition was that both of them had been colonies of England. And like England both countries thought law was very powerful – more powerful even than government officials. The second condition was the presence of violence. Without the possibility of a violent revolution, the government might not have been willing to change. The third condition was the presence of a leader – Mohandas Gandhi in India and Nelson Mandela South Africa. Each of these men was so charismatic he could lead his followers to a non-violent victory. Both of them gave their lives to the cause. Gandhi was shot by an assassin while Mandela spent almost twenty-seven years of his life in prison. These are their stories. Mohandas Gandhi – “An eye-for-an-eye only makes the whole world blind” Mohandas Gandhi was born in 1869,...
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...African Mask Project Colin Sheen Mr. Asato September 23, 2014 WH9-C DBQ: Africa Before European Arrival In the US when one thinks of communities or groups in Africa before European influence, they imagine savage tribesmen running around with sharpened sticks and tribal paintings, but this is a major misconception. Before European arrival, The civilizations of pre-contact Africa flourished with complex systems of government, trade and culture. Some of the major governments of Africa became super-powers with many of the systems that nations have today; Ghana is a superb example of these government systems as Al-Bakri, an Arab scholar describes “The court of appeal is held in a domed pavillion around which stand ten horses with gold embroidered trappings. Behind the king stand ten pages holding shields and swords decorated with gold, and on his right stood the kings of country… the governor of the city sits on the ground before the king, and around him were ministers seated likewise” (doc 2). There are different...
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...Imperialism DBQ The U.S. overseas expansion in the 19th and 20th centuries were aimed towards creating a global presence on the world stage. The U.S.’s military interests to extend their control lead to their intentions of assimilating foreigners into the “best” culture because of the influence of the Progressive Movement that was taking place. Based off the idea of Social Darwinism and Anglo Saxon, this lead people to believing that the U.S. should civilize these “savages” through spreading Christianity and democracy. They assumed that they were the best race and that everyone else was uncivilized. Document C mentions that “the highest civilization will spread itself over the earth” and “this competition of races will be the survival...
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...DBQ: Teachings of the Rival Chinese Schools The first passage “I take no action...” would be Daoist. The passage relates to a Daoist way of there being harmony with nature and the Dao or “the way.” Daoism first appealed to the wealthy who wanted a more “simple life” like that mentioned in the passage. In the second passage about the gentleman and an inferior man, Confucianism relates most to the ideas discussed. Confucius’ writings applied to individual behavior and self-control, much like the excerpt does. The inferior man values possessions and personal gain whereas the gentleman seeks virtue and sanctions. Many of Confucius’ writings relate to the relationship between an inferior and a superior whether it be a father and son or a ruler and ruled. The third passage would also go under Confucianism. Many Confucians disagreed with Daoists because they believed humans by nature are greedy...
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...DBQ The scientific revolution started in the 16th century after the Renaissance era. The Renaissance means “rebirth” and during this time in the 14th and 16th century, a lot of people made observations and questioned their beliefs, and it opened up a window to mathematics, science, and the natural world. This took place in Europe mainly northern Italy which influenced the Scientific Revolution. Scientist developed new technology and theories, based on observation, and the natural world. Although scientists faced hardship in terms of government opposition, religious disagreement, and gender stereotype, Scientist created great advances in the 16th and 17th centuries. The government opposition, mainly monarchies in...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Political Empowerment of Women: Comparative Study of South Asian Countries Amna Mahmood A South Asia is a home of variety of cultures, languages and religions. Here we can find a number of variations in customs, value systems and ways of life. But one thing is common among all the cultures and regions of South Asia that is gender discrimination. Women traditionally are considered subordinated to the male and this remained a prominent feature both in the rural and the urban areas. In urban areas a little improvement is due to enhanced level of education and economic independence in women. There is very less distinction of educated and uneducated as that of religion in this regard. The situation is improved with regard to political empowerment especially with the allocation of 33% seats in local government in South Asia but in most of the cases this change is not satisfactory. The real empowerment would be achieved only if it would be accompanied by the social and economic empowerment. For that purpose, society has to be changed at large. Such change cannot be materialized only through any coercive legislation or strong state action in the blink of an eye. But the fact remains there that in societies where all the changes start from top to bottom these measures along with a strong political will can stimulate a change to improve the situation gradually. This paper discusses the measures taken by different governments in South Asia to achieve the goal of political empowerment and...
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...Answer the following questions regarding Gandhi, King and Mandela: What Made Non-Violence Work? Any suspicion of plagiarism will result in a non-submission of assignment. Failure to complete assignment by the start of the fall semester or suspicion of plagiarism will result in a 5% loss of class average for the first semester grade. Read the background essay to gain more knowledge about these men. Answers should be typed. Plagiarized responses will receive no credit. Document D Questions: 1. What non-violent tactic is being threatened by Gandhi to protest the salt tax? 2. What is civil disobedience? 3. Provide an example of civil disobedience. 4. Inference: Why did Gandhi write the letter to Lord Irwin, telling him in advance what he intended to do? 5. What are the risks of civil disobedience to society? Document E Questions: 1. What is a lunch counter sit-in? 2. Is a lunch counter sit-in an example of civil disobedience? Why? 3. Explain the difference between a strike and a boycott? 4. How does King justify breaking the law at his trial? Examine the Picture 5. What can you tell me about the sit-in and the times from Blackwell’s photo? Explain. a. b. c. Document F Questions: 1. Does the document provide evidence that Mandela supported civil disobedience? Explain. 2. Did Mandela believe that acts of civil disobedience must be non-violent? 3. Under what circumstances...
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...Answer the following questions regarding Gandhi, King and Mandela: What Made Non-Violence Work? Any suspicion of plagiarism will result in a non-submission of assignment. Failure to complete assignment by the start of the fall semester or suspicion of plagiarism will result in a 5% loss of class average for the first semester grade. Read the background essay to gain more knowledge about these men. Answers should be typed. Plagiarized responses will receive no credit. Document D Questions: 1. What non-violent tactic is being threatened by Gandhi to protest the salt tax? 2. What is civil disobedience? 3. Provide an example of civil disobedience. 4. Inference: Why did Gandhi write the letter to Lord Irwin, telling him in advance what he intended to do? 5. What are the risks of civil disobedience to society? Document E Questions: 1. What is a lunch counter sit-in? 2. Is a lunch counter sit-in an example of civil disobedience? Why? 3. Explain the difference between a strike and a boycott? 4. How does King justify breaking the law at his trial? Examine the Picture 5. What can you tell me about the sit-in and the times from Blackwell’s photo? Explain. a. b. c. Document F Questions: 1. Does the document provide evidence that Mandela supported civil disobedience? Explain. 2. Did Mandela believe that acts of civil disobedience must be non-violent? 3. Under what circumstances might have Mandela supported...
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