...Alexander the III of Macedonia made a huge impact on the ancient world. He took power at the remarkable age of 20 years old, he led Macedonia and the Greek city states to conquer partially the ancient world, and Persia being one of his greatest achievements. Alexander the great lead the largest empire that the ancient world has ever seen to victory through his genius military skills, and his brutal force. Even though he was merciful, Alexander appreciated and respected religion. Many people debate still, “Was Alexander the great truly great?”. Many say no because in their eyes Alexander was a merciless man who slaughtered many ruthlessly, but when you’re given so much power at such a young age, it is expected to be power hungry to expand and...
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...How Great Was Alexander the Great? Innovative, strategic, focused. These are a few words that describe Alexander the Great. Alexander the Great was trained in philosophy by Aristotle then became king of Macedonia at the age of twenty after his father died. After being crowned king, Alexander wanted to expand his kingdom. He and his well trained army fought their way across the world, defeating the Persians, conquering land, and founding cities. After eight years of tough terrain and long battles, Alexander’s men become weak. Even after Alexander’s beseeching implorement, the army refused to go any farther. Once Alexander had returned home, he was diagnosed with a fever, caused by the unhealed wounds surrounding his body, and died at the age...
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...Alexander was also a pragmatic leader, understanding his men and human nature, always striving to rule in a fashion that would ensure prosperity to his empire. He, like Julius and Augustus Caesar after him, would try his best to try and be one of the soldiers. He talked, lived, fought, and suffered alongside his men. One legend illustrates Alexander’s effort to relate to his men. Whether the legend was true or not, it demonstrates his personality quite accurately. Called “The Legend of the Helmet,” it tells about when the Macedonian king was walking with his troops across a desert. All were thirsty, including Alexander himself. A small infantry party had gone out to search for water, and found a small trickle in a gully. They collected as much as they could and accumulated it into a helmet before offering it to Alexander. After thanking the men for the water, he proceeded to pouring the water onto the ground. He didn’t want to get special privileges that set him apart from his men. If no other man in the army got a drink, he wouldn’t accept it either. “So extraordinary was the effect of this action that the water wasted by Alexander was as good as a drink for every man in the army.” (Document D) He addressed his men by name; he knew them personally. “Riding to the front line he (Alexander the Great) named the soldiers and they responded from spot to...
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...Alexander the great was indeed great not only was he a great leader by always being in front of his troops going into battle but he also was brave and courageous as you can see in document E.Alexander brought many people to his kingdom and protected it with two thousand people at the end of his life. In his life span he founded seventy cities and he died at an early age of thirty-three. Also after his death his empire lived on for ten more years before eventually crashing. While Alexander was in charge he made sure to never let his troops think that he was better than them there is a story in document D that shows this very well it states “They tipped the water into a helmet and gave it to Alexander, with a word of thanks for the gift, he...
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...Alexander the “Great” The conqueror of two million miles, Alexander of Macedon is known to the public as Alexander the Great; but whether if he was that extravagant is questionable. Uneducated parts of the population believe Alexander was superlative due to his ability to expand his empire. Alexander is not deserving of the title the great because of his cruelty, lack of ruling his empire, and the legend or myth behind his reality. To begin, Alexander’s hellacious militaristic abilities allowed him to be perceived as great. However, his unrelenting cruelty prevails over his skills. Document D portrays Alexander beheading a soldier for fetching his band, and comparatively depositing clean water on the ground in front of his dehydrated men. As seen multiple times in Document A, C, and E he mercilessly killed and sold thousands into slavery just to get his vocation done uncomplicatedly. Amidst other barbarous acts conducted by...
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...APUSH Study Guide 8 A weak Confederacy and the Constitution, 1776-1790 Themes/Constructs: The federal Constitution represented a moderately conservative reaction against the democratilizing effects of the Revolution and the Articles of Confederation. The American Revolution was not a radical transformation like the French or Russian revolutions, but it produced political innovations and some social change in the direction of greater equality and democracy. The American Revolution did not overturn the social order, but it did produce substantial changes in social customs, political institutions, and ideas about society and government. Among the changes were the separation of church and state in some places, the abolition of slavery in the North, written political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican...
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...Ratifying the Constitution DBQ essay The Constitution is the supreme law of the United States of America, one of the greatest documents ever to be written, and the rope that keeps this vast nation tied together. Although this great document may seem flawless, many components and ideas have been amended and argued as allowed by “Article Five” of the U.S. Constitution. When writing and discussing the Constitution at the Constitutional Convention, many of the authors and scholars disagreed on the ratification of the Constitution whilst others favored the ratification of the famous document. Some claimed that liberty will be jeopardized and a tyrannical government may result, as stated in document two. Whilst others claimed that the Constitution was the solution to the political and economic struggles of the current government as stated in document one. The anti-federalists, led by Patrick Henry and Thomas Jefferson favored a weaker central government; whilst the federalists, led by John Adams and Alexander Hamilton favored a strong central government. Overall, the major arguments of the convention can be categorized into two groups, the ones who favored the ratification of the U.S. Constitution and those who didn’t. To continue, the scholars who favored the ratification of...
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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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