...monarchs to show their viewpoint on the situation on foreign affairs, alliances, or the East India Company within the Caribbean. Also, a map of interactions between each region, such as trade or defeat would be helpful instead of the map given for historical background. Alliances against the British with Austria and France, especially the French with the American Indians posed a struggle for Europeans. Also, conflicts involving the Caribbean with the East India Company posed a regional challenge for them as a global power. Furthermore, different foreign affairs were struggles that they had to face as well. Many of these issues were linked to the East India Company and the Seven Years’ War and made it difficult for the Europeans to become a world power in the mid-eighteenth century. ...
Words: 1041 - Pages: 5
...History has shown a tendency to repeat itself. There is a common thread of fear, accusation, and ultimately loss and distress when people feel threatened by change. Dating back from the colonial times to even present day, humans have shown a habit of trying to solve a problem the same way, time after time. By not learning from history, events recur in different forms, but are caused by the same actions and accusations. Unfortunately, there are almost always people persecuted as a result, who end up experiencing misery for, in this case, such irrational and biased beliefs. It seems inevitable for humans to break into hysterics once they feel intimidation. Nonetheless, history finds its way back to the present. Fear is timeless, and as stated in Source A, “The Salem witch trials of the 1690’s were all about the fear of women and their independence, seen by many in the community as a threat to Puritan values.” This proves that even from the establishment of America, people have felt fear and intimidation when change was foreseen. Similar events develop in later times as Source B confirms, “During the late 1940s and early 1950s, the prospect of communist subversion at home and abroad seemed...
Words: 726 - Pages: 3
...Early day colonist originated from England and were considered British Citizen under the British Empire. Therefore, Britain had control over the colonist and used it in their favor post-French and Indian. Due to a few major events, bitter feeling arose on both sides. Ultimately, colonist were forced to unite and become independent of England leading into the American Revolution. Despite the many examples of early unity; people such as Richard Henry Lee made accusations that colonists were in no ways united and referred to them as “corrupt”. (Document C) Although colonist were given a bad name for relying heavily on Britain by 1754 the colonies had already contemplated uniting as shown in James Madison’s political ad. (Document A) James Madison’s...
Words: 336 - Pages: 2
...Women in the seventeenth and eighteenth centuries were slowly becoming involved with other interests besides their households, art, and literature. Many people opposed these ideas because they believed that women were only good for their households. People believed that women should care more about their outer appearance rather than the knowledge they gained. In the seventeenth and eighteenth centuries there were many different attitudes and reactions to women getting involved in different sciences, the women involved stood up for themselves and their own right to be involved in science, others disagreed and some people agreed with women becoming more involved. The more people that supported the women interested in sciences helped the world...
Words: 1455 - Pages: 6
...Sophia Khan Modern History 2/2/15 Period 1 Female Mill Workers in England and Japan: How Similar Were Their Experiences? The industrial revolution (1760-1840) was the greatest event in human’s history in England and Japan. The industrial revolution happens in 1800’s in England. The industrial revolution happens in 1900’s in Japan. There are differences between workers in England and workers in Japan. There are categorized into 3 different topics, the topics are backgrounds, payments, and working conditions. In both England and Japan have backgrounds, payments, and working conditions. In England and Japan, the people had young children and women working in factories to make goods. So how it is different or similar were their experiences?...
Words: 850 - Pages: 4
...Based on a careful reading of the documents, it is clear that some Africans opposed the efforts of European powers massacring their people and conquering their land and they tried to make peace with them. That is portrayed through Documents 2 and 3. Some Africans even conformed to the Europeans and participated in their colonization, as shown in Documents 1 and 9. Documents 6 and 7 give another, which was to urge other Africans to fight back as well. They tried to be diplomatic but when that failed, they were required to resist the European efforts with violence, as shown in Documents 4 and 5. Documents 3 and 8 show that Africans used cultural traditions to stay strong in order to maintain their country’s independence. Africa is shown turning to violence in Documents 4 and 5. The painting of Document 5 shows Ethiopia as a militaristic nation, equipped with modernrifles while the Italians had cannons and guns. The artist was favorable towards Ethiopia’s victory, shown with the large Ethiopian army and the many Italian soldiers lying dead on the ground. They still were victorious over the Italian troops, as stated in the source, a primary source from an Ethiopian painting. The audience could have been to the Ethiopian people as a sense of confidence to reassure them that they can fight off the European powers. Another possible audience could be the other European powers. It could be viewed as a warning, that they are not underdeveloped or barbaric and they do have modern weapons...
Words: 1549 - Pages: 7
...from the country within a twenty-four hour period with a twenty kilograms luggage or enforced Mozambican citizenship. Many chose the former. (Source D) the mass exodus of the Portuguese and other foreigners left a major gap in the economy. As the Portuguese controlled practically all aspects of Mozambican political and economic activities and the Mozambicans had received insufficient education or training, the gap left when the Portuguese abandoned the country could not be filled by Mozambicans. (Source G) As the marketing system used to be dominated by Portuguese and Indian merchants, when they left, the system nearly collapsed. As a result agricultural goods could not be distributed from the countryside to the urban population or to the world markets. (Source C) From 1981-83, the volume and value of most exports had fallen by fifty percent. (Source F) Subsequently, the peasants withdrew to a more subsistence form of farming. The newly formed Mozambican administration had to deal with the management of two thousand abandoned farms. These were nationalized partly out of necessity and partly for ideological reason. After the third Frelimo Congress, state farms were created as a means of attaining ‘socialization of the countryside’. (Source A) With the government wanting to pursue these large organizational units in the agriculture sector, there was a necessity for highly specialized technicians, supervisors and experience managers. The success of this system that the government had...
Words: 793 - Pages: 4
...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...
Words: 16161 - Pages: 65
...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...
Words: 16161 - Pages: 65
...CONTENTS Section 1 - Industry Profile Overview Future Outlook European Industry Overview North America Overview Asia & Pacific Industry Overview India & Middle East Industry Overview Development of World Scheduled Air Traffic World Economic Growth and Airline Profits Rankings - Passenger services Rankings – Freight services Section 2 - British Airways Profile Overview Alliances LHR Air Transport Movements LGW Air Transport Movements Awards History Key Events (1987-2005) Board Members Leadership Team British Airways Management Team Employees Brands Departmental Analysis Section 3 - British Airways Fleet Aircraft Fleet Aircraft Delivery Schedule Mainline Fleet Profiles Regional Aircraft Fleet Maintenance Section 4 - British Airways Performance Summary Strategy Social and Environmental Performance Incentive Plans Summary Financial / Operating Statistics Principal Investments Shareholder Information Share Price History Section 5 - Global Partners Overview BA Connect Franchisees oneworld Aer Lingus American Airlines Cathay Pacific Finnair Iberia LanChile Qantas oneworld At A Glance Section 6 - Route Network British Airways Franchisees Section 7 - General Information Airport Three Letter Decodes Outside Advisors Abbreviations & Specialist Terms How To Contact Us 2 3 3 4 4 5 6 6 7 8 89 91 92 93 97 98 99 100 101 102 103 104 9 9 10 10 11 12 13 38 39 40 41 44 47 105 109 110 115 116 118 56 56 57 69 72 73 74 75 75 77 86 87 88 This document has been prepared solely...
Words: 59045 - Pages: 237
