...AP Euro DBQ on German aviation During the period between 1908 and 1918, Germany went from facing an inevitable war to going into the war. The German army and military needs greatly influenced the airplanes industry. Governmental policies on aircraft industry both encouraged and hindered the technological development of aircraft productions. At the beginning of 1908, Germany faced an inevitable war as the imperial competition became more intense. At this time, Germany was not sure if airplanes were necessary and suitable for military use, therefore many time nad money were invested into the development of airplanes. Annual Report On Aviation published in Germany stated that at that time, “no flying machine had yet demonstrated its suitability for military purposes” and hence the “investment in aviation technology and its potential use for military purposes should remain in the hands of the private sector and not be the responsibility of the army/the government (DOC 1). In order to make airplane a useful military weapon, the German Army Transportation Research Unit suggested that “a special military aviation organization” (DOC2) to be developed, responding to the fast development of aviation. Moreover, the memorandum of the chief of the German general staff stated that the “newly created military aviation commission provides for prizes, subsidies, and contests to promote the further development of our domestic aircraft industry” (DOC3). Letter from the War Ministry to the...
Words: 661 - Pages: 3
...Kaya Mernitz AP Euro B4 During the early seventeenth century, the Dutch enjoyed global power. They dominated world trade, with the wealthy city of Amsterdam at the center. Unfortunately, other powers continued to rise as well, and fought to eradicate Dutch dominance of the world economy. From 1650 to 1713, while the Dutch were challenged in security and unity, the most formidable threat came to the prosperity of the Dutch Republic, which ultimately led to the Dutch fall from global trade power. As new countries centralized power, they came to rival Dutch supremacy and pose a security threat. England and France became the most potent. They formed an alliance and jointly declared war on the Dutch, in which the French would start a land campaign,...
Words: 989 - Pages: 4
...Chapter 1: Colliding Worlds, 1450-1700 Essential Questions: How were the economic systems of the Native Americans and the Europeans the same and how were they different? The economic systems between the Native Americans and the Europeans were the same by the way they were structured both had rulers and they were different by What impact did environment play in the development of Native American cultures? Was the Native American belief system (religion) more similar or different from the European belief system? Explain your answer. What led to the rise of the slave trade? Key People, Concepts, and Ideas: Term Significance Bering Strait A 100 mile wide land bridge connecting Siberia and Alaska. Then the glaciers melted and the rising ocean submerged the land bridge beneath the Bering Strait. Aztecs One of the two great empires of the americas that dominated the landscape. Had a dense population and an impressive capital city, Tenochtitlan. Incas The second great empire in the Americas that dominated the landscape. Also had a dense population, productive agriculture, and an aggressive bureaucratic state. Cahokia Cahokia emerged around 1000 as the foremost center of the new Mississippian culture. It declined rapidly after peaking in size which exceeded 10,000. Its decline was probably caused by an era of ruinous warfare. Eastern Woodland Indians 12 The mississippian-influenced peoples od the southeast interacted with other groups,many of them adopted maize agriculture but...
Words: 1053 - Pages: 5
...The time period between 400 AD and 1400 AD was a dark age for Europe, a time of cultural decline, yet also a time of loss of education. In document A, it shows that "During the early Middle Ages, from 476 to about 1100, European civilization slipped back into semi-barbarism." Also in Capitulary of Aix-la-Chapelle concerning Adulterers of Money, 817. "Concerning false money, we have ordered that he who has been proved to have made it shall have his hand cut off." (Document C) Lastly, in Abbey of Xanten Records, 853: "A great famine in Saxony so that many were forced to live on horse meat." (Document C) In the example of document A, the sentence it reads that during most of the period between 400 AD and 1400 AD, civilization turned back it's clock and turned to semi barbarism. The definition of semi barbarism is "The quality or state of being half barbarous or uncivilized" which explains itself on one of the reasons on why the period between 400 AD and 1400 AD would be considered a Dark Age. The second example is the Capitulary of Aix-La-Chapelle concerning Adulterers of Money, 817. False money has been a problem in society for hundreds of years already, yet in the time period of the Middle Ages, if you were to have produced the false money, your hand would be cut off as punishment. This is another example of how barbaric the people became, and also how harsh the punishments were for the people who lived during the period of the Middle Ages. Lastly, in Abbey of Xanten Records...
Words: 429 - Pages: 2
...In the 14th century, a new disease emerged which would later be named the “Black Death”. It originated within central Asia or Northern India, from historians believe. Either way, the disease created panic everywhere in Europe. In October of 1347 traders from Genoese came to the port of Messina. These traders brought the plague along with them. 7 infective waves occurred in Europe between 1347 and 1400, killing between 25 – 50 million people. During this dark era, people were scared and running amuck, no faith, religious or medical professionals did not understand the plague going into other people after infecting others. They believed that the world was nearing its end. People reacted to the plague with mass fear. For instance, the French Author Nicolas Versoris explains Paris’s situation; “… the rich fled” (Doc 3) while the poor were “porters and wage-earners, who had lived there in large numbers” (Doc 3) were left to die. Nicolas may have been an early noble that would have tried to escape the plague, somewhat pathetic. Those who were poor and infected were confined to their homes or villages; “Whatever house the pestilence visited was immediately nailed up… many died of hunger in their own houses… all roads and highways were guarded so that a person could not pass from one place to another”(Doc 5) as stated by Heinrich von Staden, a rich traveler, may have seen such events. The beliefs of people quickly fell and people lost faith; “what if the sickness should come into this...
Words: 935 - Pages: 4
...The European countries between 1876-1914 justified their imperialism and colonization of Africa. The Western world abolished slavery in the 1800s. The Europeans believed it was right to continue enslaving Africans. This process known as the Scramble of Africa caused multiple European countries to rush to Africa to collect raw materials and expand their marketing. The Europeans were justified by money, mainly gold, glory, and god. The justification for European imperialism in Africa can be broken into three categories: economic growth for Europe, the spread of Christianity, and most pervasively, ethnocentrism (Social Darwinism). The Europeans substantiated their economic growth with money. In Document G, The Partition of Africa, 1895, by John...
Words: 519 - Pages: 3
...The Mongols were one of the most impactful civilizations in Afro-Eurasian history. The Mongols spread technology through Asia and also created trade between Asia, Europe, and Africa. They also spread Mongol culture throughout Asia, leading to many cultural blendings. Mongols also had many impacts on military tactics, as they had the strongest military by far in all of Asia. The Mongol military was a key factor in the Mongols being so dominant in Asia. In document 2, it quotes; “The cavalry consisted of 10 squadrons, 10 squadrons forming a Quran of 1000 men. Drills teach the warriors how to move as units and respond quickly. In combat, bowmen formed a front line and unleashed a hail of arrows at the enemy. They would then fall back and allow...
Words: 352 - Pages: 2
...Not that long ago, Europeans were not capable of understanding Native American culture, society, and the Native American mindset. When the time came where the Europeans met the Native Americans, it caused the Europeans to think lesser of the Natives. The Europeans thought that the Native Americans were primitive beasts. The Europeans version of a society was much different than a Native American’s. This caused made the Europeans want to change the Native American society into a European Society. Based on the European’s vision of the Native’s society, the Europeans had to “fix it” to make it seem “normal.” Another thing that they noticed when they first arrived there is that the Natives had spears, bows and arrows, wooden swords. They also noticed that they did not know how to use iron. When the Europeans arrived they found out that they weren’t Christians, so they had to convert them. They noticed that they had many gods, did strange rituals, human sacrifices, etc (Doc 3b). If you didn’t believe in Jesus then you would go to hell, according to Christianity. This was used to convert Native Americans to Christianity because they were told if you aren’t Christian then you're going to burn forever in hell (Doc 2a). While the conversion was going on the Natives were enslaved by Europeans and some of them were put in Missions by the Spanish. Of the 350,000 Californian Native Americans that were put into missions, only 100,000 survived. The Europeans misunderstanding and ignorance of...
Words: 262 - Pages: 2
...The Industrial Revolution had mostly positive than negative effects. This is because most people were employed. The negative side was all the unhealthy air coming from factories. In the other hand, most factories had many workers who were employed and had nice clothes. First, in factories, most people do not get hurt and are able to purchase what they want. For instance, in document 4 people do not look hurt and have nice clothes making factories safe for all of them. This shows, how people were now able to have nice clothes because of their jobs in the factories. Also, document 4 shows there's no one hurt proving factories are a safe place to work. Last, working in factories is safe and the pay gets workers nice clothes and other materials...
Words: 401 - Pages: 2
... As the Scientific Revolution and Age of Enlightenment were coming to and end, a new revolution was developing. The Industrial Revolution refers to the time period in which major industrialization occurred. Businesses used machines to manufacture products, instead of making them by hand. Millions of people moved to cities to pursue new opportunities. Although the Industrial Revolution did create infrastructure in cities, to 19th century England it was more harmful than beneficial. To begin, the living conditions in cities were very poor. Subsequently, the conditions for workers during this time were considerably worse than the previous era. Lastly, the Industrial Revolution caused an increase in deaths in urban areas during the 19th century. First of all, people in cities during the 19th century were forced to live in terrible circumstances. According to document one, there was a huge growth of the city of Manchester, a city in England with a large population and important economic centers. Furthermore, more infrastructure, such as railroads and areas of development, was found throughout the metropolitan area. As a result of this dramatic increase in population due to the Industrial Revolution, pollution and sanitation became big problems. The homes of the common people were located near factories which produced noxious gases, eventually causing people to become sickly. Also, living quarters were small and portly ventilated, so the polluted air from the factories...
Words: 1717 - Pages: 7
...During the period era between 500 and 1400, the entire Europe went through the process of disease, faith, feudalism and golden age. Throughout the years of the middle ages, 1/3 of europe's population was decimated, faith in God was renewed, and advancements in art, architecture and science occurred. Thus, the middle ages cannot be portrayed by using one label, however, the term “middle ages” is able to fully illustrate all three aspect that happened during the middle ages. The Middle Ages are often referred with numerous different labels: especially the Dark ages. For instance documents 1 provides clear illustration of Europe being referred to as the Dark Ages. Document 1 highlights the fact that Hungarians (barbarians) have sacked towns...
Words: 640 - Pages: 3
...The Industrial Revolution was a time of great prosperity. During this period, factories were popularized, new inventions poured into the market, and we saw the introduction of the middle working class. This all came at a price as the conditions were rough for the workers, and countless other problems arose. The Industrial Revolution brought about great innovations, but doing so had negative effects on the environment and people. The Industrial Revolution had many positive effects, such as new inventions that were much more efficient than humans at what they do.The sheer amount of innovation from 1846-1896 was incredible. This included people using telegraphs to telephones within 30 years, Bessemer converter for steel to the first automobiles within 20 years, and other innovations such as electric generators, Otto gasoline engine, the Suez Canal, and the mass-production of aluminum. (Doc. 6) One such invention was the cotton gin. It was a machine that could take the cotton seeds out of freshly picked cotton. Cotton gins could do almost 25 times as much work as humans could, and were relatively easy to make. Introduction of the cotton gin transformed southern US into an economic powerhouse. (Doc. 1) The Industrial Revolution’s many inventions streamlined mass-production and increased financial prosperity for manufacturers. When products became mass-produced, their prices dropped, leading to more people buying them, which leads to even more of that product being produced. The Industrial...
Words: 488 - Pages: 2
...The Atlantic Slave Trade was in the mid fifth tenth century that Europeans began trading and capturing slaves from the African continent the three main points is African were forced into slavery, Native American population declined and Alfonzo letter to stop slave trade. My thesis is that these main points were the reason why Europe corrupted that point of time. Native American population depopulated due to disease and war and could not provide enough work and the proof is in Document 1 which says that they declined because Europeans had brought disease and the Spaniards did not want to do the work themselves which to the Europeans access to another cheap labor which was the African Slave Trade and then document 6 it tells us that America is being depopulated which was where the Natives were, and in document 7 King Alfonzo letter says mentioned merchants are taking every day our natives which started the depopulation. All this led to the Africans were forced to slavery. Document 4 says that slaves became property and that they were outsiders who were alien by origin or who had been denied their heritage through judicial or other sanctions. Then an African slave says that he was taken away while he was playing in the field with two more boys and girls. They were soon led out of the way which they knew, and towards evening, as they came in sight of a town. And back in Document 2 it tells us the life an African boy who became captured and he talks about the environment around him...
Words: 579 - Pages: 3
...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
