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Bubonic Plague Dbq Essay

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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 …show more content…
Though the plague had caused chaos, panic, and grief throughout the eastern part of the world, the Islam looked at the plague differently. According to the DBQ project, Document E(the second excerpt) the Islamic belief stated that the Muslims should accept the plague or any other diseases as if it was a blessing from God. There was no recorded information of the Muslims showing any kind of compassion and bravery towards their sick ones. The Muslims believed it was good despite the fact that many of their people died from this plague. Meanwhile, the Christians were caring for their sick and infected ones. In Document H, the people working at the Hotel Dieu showed lots of compassion to the sick ones. “A great number of the saintly sisters of the Hotel Die who, not fearing to die, nursed the sick in all sweetness and humility, with no thought of honor, a number too often renewed by death, rest in peace with Christ, as we may piously believe” (DBQ: The Black Death, 2010). Despite this difference in their actions towards the sick, one can agree that the Christians and Muslims did panic and had to bury their loved ones. In conclusion, the responses between the Christians and Muslims towards the Bubonic plague differentiates. They differentiate 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. One can argue otherwise but overall, they are

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Bubonic Plague Dbq Essay

...Another form of transportation for sickness was steamships. Bubonic plague was carried by “the steamship network that arose in the 1870’s was the vehicle that dispersed the infection around the globe, and did so, once the epidemic broke out in Canton and Hong Kong, with a speed that was limited only by the speed with which a ship could carry its colony of infected rats and fleas to a new port. Speed was obviously decisive in allowing a chain of infection to remain unbroken from port to port.” Often times over longer voyages, the plague could die out within the rats and fleas because the shipmen would become immune to the plague and there would be no persons left aboard that could be a sustainable host for the disease. The ocean was too wide for the plague to be carried from ports of the Mongol...

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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...

Words: 16161 - Pages: 65