...Would you leave something if you didn’t get your way ? Southern states did this and it led to the Civil War (1861-1865). The differences between the North and South grew so strong that they no longer worked. Beforehand, the differences were settled by compromises. The southern states wanted to secede from the Union because Lincoln’s election as president could end slavery, the book “Uncle Tom’s Cabin” caused abolitionists to want to make slavery void, and popular sovereignty could dictate whether slavery would exist or not. First, the southern states wanted to secede from the Union because Lincoln’s election as president could end slavery. According to Document 5, it says “The union must and shall be preserved free speech, free houses, free...
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...During the mid nineteenth century, the united states began growing opposing opinions toward the institution of slavery. These opposing views eventually led to be some of the causes of the civil war. Within these opposing opinions, there were many societal factors that came into play. Arguments that concerned the institution of slavery were greatly based upon the economy, the treatment of slaves, and morality. Slavery played a major role in the southern economy. Slaves allowed staple crops such as cotton to be mass produced in the south. As said in document B, “The cultivation of the great staple crops cannot be carried on in any portion of our country where there are not slaves.” The southern region of the United states was not as populous in comparison with the northern region of the United States. Without the use of slaves, the south would lack the man power that it required to produce the same amount of products that it had previously been...
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...Civil War DBQ There are multiple reasons why Texans fought in the Civil War. The Civil War was North (Union) against South (Confederacy). Texans were part of the South, and they had slavery. The reasons for Texans fighting in the Civil War are slavery, keeping peace, and state rights. One reason Texans fought was for slavery. “African race has no (part) in their establishment, that they were rightfully held as and inferior and dependent race” (Doc B). Slaves weren't free, and that was the resolution. The ‘resolution’ was how Texas wanted it, so they fought for slavery. “All white men are and of right ought to be entitled to equal civil and political rights.” (Doc B) all white men had rights. White men had the right to, but it never said anything about African Americans and slaves. Texas fought to preserve slavery. Another reason for Texans fighting was to keep peace in Texas and in the country. (Doc A) the graph in this document states that only 30% of Texans had slaves. Not many texans owned slaves, but the ones who did weren’t afraid...
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...The capitalists who shaped post-Civil War industrial America were more the corrupt “robber barons.” They were corrupt because they treated the workers poorly, made huge houses that were only for themselves, and would keep some savings to themselves. The workers in the monopolies were being treated very poorly. As stated in Document 1, “... as liveried carriages appear; so do barefooted children.” This proves that the children who were in families of the workers were not being paid as much were living a worse life. Because their families earned less money, they no longer had the same things as before. The reason why they earned less was because the gap between worker and owner was growing, causing the owner to lose the connection with his employees. Another example of the owners not treating the workers correctly was the Oat Meal Trust. This caused mills to be closed which, in turn, caused many workers to be let go. (Document 2) With the letting go of a large number of people, the people were now unable to support their families. This shows how little the owners thought about their workers because the owners didn’t think twice about the wellbeing of their employees before they were let go....
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...The blood shed on texas soil lead to the debate of slavery, making the civil war of the South and North. The union (The free states) and the confederacy ( The slave states) fought against each other for their beliefs. Is defining people by the color of their skin and forcing them into unfair labor okay? Texas fought in the civil war to protect their state rights, for their love for texas, and the fight to keep slavery. Texas fought in the war to protect state rights. From document C “The crisis upon us involves not only the right of self government, but the maintenance of great principle in law of nations.” Stating they are willing to fight for the states of texas. That's not the only reason though, Texas is one of the most patriotic...
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...After the Civil War ended, Americans looked to establish a whole, prosperous nation. Companies grew steadily as Americans migrated west. The proprietors would generate trust, buying out all of the smaller corporations in their line of work, and as a result controlling the whole field, Americans had mixed feeling about these corporations. Although, post Civil War companies hired many and offered low prices, they ultimately suffocated smaller business and seemed to have the government in restriction. As presented in (DOCUMENT A), food prices, fuel, and lighting prices decreased tremendously from 1870 to 1899. This is because of their trust allowed them to obtain their goods cheaply as if they were the only ones to sell to. Rockefeller monopolized the oil industry through horizontal integration....
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...What Caused The Civil War? “Civil War was not a mere strife for territory and dominion, but a contest of civilization against barbarism.” – Frederick Douglass. The Civil War was consist of the South vs the North. The Civil War was also known as the “War Between States”, happen in 1861 and lasted for four brutal years. Why did this happen and for a nation that should've been together? The three main causes of the Civil War between the North and the South were abusive slavery, contradicting political views, and the chaotic economy. The first main cause of the Civil War was conflict between the North and the South about slavery. Both sides had different point of views about slavery. North was anti-slavery and the South was pro-slavery. Frederick Douglass, an abolitionist, in his speech, “The Meaning of July Fourth for the Negro” goes on about how most people celebrate the 4th of July with freedom, but how can a black man participate if he doesn't have those rights. “To him, your celebration is a sham.” (Document G) Then, you have a southern, George Fitzhugh, stating that slaves are “the happiest, and, in some sense, the freest people in the world” (Document H). You get to see the South’s perspective about slavery thinking that slaves have a better life because they provided them with work and a home. These...
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...Devin Sheridan The South After The Civil War The Union victory in the civil war lead to economic decay, social disorder, and political turmoil. Reconstruction was the time period from 1865-1877 which sought to rebuild the south, and with reconstruction brought all new challenges. The unions total war tactics destroyed southern plantations, cities, and factories. Economically, the south post-civil war had a hard time importing and making money off of its main cash crop, cotton. Inflation was also an issue due to the decrease in worth of currency in the south. Socially, emancipated slave’s sought work and validation for the rights they deserved. Politically, the confederate government gave no power to the states and federal government, so it...
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...Many people believe that the Civil War revolved around slavery, that isn't true. It was a minor event in the Civil War. So what were the cause of the Civil War. when it was actually economic issues. The south was getting frustrated that they needed to get all of their luxuries. But the north wanted to give African Americans equal rights."It is a fact well known to every intelligent Southerner that we are compelled to got to the North for every article of utility and adornment..."(Doc C).Meaning that the South did not have much of an ecosystem or textiles factories. And could not keep people down there for growth.The south, because of is northern dependance, did could not contribute the the north and is own businesses which were pushing more southerners' up north. With all this movement, more and more work was placed onto the slaves, which brings in the Slavery issue."large numbers of our native people find themselves necessitated to emigrate to the West"(Doc C)....
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...Captains of Industry? Or Robber Barons? [pic] Overview: The thirty years plus, following the end of the Civil War, is often referred to as the “Gilded Age”. This was a term coined by Mark Twain, the most renowned American writer of the period. It refers to a superficial period of intense economic growth. During this time, businessmen created large business organizations known as trusts. The ingenuity of these entrepreneurs earned the titles of “Captains of Industry”. Yet, their ruthlessness in building wealth at the expense of their competitors, workers and consumers often earned them the title “Robber Baron”. This DBQ (Document Based Questions) asks you to decide whether these businessmen were “Captains of Industry” or “Robber Barons”. Background Essay During the post-Civil War period, an era commonly referred to as the Gilded Age, the economy of the United States grew at a fantastic rate. With the exception of a recession during the mid-1870s, and another during the mid-1890s, the economic growth was in unprecedented in United States history. Manufacturing output increased by 180 percent. Railroads, an important catalyst of growth, increased in miles by 113 percent. Steel production grew to over 10,000,000 tons per year by 1900. Every aspect of the American economy expanded from traditional activities to new enterprises brought about by the huge influx of cutting-edge technological inventions. The gross national product almost doubled during the period and the per...
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...DBQ: Nationalism & Sectionalism By John A. Braithwaite DIRECTIONS: The following DBQ is based upon the accompanying documents and your knowledge of the time period involved. This question tests your ability to work with historical documents. Your answer should be derived mainly from the documents, however, you may refer to historical facts, materials, and developments NOT mentioned in the documents. You should assess the reliability of the documents as historical sources where relevant to your answer. Check your school and community libraries for materials and also, surf the internet to help you find relevant outside information. QUESTION FOR ANALYSIS: In the period from 1815 to 1858, two giant forces—nationalism and sectionalism--ostensibly in opposition to each other—prevailed simultaneously in the first half of 19th century America. Describe these two forces and discuss the geographic, political, constitutional, economic, and diplomatic contrasts of both forces. PROMPT: Formulate a thesis statement Use documents as well as your own outside knowledge of the period. Deal evenly with all aspects of the questions Be sure to cover the time period given • Assess the validity of the documents • Draw effective and specific conclusions whenever possible TEXTBOOK RECOMMENDATIONS Gillon & Matson The American Experiment Boydston & McGerr Making A Nation Murrin, et.al Liberty, Equality, Power Norton...
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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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...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...
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