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Global Flow Of Silver Dbq Essay

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From 1500 through 1750, the global flow of silver socially and economically affected Tokugawa Japan, Ming China, Spain, the Spanish Colonies, and Portugal. The global flow of silver negatively and positively affected the economy of Tokugawa Japan, Ming China, Spain, the Spanish colonies, and Portugal. Document 1 claims that the richer someone is the greedier he becomes. For example, Spain’s abundance of silver attracted expensive Asian commodities, which Spain greedily and lavishly bought, resulting in Spain’s bankruptcy (doc 2). Kingdoms also suffered from inflation, which is silver, in this case, being less valuable in the places where it is more bountiful. For example, in the Philippines, which have a plethora of silver, Chinese silk yarn costs 200-300 bars of silver; …show more content…
In the order issued to limit wedding expenses during the Ming Dynasty in China, Ye Chunji, a county official, proposes his perspective on wealth and greed going hand in hand. This document is credible because it is a postulate to limit the wealthy’s greed when it comes to weddings (pov for doc 1). In Wang Xijue’s report to the emperor of Ming China, Wang Xijue explains how the government’s control of silver is barring agricultural development and disrespecting the farmers. This document is not credible because it mentions in the first sentence that the writer was influenced by venerable elders of the writer’s home district; therefore, suggesting that the writer was influenced by respected elders of his own community, who could just want more money (pov for doc 3). In the report to the Ming emperor of China on the possibility of repealing the 1626 ban on foreign trade, He Qioayuan, a Ming Dynasty court official, explains inflation in the Philippines. This document is credible because the official is informing the emperor that they could

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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