...APUSH Study Guide 8 A weak Confederacy and the Constitution, 1776-1790 Themes/Constructs: The federal Constitution represented a moderately conservative reaction against the democratilizing effects of the Revolution and the Articles of Confederation. The American Revolution was not a radical transformation like the French or Russian revolutions, but it produced political innovations and some social change in the direction of greater equality and democracy. The American Revolution did not overturn the social order, but it did produce substantial changes in social customs, political institutions, and ideas about society and government. Among the changes were the separation of church and state in some places, the abolition of slavery in the North, written political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican...
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...APS Social Studies Causes of the Great Depression DBQ Historical Context: The Great Depression in the United States started in 1929 when the stock market crashed. It caused an economic depression. The depression last over ten years and had long-term social, economic, and political effects on American society. It is still one of the greatest defining eras in US History. In general, we know what caused the Great Depression, but these causes are still debated even today. It happened after a period of great prosperity (The 1920s) when American commerce was growing. The issues that surround the causes of the depression are still issues today. Task: Using information from the documents and your knowledge of United States history and government, answer the questions that follow each document in Part A. Using your answers from Part A you will write an essay (Part B) in which you will be able to: • Discuss the following three causes of the Great Depression, o Use of Credit o Over speculation o The Federal Reserve’s Monetary (Money) policy Use the box below to organize your notes and ideas that can be used to convert into an essay. Part A: Short Answer Document #1 Ford Advertisement: 1920 [pic] Duke University Library 1. An average annual wage of all industries in the 1920s was about 1400.00 dollars a year. Many workers averaged (depending on the job) between .50 cents per hour up to 2.00 dollars per hour). How much does...
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...Background Essay The history of violence in the world is well documented. However it is also possible to use non-violence to bring about change. This DBQ will look at two countries where a non-violent movement was successful. Historic Context India and South Africa were two important nations on two different continents. But although they looked strong on the outside, each one suffered from a disease that threatened the health of the whole. For India, the disease was colonization. For South Africa, it was racial segregation. Three Conditions In each of these nations three conditions help explain why non-violence worked. The first condition was that both of them had been colonies of England. And like England both countries thought law was very powerful – more powerful even than government officials. The second condition was the presence of violence. Without the possibility of a violent revolution, the government might not have been willing to change. The third condition was the presence of a leader – Mohandas Gandhi in India and Nelson Mandela South Africa. Each of these men was so charismatic he could lead his followers to a non-violent victory. Both of them gave their lives to the cause. Gandhi was shot by an assassin while Mandela spent almost twenty-seven years of his life in prison. These are their stories. Mohandas Gandhi – “An eye-for-an-eye only makes the whole world blind” Mohandas Gandhi was born in...
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...Middle Ages DBQ Historical Context The Middle Ages in Europe, a period of time from approximately 500 ce to 1400, have been referred to by a variety of terms: the Age of Faith, the Dark Ages, the Age of Feudalism, and even a Golden Age. The medieval era began with the destruction of the Roman Empire and the disorder that followed, which led to the rise of feudalism. During this period of darkness, the Roman Catholic Church provided spiritual direction as well as many nonreligious functions for the people of the time. Many literary, artistic, and architectural advances occurred. Instructions: Soapstone each document, then based on your own knowledge and on the information found in the documents, formulate a thesis that directly answers the question. Organize the information into a brief outline. Write a well-organized essay proving your thesis. The essay should be logically presented and should include information both from the documents and from your own knowledge outside of the documents. Do not type, all work will be neatly hand written. Remember, others must be able to read it. Question: Which labels for the Middle Ages best describe the era between 500 and 1400 in Europe, The Dark Ages, the Age of Feudalism, the Age of Faith, or the Golden Age of Europe? You must discuss three labels. Document 1 In The Middle Ages, historian Frantz Funck-Brentano made use of previously published texts to describe Europe in the ninth and tenth centuries (Heinemann...
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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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...Veer Shah AP United States History DBQ Essay #3: “American period between 1860-1880” The historic period prior to the 1860s was the most underlying era in American society as it led to the bloodiest war in the American history, the Civil war. Prior to the Civil war, the American politics were sectionally divided between the Northern Republicans and the Southern Democrats. The political culture was almost saturated as both sections had realized that the numerous compromises would only provoke questions and dissimilarities between them, with the largely interfered question of slavery and suffrage. The Missouri Compromise of 1820 had been implemented as a nationwide direction towards admitting states with reference the 36° 30´ latitude line, either as a free-state (above line) or as a slave state (below the line). Despite of the temporary success of the compromise of 1820, it was repealed by the Stephen A. Douglas in 1854 in his Kansas-Nebraska Act. Likewise, the Compromise of 1850, created by the Great Compromiser, Henry Clay, was an effort to preserve the Union by settling the issue of slavery in the newly acquired territories from the Mexican-American War. Although it assured a temporary peaceful settlement between the sections, it failed to give birth to the Civil war and the rise in sectionalism. Although all these compromises had served their desired intents, politically as well as socially, in turn, they only played a catalyst role in increasing the tensions...
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...traditionally are considered subordinated to the male and this remained a prominent feature both in the rural and the urban areas. In urban areas a little improvement is due to enhanced level of education and economic independence in women. There is very less distinction of educated and uneducated as that of religion in this regard. The situation is improved with regard to political empowerment especially with the allocation of 33% seats in local government in South Asia but in most of the cases this change is not satisfactory. The real empowerment would be achieved only if it would be accompanied by the social and economic empowerment. For that purpose, society has to be changed at large. Such change cannot be materialized only through any coercive legislation or strong state action in the blink of an eye. But the fact remains there that in societies where all the changes start from top to bottom these measures along with a strong political will can stimulate a change to improve the situation gradually. This paper discusses the measures taken by different governments in South Asia to achieve the goal of political empowerment and participation of womenfolk in the decision making process at all levels. By analyzing the implications and the practical aspects of these measures and the problems of women at domestic and societal level this paper also suggests the proposals to make the environment conducive for implementing 152 Pakistan Vision Vol 10 No 1 revolutionary steps by the government...
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...Answer the following questions regarding Gandhi, King and Mandela: What Made Non-Violence Work? Any suspicion of plagiarism will result in a non-submission of assignment. Failure to complete assignment by the start of the fall semester or suspicion of plagiarism will result in a 5% loss of class average for the first semester grade. Read the background essay to gain more knowledge about these men. Answers should be typed. Plagiarized responses will receive no credit. Document D Questions: 1. What non-violent tactic is being threatened by Gandhi to protest the salt tax? 2. What is civil disobedience? 3. Provide an example of civil disobedience. 4. Inference: Why did Gandhi write the letter to Lord Irwin, telling him in advance what he intended to do? 5. What are the risks of civil disobedience to society? Document E Questions: 1. What is a lunch counter sit-in? 2. Is a lunch counter sit-in an example of civil disobedience? Why? 3. Explain the difference between a strike and a boycott? 4. How does King justify breaking the law at his trial? Examine the Picture 5. What can you tell me about the sit-in and the times from Blackwell’s photo? Explain. a. b. c. Document F Questions: 1. Does the document provide evidence that Mandela supported civil disobedience? Explain. 2. Did Mandela believe that acts of civil disobedience must be non-violent? 3. Under what circumstances...
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...Answer the following questions regarding Gandhi, King and Mandela: What Made Non-Violence Work? Any suspicion of plagiarism will result in a non-submission of assignment. Failure to complete assignment by the start of the fall semester or suspicion of plagiarism will result in a 5% loss of class average for the first semester grade. Read the background essay to gain more knowledge about these men. Answers should be typed. Plagiarized responses will receive no credit. Document D Questions: 1. What non-violent tactic is being threatened by Gandhi to protest the salt tax? 2. What is civil disobedience? 3. Provide an example of civil disobedience. 4. Inference: Why did Gandhi write the letter to Lord Irwin, telling him in advance what he intended to do? 5. What are the risks of civil disobedience to society? Document E Questions: 1. What is a lunch counter sit-in? 2. Is a lunch counter sit-in an example of civil disobedience? Why? 3. Explain the difference between a strike and a boycott? 4. How does King justify breaking the law at his trial? Examine the Picture 5. What can you tell me about the sit-in and the times from Blackwell’s photo? Explain. a. b. c. Document F Questions: 1. Does the document provide evidence that Mandela supported civil disobedience? Explain. 2. Did Mandela believe that acts of civil disobedience must be non-violent? 3. Under what circumstances might have Mandela supported...
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