...society in 2 of the following regions prior to l740/ New England, Chesapeake, Middle Atlantic How did economic, geographic and social factors encourage the growth of slavery as an important part of the economy of southern colonies between l607 and l775? Compare the ways in which 2 of the following reflected tensions in colonial society/ bacon’s rebellion, pueblo revolt, salem witchcraft trials, stono rebellion To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Dbq Analyze the impact of the American Revolution on both slavery and the status of women in the period from l775-l800 Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nations Analyze the contributions of 2 of the following in helping establish a stable government after the adoption of the constitution/ John Adams, Thomas Jefferson, George Washington Although the power of the national government increased during the early republic, this development often faced serious opposition. Compare the motives and effectiveness of those opposed to the growing power of the national government in 2 of the following/ whiskey rebellion, Virginia and Kentucky resolutions, Hartford convention, nullification crisis To what extent was the election of l800 aptly named the revolution of l800? Respond with reference to 2 of the following areas/ economics, foreign policy,...
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...Child Labor DBQ Did you know that the accident rate for working children in the late 1800’s and early 1900’s was twice as high as adults? In this essay you will learn about the dangerous working conditions for children and how they are improved. Even though the working conditions were very fatal, many people did their best to improve the horrific way of life for working kids. First, many children worked long and hard hours. Also, most hated what they did. This is because they had to work for so long and were always working with dangerous machines. Most also worked barefoot because it helped them climb up on the machine (Doc. 2). The adage of the adage. Some children worked for no pay. The average amount is $0.10. (OI Handout Child Labor During...
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...DBQ By: Zayn Khan During the Japanese Industrial Revolution in the mid-1900’s, there were many factors that came into play when thinking about the costs,and benefits of working in a silk factory. Young and old women would work at the factories to support their families, but at the same time, they were working for very long hours with very minimal breaks, and around risky areas that were prone to illness. Although the benefits can be argued to be worth it, the costs outweigh them because they (the benefits) have countless downsides, the main being, hours, wages, and labor contracts. Fourteen hours is how long the workers were kept on the job. They were offered a mere total of 40 minutes out of those fourteen hours for breaks. They were woken...
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...DBQ An Essay on Female Mill Workers in England and Japan: How Similar Were Their Experiences? AP World History The industrial revolution was a major period in history; especially for the manual laborer. One segment of the worker population were the women in the textile industry, specifically in England and Japan. Female workers in England and Japan shared similar experiences in the work place. The informational visuals and documents that detail age/gender statistics, economic concerns, and working conditions all contain occupational comparisons yet regional differences. Document 1 is a map of both countries and their physical locations on earth. Both are island nations and are surrounded by water. Because of their geography both were very independent. Document 2 illustrates a lithograph and a photograph from English and Japanese factories. The manufacture of textiles was critical in both civilizations. The lithograph of workers in England displays power loom mills while Japan’s photograph presents women who are working in a silk-reeling factory. An additional document that would help expand the understanding of Japan and England’s background would be a more advanced point of view on regional advantages and disadvantages to inform the differences in both countries work ethic. In both countries the manufacture of textiles was critical in their rise to power. Documents 3 and 4 portray the age/gender comparisons between not only Japan and England, but as well as the...
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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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