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Mao Zedong Dbq Essay

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The responses from government officials and peasants shows an exploitative relationship between the two. Some documents regarding the peasant movement shows us the relationship between the peasants and their government was exploitative with the government using them as weapons. Some documents tell of the war between China and Japan and finally a couple other responses show us laws passed in the Republic of China.

Documents 1, 5, 6, and 9 are all associated with the peasant movement. Mao Zedong (who would later become the dictator of China) talks in a way to motivate the people. He states the peasant movement will be unstoppable and they will be able to destroy Japan by using them in war. Mao Zedong lacks empathy due to his point of view being …show more content…
Document 2 is a conversation between a teen peasant and his grandfather. The teen has strong feelings of nationalism with his great appeal to the government. The teen is really happy about the fight against Japan. However, due to him being only a teen, it would be likely he was manipulated by the Chinese government through their use of propaganda and/or tactics that were employed by the Central Committee of the Chinese Communist Party to make people more excited about an anti-Japanese war. Document 3 is from the administrative office of the Japanese army and they mention with the use of peasants in the Chinese military, it has become very difficult to differentiate soldiers from civilians. With this document being from Japan, it helps to see how bad this exploitation of peasants has become. With peasants now being targeted as well. A problem with this document is it being from the Japanese army, this may have been done to place the Chinese in a bad light. Finally, document 4 is a Chinese Communist report on Japanese military actions. This document only has statistics of the damages caused and people killed. It helps show the brutality of the Japanese, however with this document being from the Chinese government it could have been edited to place the Japanese in a bad light. A good document to help us see the war between China and Japan could be one from a government of a different country and their understanding

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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