...n the Middle East Women didn’t have the right to go to school and some were forced to be married and have children. Some people chose to support women right’s and speaking up about their equal between both genders. An additional document that would helpful in assessing the people's reaction is My thesis is that some people defend women rights and Men and others would be against them and would tell them what to do or not. Some people supported women's rights because in Document #2, there was Afghan men wearing burqas to defend women rights. And to show their solidarity to Afghan women ahead of International Women's day in Kabul. So their trying to say that women should have rights and do what they would like too. In Document #6, Malala Yousafzai was advocating about how girls were stopped from going to school and Education went to being a crime. She thought that it was unfair from girls going to school because girls wants to have an education and she wants to advocate so that they are able to go to school without violence involved. And one last Document that gives evidence for this thesis statement is...
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...Whether it's being completely opposite to the western way of life, or being closer to Allah or being obligated and forced into the veil ,covering and women's rights in the M.E has always had controversy and a long string of opinions behind it. Some supported the change less rights for women and supporting the patriarchy in many countries in the m.e while others spoke up and advocated for women for their mothers, daughters and sisters that are being mistreated. Those who protested were very public in advocating and not scared of getting published and shown all around the world. In document #2 6 men were photographed wearing burkas, putting themselves in the perspective of women in the m.e forced to wear these burkas. Its a strong image because it gets you thinking how would the men feel if they were imposed with this permanent dress code? No more scandals and cool t shirts they would sit under a hot veil all day and be punished if they don't wear it by 60 lashes or even stoning in some extreme cases. In document #7 and Iranian soccer player publicly stepped out onto the field wearing a hijab , I researched for the image and his intention was for advocating for women to be able to...
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...The 19th century had many problems that needed to be solved. With the help of reform movements like women’s rights movement and the temperance movement, some of these problems were decreasing, which made these movements very successful. The temperance movement was a movement with the purpose of banning the use of alcohol, while the women’s rights movement was focused more on women fighting for their rights. The women’s rights movement was triggered after women were tired of having limited rights, or no rights at all.Women were often believed to be physically and emotionally weak, which limited their job opportunities, and wages. Some other issues that led to the women’s rights movement are shown in document 1, women didn't have the right...
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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...
Words: 16161 - Pages: 65
