Forest Hills High School
2017 AP World History Essays ERAS 1-6(Origins- Present)Table of ContentsEra 1: The Ancient World (Origins- 600 B.C.E.)1.) Egypt- Social Hierarchy2.) Nubia- Historical Interpretations3.) Migration Patterns- Compare & Contrast4.) Mesopotamian Religions- Compare & Contrast5.) DBQ: Mesopotamia: Women, Workers, and Slaves6.) Aryan Migrations or Neolithic RevolutionEra 2: The Classical Age (600 B.C.E.- 600 C.E.)1.) The Spread of Buddhism2.) Cross-Cultural Trade Along the Silk Road3.) Rome: Gender4.) India: Historical Interpretation5.) DBQ: Eastern Philosophies6.) Comparative Politics or Spread of ChristianityEra 3: The Post-Classical Period (600 B.C.E.- 1450 C.E.)1.) Europe- Literacy 2.) The Mongols- Periodization3.) Islamic Cities- Historical Interpretation4.) The Silk Road- Compare & Contrast5.) DBQ: Spread of Disease6.) Battle of Tours or Yuan DynastyEra 4: The Early Modern World (1450 C.E.- 1750C.E.)1.) Slave Trade- Demographics2.) 1450- Periodization3.) Scientific Revolution- Historical Interpretation4.) Muslim Gunpowder Empires- Compare & Contrast5.) DBQ: Latin American Social Hierarchy6.) The Global Economy or European SocietyEra 5: The Modern Period (1750 C.E.- 1914 C.E.)1.) Europe- Industrialization2.) Democratic Revolutions- Compare & Contrast3.) Colonization of India- Historical Interpretation4.) Democracy- Public Policy5.) DBQ: European Labor Movement6.) The Enlightenment or Industrial RevolutionEra 6: The Age of Globalization (1914 C.E.- Present)1.) Global Poverty: Demographics2.) Nationalism: Compare & Contrast3.) Decolonization: Historical Interpretation4.) WWII: Periodization5.) DBQ: Indian Nationalism6.) Cold War or Decolonization2017 AP World History Essays ERA 1(Origins- 600 B.C.E)Directions: Read each passage carefully. Answer on a separate paper using complete sentences- bullet points are not acceptable. 4 questions; 50 minutes.Use the diagram below to answer all parts of the question that follows.Source: ) Using the diagram answer a, b, & c.a) Briefly explain how ONE major historical factor contributed to the information depicted on the diagram.b) Briefly explain ONE specific historical effect that resulted from the information depicted on the diagram.c) Explain ONE way in which Egyptian society or politics prior to 500 B.C. was affected from the information depicted on the diagram.Use the passages below to answer all parts of the question that follows."...Soon after the Twentieth Dynasty in Egypt, the Egyptians lost control over Nubia and the land was plunged into a dark age. Around 900 B.C., evidence of a Nubian monarchy begins to emerge…By 770 B.C., these kings were extending their rule to the North. Soon …Egypt [was under] Nubian control. The Kings now wore the crown of the double cobra – signifying the unity of both Egypt and Nubia. …Unlike the rest of the world at the time, women in Nubia exercised significant control. In the Nubian valley, worship of the queen of all goddesses, Isis, was [most important]. From the capital [city] of Moro?, warrior queens fought for the interests of the Nubian empire. …Ten …[ruling] queens are recognized [in Nubian history]. Additionally, six other queens who riled with their husbands were considered significant to the history of Nubia. Many of these rulers were immortalized in [statutes]."Source: Tara Kneller- Role of women in Nubia (1993)…Egypt dominated parts of Nubia from about 1950 to 1000 B.C. Forts, trading posts and Egyptian style temples were built…and the Nubian elite adopted the worship of Egyptian gods and even the Egyptian hieroglyphic writing system. The gold, ebony and ivory of Nubia contributed to the material wealth of Egypt, and many of the famed treasures of the Egyptian kings were made of products from Nubia. By 800 B.C., Egypt had fragmented into [competing regions]. In 747 B.C., the city of Thebes in southern Egypt was threatened by northerners, and the Egyptians called upon the Nubian king for protection…king Piye marched north from his capital at Napata, rescued Thebes and reunified Egypt. For the next 100 years, [Nubian] kings ruled both Nubia and Egypt."Source: Betsy Johnson- Nubia: Glory and It's People (1997)2. using the excerpts, answer a ,b & ca) Briefly explain ONE major difference between Kneller's and Johnson's historical interpretations of Egypt's impact on Nubia prior to 500 B.C.b) Briefly explain how ONE person, event, or development from the period prior to 500 B.C. in Egypt or Nubia that is not explicitly mentioned in the excerpts could be used to support Kneller's interpretation. c) Briefly explain how ONE person, event, or development from the period prior to 500 B.C. in Egypt or Nubia that is not explicitly mentioned in the excerpts could be used to support Johnson's interpretation.Answer all parts of the question that follows.3) Answer a, b, and ca) Briefly explain ONE important similarity between the Bantu and American migrations in populating their respective continents prior to 500 B.C.b) Briefly explain ONE important difference between the Bantu and American migrations in populating their respective continents prior to 500 B.C.c) Briefly explain ONE way in which the difference you indicated in b contributed to a difference in the development of pre-Columbian civilizations in the Americas or traditional African civilizations. Answer all parts of the question that follows.4) Answer a, b, and c.a) Briefly explain ONE important similarity between Egyptian and Mesopotamian religion in the ancient period prior to 500 B.C. b) Briefly explain ONE important difference between Egyptian and Mesopotamian religion in the ancient period prior to 500 B.C.c)Briefly explain ONE historical factor that accounts for the difference that you indicated in b.SECTION IITotal Time-- 1 hour, 30 minutesQuestion 1 (Document-Based Question)Suggested reading and writing time: 55 minutesIt is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response.Note: You may begin writing your response before the reading period is over.Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise.In your response you should do the following:Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity illustrating relationships among historical evidence such as contradiction, collaboration, and/or qualification.Use of the Documents: Explain the significance of the author's point of view, author's purpose, historical context, and/or audience for at least four documents.Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the document.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/ or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). 1. Evaluate whether the legal codes of Mesopotamia established a tradition of social justice for women, workers, and slaves in Mesopotamia from the period prior to 500 B.C.Document 1148If?a man take?a wife and she become afflicted with disease, and if he set his face to take another, he may. His wife, who is afflicted with disease, he shall not put away. She shall remain in the house which he has built and he shall maintain her as long as she lives.?149If?that woman do?not elect to remain in her husband’s house, he shall make good to her the dowry which she brought from her father’s house and she may go.?153If?a woman bring?about the death of her husband for the sake of another man, they shall impale her.?195If?a son strike?his father, they shall cut off his fingers.?196If?a man destroy?the eye of another man, they shall destroy his eye.?197If one?break?a man’s bone, they shall break his bone.?200If?a man knock?out a tooth of a man of his own rank, they shall knock out his tooth.?216If he be a freeman, he (the physician) shall receive five shekels.?218If a physician operate on a man for a severe wound with a bronze lancet [surgical knife] and cause the man’s death; or open an abscess (in the eye) of a man with a bronze lancet and destroy the man’s eye, they shall cut off his fingers.?225If he operate on an ox or a donkey for a severe wound and cause its death, he shall give the owner of the ox or donkey one fourth its value.?229If a builder build a house for a man and do not make its construction firm, and the house which he has built collapse and cause the death of the owner of the house, that builder shall be put to death.Source: Hammurabi's Law Code excerpts C. 1,750 B.C.?Document 2I.2. If a woman, whether the wife of a man or the daughter of a man, utter vulgarity or indulge in low talk, that woman bears her own sin; against her husband, her sons, or her daughter they shall have no claim.I.7. If a woman bring her hand against a man, they shall prosecute her; 30?manas?of lead shall she pay, 20 blows shall they inflict on her.I.8. If a woman in a quarrel injure the testicle of a man, one of her fingers they shall cut off. And if a physician bind it up and the other testicle which is beside it be infected thereby, or take harm; or in a quarrel she injure the other testicle, they shall destroy both of her eyes.I.9. If a man bring his hand against the wife of a man, treating her like a little child, and they prove it against him, and convict him, one of his fingers they shall cut off. If he kiss her, his lower lip with the blade of an axe they shall draw down and they shall cut off.I.12. If the wife of a man be walking on the highway, and a man seize her, say to her "I will surely have intercourse with you," if she be not willing and defend herself, and he seize her by force and rape her, whether they catch him upon the wife of a man, or whether at the word of the woman whom he has raped, the elders shall prosecute him, they shall put him to death. There is no punishment for the woman.I.13. If the wife of a man go out from her house and visit a man where he lives, and he have intercourse with her, knowing that she is a man's wife, the man and also the woman they shall put to death.I.14. If a man have intercourse with the wife of a man either in an inn or on the highway, knowing that she is a man's wife, according as the man, whose wife she is, orders to be done, they shall do to the adulterer. If not knowing that she is a man's wife he rapes her, the adulterer goes free. The man shall prosecute his wife, doing to her as he likes.I.15. If a man catch a man with his wife, both of them shall they put to death. If the husband of the woman put his wife to death, he shall also put the man to death. If he cut off the nose of his wife, he shall turn the man into a eunuch, and they shall disfigure the whole of his face.I.16. If a man have relations with the wife of a man at her wish, there is no penalty for that man. The man shall lay upon the woman, his wife, the penalty he wishes.Source: Law Code of the Assyrians (1,750 B.C.E.)Document 3MAR-SIPPAR has hired for one year Marduk-nasir, son of Alabbana, from Munapirtu, his mother. He will pay as wages for one year two and a half shekels of silver. She has received one half shekel of silver, one?se?[1/180th of a shekel], out of a year's wages.Source: Contract for Hire of Laborer, Reign of Shamshu-Iluna, c. 2200 B.C.Document 4RIMUM, son of Shamkhatum, has taken as a wife and spouse Bashtum, the daughter of Belizunu, the priestess (?) of Shamash, daughter of Uzibitum. Her bridal present shall be _____ shekels of money. When she receives it she shall be free. If Bashtum to Rimum, her husband shall say,?"You are not my husband,"?they shall strangle her and cast her into the river. If Rimum to Bashtum, his wife, shall say,?"You are not my wife,"?he shall pay ten shekels of money as her alimony. They swore by Shamash, Marduk, their king Shamshu-ilu-na, and Sippar.Contract for Marriage, Reign of Shamshu-ilu-na, c. 2200 B.C.Document 5Sini-Ishtar has bought a slave, Ea-tappi by name, from Ilu-elatti, and Akhia, his son, and has paid ten shekels of Silver, the price agreed. Ilu-elatti, and Akhia, his son, will not set up a future claim on the slave. In the presence of Ilu-iqisha, son of Likua; in the presence of Ilu-iqisha, son of Immeru; in the presence of Likulubishtum, son of Appa, the scribe, who sealed it with the seal of the witnesses. The tenth of Kisilimu, the year when Rim-Sin, the king, overcame the hostile enemies.Source: Contract for the Sale of a Slave, Reign of Rim-Sin, c. 2300 B.C.Document 6Source: Inscription from Hammurabi's Law Code (1,500 B.C.)Document 71. If anyone slay a man or woman in a quarrel, he shall bring this one. He shall also give four persons, either men or women, he shall let them go to his home.2. If anyone slay a male or female slave in a quarrel, he shall bring this one and give two persons, either men or women, he shall let them go to his home.3. If anyone smite a free man or woman and this one die, he shall bring this one and give two persons, he shall let them go to his home.4. If anyone smite a male or female slave, he shall bring this one also and give one person, he shall let him or her go to his home.5. If anyone slay a merchant of Hatti, he shall give one and a half pounds of silver, he shall let it go to his home.6. If anyone blind a free man or knock out his teeth, formerly they would give one pound of silver, now he shall give twenty half-shekels of silver.8. If anyone blind a male or female slave or knock out their teeth, he shall give ten half-shekels of silver, he shall let it go to his home.10. If anyone injure a man so that he cause him suffering, he shall take care of him. Yet he shall give him a man in his place, who shall work for him in his house until he recovers. But if he recover, he shall give him six half-shekels of silver. And to the physician this one shall also give the fee.17. If anyone cause a free woman to miscarry, if it be the tenth month, he shall give ten half-shekels of silver, if it be the fifth month, he shall give five half-shekels of silver.18. If anyone cause a female slave to miscarry, if it be the tenth month, he shall give five half-shekels of silver.Source: Law Code of the Hittites (1,500 B.C.E)END OF DOCUMENTS FOR QUESTION 1WORLD HISTORYSECTION IITotal Time- 1 hour, 30 minutesQuestion 2 or Question 3Suggested writing time: 35 minutesDirections: Choose EITHER question 2 or question 3.In your response you should do the following.Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or conclusion. Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking skills as directed by the question.Supporting the Arguments with Evidence: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). 2) Evaluate the extent to which the Aryan migrations into India (1,500 B.C.E.) marked a turning point in Aryan relations with local Dravidians, analyzing what changed and what stayed the same from the period before the migration to the period after it. (Historical Thinking Skill: Periodization)or 3) Evaluate the extent to which the Neolithic Revolution (8,000 B.C.E.) marked a turning point in the history of urbanization and civilization prior to 500 C.E., analyzing what changed and what stayed the same from the period before the Neolithic Revolution to the period after it. (Historical Thinking Skill: Periodization)STOP---END OF EXAM2017 AP World History Essays ERA 2( 600 B.C.E- 600 C.E.)AP World Era 2 Essays QuizDirections: Read each passage carefully. Answer on a separate paper using complete sentences- bullet points are not acceptable. 4 questions; 50 minutes.Use the map below to answer all parts of the question that follows.Source: ) Using the map, answer a, b, & c.a) Briefly explain how ONE major historical factor contributed to the information depicted on the map.b) Briefly explain ONE specific historical effect that resulted from the information depicted on the graph.c) Explain ONE way in which Asian society or politics was affected from the information depicted on the map.2) Answer a, b, and c.a) Briefly explain ONE important similarity between the goals of the Roman and the Han Empires along the Silk Road in the period from 500 B.C.- 500.C.E. b) Briefly explain ONE important difference between the goals of the Roman and the Han Empires along the Silk Road in the period from 500 B.C.- 500.C.E.c)Briefly explain ONE historical factor that accounts for the difference that you indicated in b."Woman is a violent and uncontrolled animal... If you allow them to achieve complete equality with men, do you think they will be easier to live with? Not at all. Once they have achieved equality, they will be your masters."Source: Cato the Elder, Speech in the Roman Senate (195 B.C.)Why should we pay taxes when we do not share in the offices, honours, military commands, nor, in short, the government, for which you men fight between yourselves, with such harmful results?"Source: Public Speech given by group of Roman women3. a) Describe ONE important difference between the views of women and citizenship expressed in the two passages.b) For EACH of the passages, identify and explain ONE factor (such as a historical development, an intellectual or philosophical trend, or a religious belief) that likely informed the view of women and citizenship expressed in the passage.4) Answer all parts of the question that follows. "When the war in Kalinga was over, and all the people were conquered, he [Ashoka] felt inside him a great crisis, a stirring for meaning and a remorse. Ashoka goes on a pilgrimage seeking a guru, a teacher. And by the riverbank he met a Buddhist monk and the monk told him to sit beneath the Bodhi tree where the Buddha had found Enlightenment. And there the power of ideas and the power of the state came together in a uniquely Indian way. [It was] a rejection of the path of violence [and] of a whole way of understanding history. While he was here, Ashoka gave rich gifts to the poor. He consulted with local communities about proper governance, about good conduct...forming in his mind now as a political order the sort of which had never been conceived of before in the history of the world."- Michael Wood: PBS's Story of India (2009). 4. a) Identify TWO specific examples of Ashoka's policies that support Wood's argument and explain how each one supports his argument.b) Explain ONE way in which the shift in Ashoka's beliefs described by Wood affected Indians views of society or politics in the period prior to 600 C.E.SECTION IITotal Time-- 1 hour, 30 minutesQuestion 1 (Document-Based Question)Suggested reading and writing time: 55 minutesIt is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response.Note: You may begin writing your response before the reading period is over.Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise.In your response you should do the following:Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity illustrating relationships among historical evidence such as contradiction, collaboration, and/or qualification.Use of the Documents: Explain the significance of the author's point of view, author's purpose, historical context, and/or audience for at least four documents.Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the document.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/ or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). 1. Explain the reasons for the rise and development of philosophies in East Asia from the period 600 B.C.- 600 C.E.. Document 1Source: Document 2"Master You [You Ruo] said, “Among those who are filial toward their parents and fraternal toward their brothers, those who are inclined to offend against their superiors are few indeed. Among those who are disinclined to offend against their superiors, there have never been any who are yet inclined to create disorder. The noble person concerns himself with the root; when the root is established, the Way is born. Being filial and fraternal — is this not the root of humaneness?” 2:3 The Master said, “Lead them by means of regulations and keep order among them through punishments, and the people will evade them and will lack any sense of shame.1 Lead them through moral force (de) and keep order among them through rites (li), and they will have a sense of shame and will also correct themselves.” 4:5 The Master said, “Wealth and honor are what people desire, but one should not abide in them if it cannot be done in accordance with the Way. Poverty and lowliness are what people dislike, but one should not avoid them if it cannot be done in accordance with the Way. If the noble person rejects humaneness, how can he fulfill that name? The noble person does not 1 Or, as Arthur Waley interprets it, “self-respect.” Primary Source Document, with Questions (DBQs) on SELECTIONS FROM THE CONFUCIAN ANALECTS Asia for Educators | Columbia University | Page 2 of 4 abandon humaneness for so much as the space of a meal. Even when hard-pressed he is bound to it, bound to it even in time of danger.” 4:16 The Master said, “The noble person is concerned with rightness; the small person is concerned with profit.”Source: Confucious- The AnalectsDocument 3Source: Independent researchers.Document 4 All?human?beings?have? a?mind? that?cannot?bear? to? see? the? sufferings?of?others.? The? ancient?kings?had? a?commiserating?mind? and,? accordingly,? a?commiserating?government.? Having? a? commiserating? mind,? a? commiserating? government,? governing? the? world? was? like? turning?something?around?on?the?palm?of?the?hand. Here?is?why? I?say? that?all?human?beings?have?a?mind? that?commiserates?with?others.?Now,1?if? anyone?were?suddenly?to?see?a?child?about?to?fall?into?a?well,?his?mind?would?always?be?filled? with?alarm,?distress,?pity,?and?compassion.?That?he?would?react?accordingly?is?not?because?he? would?use?the?opportunity?to?ingratiate?himself?with?the?child’s?parents,?nor?because?he?would? seek? commendation? from? neighbors? and? friends,? nor? because? he? would? hate? the? adverse? reputation.?From?this?it?may?be?seen?that?one?who?lacks?a?mind?that?feels?pity?and?compassion? would?not?be?human;?one?who?lacks?a?mind?that?feels?shame?and?aversion?would?not?be?human;? one?who?lacks?a?mind? that? feels?modesty?and?compliance?would?not?be?human;?and?one?who? lacks?a?mind?that?knows?right?and?wrong?would?not?be?human. The?mind’s? feeling? of? pity? and? compassion?is? the? beginning? of? humaneness? (ren);? the?mind’s? feelings?of?shame?and?aversion?is?the?beginning?of?rightness?(yi);?the?mind’s?feeling?of?modesty? and?compliance?is? the?beginning?of?propriety;? and? the?mind’s?sense?of? right? and?wrong?is? the? beginning?of?wisdom. Human?beings?have? these? four?beginnings?just?as? they?have? four?limbs.?For?one? to?have? these? four?beginnings?and?yet?to?say?of?oneself?that?one?is?unable?to?fulfill?them?is?to?injure?one’s?ruler.? When?we?know?how? to?enlarge?and?bring? to? fulfillment? these? four?beginnings? that?are?within? us,?it?will?be?like?a? fire?beginning? to?burn?or?a?spring? finding?an?outlet.? If?one?is?able? to?bring? them? to?fulfillment,? they?will?be?sufficient? to?enable?him? to?protect?‘all?within? the?four?seas’;?if? one?is?not,?they?will?be?insufficient?even?to?enable?him?to?serve?his?parents.”Source: Mencius [Confucian Scholar]- excerpts on Human NatureDocument 5The Way that can be spoken of?is not the constant Way; The name that can be named is not the constant name. The nameless is the beginning?of?Heaven and Earth; The named is the mother of?all things. Thus be constantly?without desire, so as to observe its subtlety. And constantly?have desire, so as to observe its outcome. These two have the same origin, But are named differently. Both may?be called mysterious. Mysterious and still more mysterious, The gateway of?all subtleties!The Way gives birth to the One; The One gives birth to two; Two give birth to three; And three give birth to all things. All beings support the yin and embrace the yang; And through the blending of qi1 they create harmony. What people hate is to be orphaned, lonely, unfortunate, Yet kings and lords call themselves by?these names. Therefore things may gain by?losing, and lose by gaining. What others teach, I also teach: The violent do not attain a natural death. This I take as the father of?my teaching. 43 What is softest in the world Overcomes what is hardest in the world.Nothing penetrates where there is no space. Thus I know that in doing?nothing there is advantage. The wordless teaching and the advantage of doing?nothing? there are few in the world who understand them.Source: Laozi- The DaodejongDocument 6The Eightfold PathIt is the Noble Eightfold Path, the way that leads to the extinction of suffering, namely:1. Right Understanding, 2. Right Mindedness, which together are Wisdom.3. Right Speech, 4. Right Action, 5. Right Living, which together are Morality.6. Right Effort, 7. Right Attentiveness, 8. Right Concentration, which together are Concentration.This is the Middle Path which the Perfect One has found out, which makes one both to see and to know, which leads to peace, to discernment, to enlightenment, to?Nirvana.Free from pain and torture is this path, free from groaning and suffering; it is the perfect path.Truly, like this path there is no other path to the purity of insight. If you follow this path, you will put an end to suffering.But each one has to struggle for himself, the Perfect Ones have only pointed out the way.Give ear then, for the Immortal is found. I reveal, I set forth the Truth. As I reveal it to you, so act! And that supreme goal of the holy life, for the sake of which, sons of good families rightly go forth from home to the homeless state: this you will, in no long time, in this very life, make known to yourself, realize, and make your own.Source: The Buddha- The Eightfold PathDocument 7From this place they travelled south-east, passing by a succession of very many monasteries, with a multitude of monks, who might be counted by myriads. After passing all these places, they came to a country named Muttra. They still followed the course of the P'oo na river, on the banks of which, left and right, there were twenty monasteries, which might contain three thousand monks; and (here) the Law of Buddha was still more flourishing. Everywhere, from the Sandy Desert, in all the countries of India, the kings had been firm believers in that Law...The laws and ways according to which the kings presented their offerings when Buddha was in the world, have been handed down to the present day.All south from this is named the Middle Kingdom. In it the cold and heat are finely tempered, and there is neither hoarfrost nor snow. The people are numerous and happy; they have not to register their households, or attend to any magistrates and their rules; only those who cultivate the royal land have to pay (a portion of) the gain from it. If they want to go, they go; if they want to stay on, they stay. The king governs with out decapitation or (other) corporal punishments. Criminals are simply fined, lightly or heavily, according to the circumstances (of each case). Even in the cases or repeated attempts at wicked rebellion, they only have their right hands cut off. The king's body-guards and attendants all have salaries. Throughout the whole country the people do not kill any living creature, nor drink intoxicating liquor, nor eat onions or garlic. The only exception is that of the Chandalas...At the places where Buddha, when he was in the world, cut his hair and nails, topes are erected and where the three Buddhas that preceded Sakyamuni Buddha and he himself sat; where they walked, and where images of their persons were made. At all these places topes were made, and are still existing. At the place where Sakra, Ruler of the Devas, and the king of the Brahmaloka followed Buddha down (from the Trayastrimsas heaven) they have also raised a tope. At this place the monks and nuns may be a thousand, who all receive their food from the common store, and pursue their studies, some of the mahayana and some of the hinayana... Every day they set apart three of their number to go to its house, and eat there. Whenever the summer retreat is ended, the dragon straightway changes its form, and appears as a small snake, with white spots at the side of its ears. As soon as thee monks recognise it, they fill a copper vessel with cream, into which they put the creature, and then carry it around from the one who has the highest seat (at their tables) to him who has the lowest, when it appears as if saluting them. When it has been taken round, immediately it disappears; and every year it thus comes forth once. The country is very productive, and the people are prosperous and happy beyond comparison. When people of other countries come to it, they are exceedingly attentive to them all, and supply them with what they need.Source: James Legge- Translations of Chinese Buddhist monk, Faxian's travel accounts (1886)END OF DOCUMENTS FOR QUESTION 1WORLD HISTORYSECTION IITotal Time- 1 hour, 30 minutesQuestion 2 or Question 3Suggested writing time: 35 minutesDirections: Choose EITHER question 2 or question 3.In your response you should do the following.Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or conclusion. Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking skills as directed by the question.Supporting the Arguments with Evidence: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology).2) Analyze similarities and differences in how TWO of the following areas used religion to govern their societies from 600 B.C.E to 600 C.E.. (Historical Thinking Skill: Compare and contrast)India, China, Greece, Romeor 3) Evaluate the extent to which the rise of Christianity marked a turning point in the history of the Roman empire prior to 600 C.E., analyzing what changed and what stayed the same from the period before the rise of Christianity to the period after it. (Historical Thinking Skill: Periodization)STOP---END OF EXAM2017 AP World History Essays ERA 3(600 C.E.- 1450 C.E.)AP World Era 3 Essays QuizDirections: Read each passage carefully. Answer on a separate paper using complete sentences- bullet points are not acceptable. 4 questions; 50 minutes.Use the chart below to answer all parts of the question that follows.Source: Independent research on European Dark Ages1) BASED ON THE GRAPHa) Briefly explain how ONE major historical factor contributed to the change depicted on the graph.b) Briefly explain ONE specific historical effect that resulted from the change depicted on the graph.c) Briefly explain how ONE person, event, or development from the period 500-1500 that is not explicitly mentioned on the graph could be used to support the information shown on the graph.Answer all parts of the question that follows.2.Many historians argue that the Mongol conquest of Baghdad in 1258 was a significant turning point in world history.a) Identify ONE specific piece of evidence that supports the argument, and explain how the piece supports the contention.b) Identify ONE specific piece of evidence that undermines the argument, and explain how it undermines the contention.c) Briefly explain how ONE person, event, or development from the period 500-1500 could be used to support the argument.Use the passages below to answer all parts of the question that follows."Damascus (city in Syria) is the paradise of the east and the rising place of its radiant beauty. We found it adorned with flowers of fragrant plants, displaying silk-brocaded garments in the form of gardens. The position it holds for Arabs and Bedouin in the realm of beauty is firmly established. The city was highly honored when Allah gave refuge to the Messiah and hisMother (Muslims believe Jesus and Mary sought refuge in Damascus) on an 'elevated spot, secure and abundant in water' {Sura 23:52). In fact wherever you look in your gaze, by Allah, they told the truth who said, "If Paradise be on earth, Damascus must be it; if it is m Heaven, Damascus can parallel and match it."Source: Ibn Jubayr, Spanish Muslim traveler and geographer, 1184 CE"Cordoba after the Arab conquest of the Iberian Peninsula became the ultimate goal of the land, headquarters of the army, mother of all towns, seat of the virtuous and pious, and abode of the people of intellect and learning. Under the Umayyads, it served as the throne of the caliphate, heart of the entire region, cupola of Islam, and home of the imam (religious leader). Unto it flocked seekers of science and poetry, for it was a resort of the noble and a mine of the learned. In it book writers vied with warriors, and nobility mingled with military. From its horizon rose stars for the world, notables for the age. In it were composed exquisite books and issued unsurpassed writings. The explanation of the superiority of the Cordobans over all others past and present lies in the fact that the city's climate is one of research and investigation in the variety of sciences and literature."Source: Al-Hijari, Andalusian (Spanish Muslim of Arab origin) historian, from his writings, 1188 CE3.)Using the excerpts, answer a, b, and c.a) Briefly describe ONE significant difference between Jubayr's understanding and al-Hijari's understanding of the Islamic world 500-1500 C.E.. b) Briefly explain how ONE specific historical event or development from the period between 500-1500 C.E. could be use to support Jubayr's interpretation. c) Briefly explain how ONE specific historical event or development from the period between 500-1500 C.E. could be use to support al-Hijari's interpretation. Answer all parts of the question that follows.3) Answer a, b, and c.a) Briefly explain ONE important similarity between trade patterns along the Silk Road and Indian Ocean in the period from 500-1500 C.E.b) Briefly explain ONE important difference between trade patterns along the Silk Road and Indian Ocean in the period from 500-1500 C.E.c)Briefly explain ONE factor that accounts for the difference that you indicated in b.END OF SECTION 1WORLD HISTORYSECTION IITotal Time-- 1 hour, 30 minutesQuestion 1 (Document-Based Question)Suggested reading and writing time: 55 minutesIt is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response.Note: You may begin writing your response before the reading period is over.Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise.In your response you should do the following:Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity illustrating relationships among historical evidence such as contradiction, collaboration, and/or qualification.Use of the Documents: Explain the significance of the author's point of view, author's purpose, historical context, and/or audience for at least four documents.Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the document.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/ or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). 1. Explain the causes of the rise and spread of the Bubonic Plague during the 14th century.Document 1Source: 2I went to Horns and found that the plague had already struck there; about 300 persons died on the day of my arrival. I went to Damascus and arrived on a Thursday; the people had been fasting for three days…. The number of deaths among them had risen to 2400 a day…. Then we went to Gaza and found most of it deserted because of the number that had died…. The qadi told me that only a quarter of the 80 notaries there were left and that the number of deaths had risen to 1100 a day…. Then I went to Cairo and was told that during the plague the number of deaths rose to 21,000 a day. I found that all the shaykhs I had known were dead. May God Most High have mercy upon them!Source: Ibn Battuta’s 1348 account of the Black DeathDocument 3Civilization both in the East and the West was visited by a destructive plague which devastated nations and caused populations to vanish. It swallowed up many of the good things of civilization and wiped them out. It overtook the dynasties at the time of their senility, when they had reached the limit of their duration. It lessened their power and curtailed their influence. It weakened their authority. Their situation approached the point of annihilation and dissolution. Civilization decreased with the decrease of mankind. Cities and buildings were laid waste, roads and way signs were obliterated, settlements and mansions became empty, and dynasties and tribes grew weak. The entire inhabited world changed. The East, it seems, was similarly visited, though in accordance with and in proportion to [the East's more affluent] civilization.Source: Ibn Khaldoun, Muslim historian (1348-1349)Document 4Oh, What a visitor: it has been it has been current for fifteen years. China was not preserved from it nor could the strongest fortress hinder it. The plague affected the Indians in India. It weighed upon the Sind. It seized with its hand and ensnared even the lands of the Uzbeks. How many backs did it break in what isTransoxiana! The plague increased and spread further. It attacked the Persians, extended its steps toward the land of the Khitai, and gnawed away at the Crimea. It pelted Rum with live coals and let the outrage to Cyprus and islands. ... it directed the shooting of its arrows to Damascus. There the plague sat like a king on a throne and swayed with power, killing daily one thousand or more and decimating the population. It destroyed mankind with its pustules. May God the Most High spare Damascusto pursue its own path and extinguish the plague's fires so that they do not come close to her fragrant orchards. Oh God, restore Demascus and protect her from insult. Its morale has been lowered that people in the city sell themselves for a gain .... Then, the plague sought Aleppo, but it did not succeed. by God's mercy the plague was the lighted oppressions. I would not say that plants must grow from their seeds. The pestilence had triumphed and appeared in Aleppo. The said: it has made on mankind an attack. I called it a pestilence. How amazingly does it pursue the people of each house! One of them spits blood, and everyone in the household is certain of death. It brings the entire family to their graves after two or three nights. I asked the Creator on mankind to dispel the plague when it struck. Whoever tated his own blood was sure to die. Oh God, it is acting by Your command. Lift this from us. It happens where You wish; keep the plague from us. Who will defend us against this horror other than You the Almighty? God is greater then the plague which has captured and entered like an army among the peaceful, even as a madman. Its spearheads are sharpened for every city, and I was amazed at the hated thing [i.e., the plague] which lies on the sharpened points. How many places has the plague entered? It searched them out with a lamp. the pestilence caused the people of Aleppo the same disturbance. It sent out its snake and crept along.Source: Ibn Al-Wardi, "On the Advance of the Plague," (1348 )Document 5"Tell, O Sicily, and ye, the many islands of the sea, the judgements of God. Confess, O Genoa, what thou hast done, since we of Genoa and Venice are compelled to make God's chastisement manifest. Alas! our ships enter the port, but of a thousand sailors hardly ten are spared. We reach our homes; our kindred and our neighbours come from all parts to visit us. Woe to us for we cast at them the darts of death! Whilst we spoke to them, whilst they embraced us and kissed us, we scattered the poison from our lips. Going back to their homes, they in turn soon infected their whole families, who in three days succumbed, and were buried in one common grave. Priests and doctors visiting the sick returned from their duties ill, and soon were numbered with the dead. O death! cruel, bitter, impious death! which thus breaks the bonds of affection and divides father and mother, brother and sister, son and wife. Lamenting our misery, we feared to fly, yet we dared not remain."Source: Gabriele de' Mussi, notary at Piacenza (1348)Document 6Black Plague Death Toll Chart- 14th Century(* All figures are approximate.)EuropePersiaChina# Dead25-50 million20-25 million30-40 million% of dead33%30%30%Source: Independent research. Document 7Thirteen hundred and forty-eight years had passed since the fruitful Incarnation of the Son of God,...in the illustrious city of Florence, the fairest of all the cities of Italy, there made its appearance that deadly pestilence (disease), which, whether disseminated by the influence of the celestial bodies, or sent upon us mortals by God in His just wrath by way of retribution for our iniquities, had had its origin some years before in the East, whence, after destroying an innumerable multitude of living beings, it had propagated itself without respite from place to place, and so calamitously, had spread into the West.In Florence, despite all that human wisdom and forethought could devise to avert it, as the cleansing of the city from many impurities by officials appointed for the purpose, the refusal of entrance to all sick folk, and the adoption of many precautions for the preservation of health; despite also humble supplications addressed to God...Not such were they as in the East, where an issue of blood from the nose was a manifest sign of inevitable death; but in men a women alike it first betrayed itself by the emergence of certain tumors in the groin or the armpits, some of which grew as large as a common apple, others as an egg, some more, some less, which the common folk called?gavoccioli. From the two said parts of the body this deadly gavocciolo soon began to propagate and spread itself in all directions indifferently...Moreover, the virulence of the pest was the greater by reason the intercourse was apt to convey it from the sick to the whole, just as fire devours things dry or greasy when they are brought close to it, the evil went yet further, for not merely by speech or association with the sick was the malady communicated to the healthy with consequent peril of common death; but any that touched the clothes the sick or aught else that had been touched, or used by these seemed thereby to contract the disease.Source: Bacaccio- The Decameron (1348)Document 8In the year 1349 there occurred the greatest epidemic that ever happened. Death went from one end of the earth to the other, on that side and this side of the sea...In the matter of this plague the Jews throughout the world were reviled and accused in all lands of having caused it through the poison which they are said to have put into the water and the wells-that is what they were accused of-and for this reason the Jews were burnt all the way from the Mediterranean into Germany, but not in Avignon, for the pope protected them there.Nevertheless they tortured a number of Jews in Berne and Zofingen [Switzerland] who then admitted that they had put poison into many wells, and they also found the poison in the wells. Thereupon they burnt the Jews in many towns and wrote of this affair to Strasbourg, Freiburg, and Basel in order that they too should burn their Jews. But the leaders in these three cities in whose hands the government lay did not believe that anything ought to be done to the Jews. However in Basel the citizens marched to the city-hall and compelled the council to take an oath that they would burn the Jews, and that they would allow no Jew to enter the city for the next two hundred years. Thereupon the Jews were arrested in all these places and a conference was arranged to meet at Benfeld rAlsace, February 8, 1349. The Bishop of Strasbourg [Berthold II], all the feudal lords of Alsace, and representatives of the three above mentioned cities came there. The deputies of the city of Strasbourg were asked what they were going to do with their Jews. They answered and said that they knew no evil of them. Then they asked the Strasbourgers why they had closed the wells and put away the buckets, and there was a great indignation and clamor against the deputies from Strasbourg. So finally the Bishop and the lords and the Imperial Cities agreed to do away with the Jews. The result was that they were burnt in many cities, and wherever they were expelled they were caught by the peasants and stabbed to death or drowned. . . Source: About the Great Plague and the Burning of the Jews (Feb. 14, 1349) END OF DOCUMENTS FOR QUESTION 1WORLD HISTORYSECTION IITotal Time- 1 hour, 30 minutesQuestion 2 or Question 3Suggested writing time: 35 minutesDirections: Choose EITHER question 2 or question 3.In your response you should do the following.Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or conclusion. Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking skills as directed by the question.Supporting the Arguments with Evidence: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology).2.) Evaluate the extent to which the defeat of the Muslims at the Battle of Tours in 732 C.E. marked a turning point in the history of East (Islamic World)-West (Europe) relations.In the development of your argument, explain what changed and what stayed the same from the period immediately before the battle to the period immediately following them. (Historical Thinking Skill: Periodization)3.) Evaluate the extent to which the establishment of the Yuan Dynasty in China (1271-1368) marked a turning point in the history of the Silk Road.In the development of your argument, explain what changed and what stayed the same from the period immediately before the founding of the dynasty to the period immediately following it. (Historical Thinking Skill: Periodization)STOP---END OF EXAM2017 AP World History Essays ERA 4(1450 C.E.-1750 C.E.)AP World Era 4 Essays QuizDirections: Read each passage carefully. Answer on a separate paper using complete sentences- bullet points are not acceptable. 4 questions; 50 minutes.Use the chart below to answer all parts of the question that follows.Source: R. Fogel, and S.L. Engerman, The Economics of American Negro Slavery (1974)1) Using the chart, answer a, b, & c.a) Briefly explain how ONE major historical factor contributed to the information depicted on the graph.b) Explain ONE way in which Latin American/Caribbean society or politics was affected from the information depicted on the graph.Answer all parts of the question that follows.2) Answer a, b, & c.a) Briefly explain with one specific example why ONE of the following topics best marks the beginning of the early modern era in World History.The RenaissanceThe Age of ExplorationThe Age of European Colonization of the Americasb) Provide specific historical evidence that explains why ONE of the other options is less convincing as the possible beginning of modern world history.Use the passages below to answer all parts of the question that follows." One method of delivery alone remains to us; which is simply this...facts... But not only is a greater abundance of experiments to be sought for and procured, and that too of a different kind from those hitherto tried; an entirely different method, order, and process for carrying on and advancing experience must also be introduced... For first of all we must prepare a?Natural and Experimental History,?sufficient and good; and this is the foundation of all; for we are not to imagine or suppose, but to discover, what nature does or may be made to do... Therefore in the third place we must use Induction, true and legitimate induction, which is the very key of interpretation. [* induction = starts with specific facts to draw more general conclusions.] Sir Francis Bacon: First Book of Aphorisms (1620)."Therefore . . . , invoking the most holy name of our Lord Jesus Christ and of His Most Glorious Mother Mary, We pronounce this Our final sentence: We pronounce, judge, and declare, that you, the said Galileo . . . have rendered yourself vehemently suspected by this Holy Office of heresy, that is, of having believed and held the doctrine (which is false and contrary to the Holy and Divine Scriptures) that the sun is the center of the world, and that it does not move from east to west, and that the earth does move, and is not the center of the world..."Documents in the Case of Galileo: Indictment, of 1633.3. a) Describe ONE important difference between the views of science and society expressed in the two passages.b) For EACH of the passages, identify and explain ONE factor (such as a historical development, an intellectual or philosophical trend, or a religious belief) that likely informed the view of science and society expressed in the passage. c) Identify ONE specific example of scientific discovery from 1450 to 1750 and briefly explain how the example was supported or opposed by the view of either document.4) Answer a, b, and c.a) Briefly explain ONE important similarity in society or politics between the Ottoman Empire and the Mughal Empire in the period from 1450-1750. b) Briefly explain ONE important difference in society or politics between the Ottoman Empire and the Mughal Empire in the period from 1450-1750.c)Briefly explain ONE historical factor that accounts for the difference that you indicated in b.END OF SECTION 1WORLD HISTORYSECTION IITotal Time-- 1 hour, 30 minutesQuestion 1 (Document-Based Question)Suggested reading and writing time: 55 minutesIt is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response.Note: You may begin writing your response before the reading period is over.Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise.In your response you should do the following:Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity illustrating relationships among historical evidence such as contradiction, collaboration, and/or qualification.Use of the Documents: Explain the significance of the author's point of view, author's purpose, historical context, and/or audience for at least four documents.Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the document.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/ or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). 1. Explain the reasons why a new social hierarchy based on race and class developed in the Americas between 1450 and 1750. Document 1Source: Colonial Spanish America by Leslie Bethell.Document 2The dissolution of the priests is so great in these parts that I think it would be well that they feel your wrath and punishment, because there is now none among them who sees himself as less than governor. Look here, King, do not believe what they might tell you, because the tears that they shed before your royal person is so that they can come here to command. If you want to know the life they lead here, it is to deal in merchandise, seek and acquire temporal goods, and sell the Sacraments of the Church for a price. They are enemies of the poor, uncharitable, ambitious, gluttonous, and arrogant, so that even the lowest of the priests tries to command and govern all these lands. Correct this, King and lord, because from these things and bad examples faith is not impressed upon the natives. Furthermore, if this dissolution of the priests is not stopped, there will be no shortage of scandal....The friars do not want to bury poor Indians, and they are lodged in the best estates in Peru. The life they lead is bitter and burdensome, as each one has as a penance a dozen young women in his kitchen, and as many boys engaged in fishing, hunting partridges, and bringing fruit! They get a share of everything. Letter from a colonial rebel to King Philip II of Spain(1561)Document 3"...The Spaniards are not willing to do the work themselves, and the natives cannot be forced to do so, because the Emperor has freed them from all obligation of service as soon as they accept the Christian religion. Wherefore it is necessary to acquire negro slaves, who are brought from the coasts of Africa, both within and without the Straits, and these are selling dearer every day, because on account of their natural lack of strength and the change of climate, added to the lack of discretion upon the part of their masters in making them work too hard and giving them too little to eat, they fall sick and the greater part of them die."Philip II of Spain: Gold of the Indies excerptDocument 4Document 5"... and shall leave you, your wives, and your children, and your lands, free without servitude, that you may do with them and with yourselves freely that which you like and think best, and they shall not compel you to turn Christians, unless you yourselves, when informed of the truth, should wish to be converted to our?Holy Catholic Faith, as almost all the inhabitants of the rest of the islands have done. And, besides this, their Highnesses award you many privileges and exemptions and will grant you many benefits.But, if you do not do this, and maliciously make delay in it, I certify to you that, with the help of God, we shall powerfully enter into your country, and shall make war against you in all ways and manners that we can, and shall subject you to the yoke and obedience of the Church and of their Highnesses; we shall take you and your wives and your children, and shall make?slaves?of them, and as such shall sell and dispose of them as their Highnesses may command; and we shall take away your goods, and shall do you all the mischief and damage that we can, as to vassals who do not obey, and refuse to receive their lord, and resist and contradict him; and we protest that the deaths and losses which shall accrue from this are your fault, and not that of their Highnesses, or ours, nor of these?cavaliers?who come with us."The Requirement: Spanish Law required this reading in the early days of colonizationDocument 6"As We have ordered provision to be made that from henceforward the Indians in no way be made slaves, including those who until now have been enslaved against all reason and right and contrary to the provisions and instructions thereupon, We ordain and command that the Audiencias having first summoned the parties to their presence, without any further judicial form, but in a summary way, so that the truth may be ascertained, speedily set the said Indians at liberty unless the persons who hold them for slaves show title why they should hold and possess them legitimately. And in order that in default of persons to solicit the aforesaid, the Indians may not remain in slavery unjustly, We command that the Audiencias appoint persons who may pursue this cause for the Indians and be paid out of the Exchequer fines, provided they be men of trust and diligence."Spanish Law Code (1542)Document 7Diagram of the Latin American social hierarchy.END OF DOCUMENTS FOR QUESTION 1WORLD HISTORYSECTION IITotal Time- 1 hour, 30 minutesQuestion 2 or Question 3Suggested writing time: 35 minutesDirections: Choose EITHER question 2 or question 3.In your response you should do the following.Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or conclusion. Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking skills as directed by the question.Supporting the Arguments with Evidence: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology).2) Evaluate the extent to which the "discovery" of the Americas by Christopher Columbus in 1492 marked a turning point in the world economy (trade), analyzing what changed and what stayed the same from the period before the war to the period after it. (Historical Thinking Skill: Periodization)or 3) Evaluate the extent to which the Scientific Revolution (1500's-1600's) marked a turning point in the rise of secularism in Europe prior to 1750, analyzing what changed and what stayed the same from the period before the Scientific Revolution to the period after it. (Historical Thinking Skill: Periodization)STOP---END OF EXAM2017 AP World History Essays ERA 5(1750 C.E.- 1914 C.E.)AP World Era 5 Essays QuizDirections: Read each passage carefully. Answer on a separate paper using complete sentences- bullet points are not acceptable. 4 questions; 50 minutes.Use the chart below to answer all parts of the question that follows.Source: Paul Bairoch: International Industrialization Levels 150-1900.1) Using the chart, answer a, b, & c.a) Briefly explain how ONE major historical factor contributed to the information depicted on the graph.b) Briefly explain ONE specific historical effect that resulted from the information depicted on the graph.c) Explain ONE way in which European society, politics, or foreign policy was affected from the information depicted on the graph.Answer all parts of the question that follows.2) Answer a, b, and ca) Briefly explain ONE important similarity between the goals of the French & Haitian revolutionaries in establishing independence 1750-1914.b) Briefly explain ONE important difference between the goals of the French & Haitian revolutionaries in establishing independence 1750-1914.c) c) Briefly explain how ONE specific historical event, intellectual movement, or development from the period between 1750 and 1800 that likely influenced either Haitian or French revolutionaries in their actions. Use the passages below to answer all parts of the question that follows."To sum up the whole, the British rule has been: morally, agreat blessing; politically, peace and order on one hand, blunders on theother; materially, impoverishment, relieved as far as the railway and otherloans go. The natives call the British system "Sakar ki Churi," the knife ofsugar. That is to say, there is no oppression, it is all smooth and sweet, butit is the knife, notwithstanding. I mention this that you should know thesefeelings. Our great misfortune is that you do not know our wants. Whenyou will know our real wishes, I have not the least doubt that you would dojustice. The genius and spirit of the British people is fair play and justice."- Dadabhai Naoroji, An Indian politician (1871)"If the history of British rule in India were to be condensed into a single fact, it is this: there was no increase in India's per capita income (amount of money per person) from 1757 to 1947. Indeed, in the last half of the nineteenth century, incomeprobably declined by more than 50 %. There was no economic development at all in the usual sense of the term... From 1872 to 1921, the life expectancy of ordinary Indians fell by a staggering 20 percent, a deterioration in human health probably withoutprecedent in the subcontinent's long history of war and invasion..."- Mike Davis: Late Victorian Holocausts excerpt (2000)3.)Using the excerpts, answer a, b, and c.a) Briefly describe ONE significant difference between Naoroji's understanding and Davis' understanding of the British colonization of India.b) Briefly explain how ONE specific historical event or development from the period between 1750-1914 could be use to support Naoroji's interpretation. c) Briefly explain how ONE specific historical event or development from the period between 1750 and 1914 could be use to support Davis' interpretation. Use the passage below to answer all parts of the question that follows."... No one ought to harm another in his life, health, liberty, or possessions... ; for without this the law could not have that which is absolutely necessary to its being a law, the consent of the society, over whom nobody can have a power to make laws but by their own consent and by authority received from them….: They must not raise taxes on the property of the people without the consent of the people given by themselves or their deputies.... When any one, or more, shall take upon them to make laws whom the people have not appointed so to do, they make laws without authority, which the people are not therefore bound to obey; by which means they come again to be out of subjection, and may constitute to themselves a new legislative, as they think best, being in full liberty to resist the force of those who, without authority, would impose anything upon them…."John Locke: Two Treatises of Government (1689)1. a) Briefly explain ONE implication for public policy of Locke's view on society.b) Identify and explain ONE factor (such as a historical development, an intellectual or philosophical trend, or a religious belief) that likely informed the view of authority and society expressed in the passage.c) Briefly explain how ONE person, event, or development from the period 1750-1914 that is not explicitly mentioned in the excerpts could be used to support Locke's interpretation. END OF SECTION 1WORLD HISTORYSECTION IITotal Time-- 1 hour, 30 minutesQuestion 1 (Document-Based Question)Suggested reading and writing time: 55 minutesIt is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response.Note: You may begin writing your response before the reading period is over.Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise.In your response you should do the following:Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity illustrating relationships among historical evidence such as contradiction, collaboration, and/or qualification.Use of the Documents: Explain the significance of the author's point of view, author's purpose, historical context, and/or audience for at least four documents.Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the document.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/ or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). 1. Explain the causes of the rise of the worker's rights movement in Europe during the period 1750-1914. Document 1Factory Wages in Lancashire, England in 1830Age of WorkerMale WagesFemale Wagesunder 112s 3d.2s. 4d.11 - 164s. 1d.4s. 3d.17 - 2110s. 2d.7s. 3d.22 - 2617s. 2d.8s. 5d.27 - 3120s. 4d.8s. 7d.32 - 3622s. 8d.8s. 9d.37 - 4121s. 7d.9s. 8d.42 - 4620s. 3d.9s. 3d.47 - 5116s. 7d.8s. 10d.52 - 5616s. 4d.8s. 4d.57 - 6113s. 6d.6s. 4d.Source: Spartacus Document 2Betty Harris, age 37: I was married at 23, and went into a colliery when I was married. I used to weave when about 12 years old; can neither read nor write. I work for Andrew Knowles, of Little Bolton (Lancs), and make sometimes 7s a week, sometimes not so much. I am a drawer, and work from 6 in the morning to 6 at night. Stop about an hour at noon to eat my dinner; have bread and butter for dinner; I get no drink. I have two children, but they are too young to work. I worked at drawing when I was in the family way. I know a woman who has gone home and washed herself, taken to her bed, delivered of a child, and gone to work again under the week.I have a belt round my waist, and a chain passing between my legs, and I go on my hands and feet. The road is very steep, and we have to hold by a rope; and when there is no rope, by anything we can catch hold of. There are six women and about six boys and girls in the pit I work in; it is very hard work for a woman. The pit is very wet where I work, and the water comes over our clog-tops always, and I have seen it up to my thighs; it rains in at the roof terribly. My clothes are wet through almost all day long. I never was ill in my life, but when I was lying in.My cousin looks after my children in the day time. I am very tired when I get home at night; I fall asleep sometimes before I get washed. I am not so strong as I was, and cannot stand my work so well as I used to. I have drawn till I have bathe skin off me; the belt and chain is worse when we are in the family way. My feller (husband) has beaten me many a times for not being ready. I were not used to it at first, and he had little patience...- Testimony from a woman worker to the British Government (1842)Document 3Q: 'What was the effect of this state of the work-places upon the habits of the workmen?A: It had a very depressing effect on the energies;...The natural effect of the depression was, that we had recourse to drink as a stimulant. We went into the shop at six o'clock in the morning; but at seven o'clock, when orders for the breakfast were called for, gin was brought in, and the common allowance was half-a quart. The younger hands did not begin with gin. Q:'Was gin the first thing taken before any solid food was taken?--A: Yes, and the breakfast was very light; those who took gin generally took only half-a pint of tea and half a two penny loaf as breakfast. Q:'When again was liquor brought in?-A:At eleven o'clock. 'What was taken then?-Some took beer, some took gin again. In a general way, they took a pint of porter at eleven o'clock. It was seldom the men took more than the half-quart of gin.Q: 'When again was liquor brought in ?A:-At three o'clock, when some took beer and some gin, just the same as in the morning. At five o'clock the beer and gin came in again, and was usually taken in the same quantities. At seven o'clock the shop was closed. Q:'What were the wages they received?-A:Sixpence per hour, which, at the full work, made 6s. a-day, or 36s. a-week. Q:'Did they make any reserves from this amount of wages ? A:No; very few had anything for themselves at the end of the week. Q:'How much of the habit of drinking was produced by the state of the workplace?-A:I should say the greater part of it; because when men work by themselves, or only two or three together, in cooler and less close places, there is scarcely any drinking between times. Nearly all this drinking proceeds from the large shops, where the men are crowded together in close rooms...- From Sir Edwin Chadwick's official report on labor conditions- this excerpt is an interview with a factory tailor (1842)Document 4Source: Political Cartoon on labor during the Industrial Revolution.Document 5Mr. -------- remarked that nothing could be so beneficial to a country as manufacture. 'You see these children, sir,' said he. 'In most parts of England poor children are a burden to their parents and to the parish; here the parish, which would else have to support them, is rid of all expense; they get their bread almost as soon as they can run about, and by the time they are seven or eight years old bring in money. There is no idleness among us: they come at five in the morning; we allow them half an hour for breakfast, and an hour for dinner; they leave work at six, and another set relieves them for the night; the wheels never stand still.'I was looking, while he spoke, at the unnatural dexterity with which the fingers of these little creatures were playing in the machinery, half giddy myself with the noise and the endless motion; and when he told me there was no rest in these walls, day or night, I thought that if Dante had peopled one of his hells with children, here was a scene worthy to have supplied him with new images of torment.'These children then,' said I, 'have no time to receive instruction.' 'That, sir,' he replied 'is the evil which we have found. Girls are employed here from the age you see them till they marry, and then they know nothing about domestic work, not even how to mend a stocking or boil a potato. But we are remedying this now, and send the children to school for an hour after they have done work.' I asked if so much confinement did not injure their health. 'No' he replied, 'they are as healthy as any children in the world could be. To be sure, many of them as they grew up went off in consumptions, but consumption was the disease of the English. ...''We are well off for hands in Manchester,' said Mr. ------; 'manufacturers are favourable to population, the poor are not afraid of having a family here, the parishes therefore have always plenty to apprentice, and we take them as fast as they can supply us. In new manufacturing towns they find it difficult to get a supply. Their only method is to send people round the country to get children from their parents. Women usually undertake this business; they promise the parents to provide for the children; one party is glad to be eased of a burden; and it answers well to the other to find the young ones in food, lodging and clothes, and receive their wages.' 'But if these children should be ill-used', said I. 'Sir,' he replied, 'it never can be the interest of the women to use them ill, nor of the manufacturers to permit it.'It would have been in vain to argue had I been disposed to it. Mr. ------- was a man of humane and kindly nature, who would not himself use any thing cruelly, and judged of others by his own feelings. I thought of the cities in Arabian romance, where all the inhabitants were enchanted: here Commerce is the Queen witch, and I had no talisman strong enough to disenchant those who were daily drinking of the golden cup of her charms. -A skeptical Robert Southey interviews a proud factory owner. (1807)Document 6As to the conclusions I have come to from the working of my mill for 11 instead of 12 hours each day, as previously, I am quite satisfied that both as much yarn and cloth may be produced at quite as low a cost in 11 as in 12 hours. It is my intention to make a further reduction to 10? hours, without the slightest fear of suffering loss. I find the hands work with greater energy and spirit; they are more cheerful, and happy. All the arguments I have heard in favour of long time appear based on an arithmetical question - if 11 produce so much, what will 12 or 15 hours produce? This is correct, [for] the steam-engine, but try this on the horse, and you will find he cannot compete with the engine, as he requires time to rest and feed.There is more bad work made the last one or two hours of the day than the whole of the first nine of ten hours. About 20 years ago, we had many orders for a style of goods. We had about 30 young women in our Manchester warehouse; I requested that they would work [instead of 11] 12 hours. At the end of the week, I found they had not a mere trifle more work done' but, supposing there was some incidental cause for this, I requested they would work 13 hours the following week, at the end of which they had produced less instead of more work. The overlooker invited me to be in the room with them the last hour of the day. They were exhausted and making bad work and little of it. I therefore reduced their time two hours, as before. Since that time I have been an advocate for shorter hours of labour. A Wise Factory Owner: Parliamentary Papers (1845)Document 7The history of all hitherto existing society is the history of class struggles... The modern bourgeois society that has sprouted from the ruins of feudal society, has not done away with class antagonisms...Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other bourgeoisie (factory owners) and proletariat (factory workers /wage slaves). . . The Communists disdain to conceal their views and aims. They openly declare that their ends can be attained only by the forcible overthrow of all existing social conditions. Let the ruling classes tremble at a Communistic revolution. The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, unite!Karl Marx: Communist Manifesto 1848WORLD HISTORYSECTION IITotal Time- 1 hour, 30 minutesQuestion 2 or Question 3Suggested writing time: 35 minutesDirections: Choose EITHER question 2 or question 3.In your response you should do the following.Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or conclusion. Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking skills as directed by the question.Supporting the Arguments with Evidence: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology).3) Evaluate the extent to which the Enlightenment (1600's-1700's) marked a turning point in the triumph of democratic revolutions in world history, analyzing what changed and what stayed the same from the period before the Enlightenment to the period after it. (Historical Thinking Skill: Periodization)or2.) Evaluate the extent to which the Industrial Revolution marked a turning point in the history of Europe's rise to material and commercial wealth.In the development of your argument, explain what changed and what stayed the same from the period immediately before the industrial revolution to the period immediately following it.. (Historical Thinking Skill: Periodization)STOP---END OF EXAM2017 AP World History Essays ERA 6(1914 C.E.- Present)AP World Era 6 Essays QuizDirections: Read each passage carefully. Answer on a separate paper using complete sentences- bullet points are not acceptable. 4 questions; 50 minutes.Use the chart below to answer all parts of the question that follows.Source: Independent Researcher on global poverty levels.1) Using the chart, answer a, b, & c.a) Briefly explain how ONE major historical factor after 1900 C.E. contributed to the information depicted on the graph.b) Briefly explain ONE specific historical effect that resulted from the information depicted on the graph.c) Briefly explain ONE implication for public policy from the information depicted on the graph.Use the chart below to answer all parts of the question that follows.2) Answer a, b, and c.a) Briefly explain ONE important similarity between nationalist movements in Iran and Turkey in the period 1914-1945.b) Briefly explain ONE important difference between nationalist movements in Iran and Turkey in the period 1914-1945.c) Identify and explain ONE factor (such as a historical development, an intellectual or philosophical trend, or a religious belief) that likely influenced the nationalist leaders in EITHER Iran or Turkey in the period 1914-1945.Use the chart below to answer all parts of the question that follows."Non-violence is the first article of my faith. It is the last article of my faith and it is everything in between. I write because I had to make my choice. I had either to accept a system (imperialism in India), which I think has done [terrible] harm to my country or watch the mad fury of my people bursting forth in a violent way. I know that my people have sometimes gone mad (w violence). I am deeply sorry for it;... . I am attempting to show to my countrymen that violent non-cooperation only multiplies evil and that as evil can only be sustained by violence..."-Independence leader of India, Mahandas Gandhi " Decolonization is always a violent phenomenon... For if the last shall be first, this will only come to pass after a murderous and decisive struggle between the two forces (French colonizer/colonized Algerian). That affirmed intention to place the last at the head of things... can only triumph if we use all means to turn the scale, including, of course, that of violence. ..The native (Algerian) who decides to put the program (decolonization) into practice, and to become its moving force, is ready for violence at all times. From birth it is clear to him that this narrow world (colonization/imperialism), can only be called into question by absolute violence.- Medical doctor, and participant of Algerian War for Independence - Franz Fanon3.)Using the excerpts, answer a, b, and c.a) Briefly describe ONE significant difference between Gandhi's understanding and Fanon's understanding of the use of violence to achieve decolonization. b) Briefly explain how ONE specific historical event or development from the period between 1945-1975 could be used to support Gandhi's interpretation. c) Briefly explain how ONE specific historical event or development from the period between 1945-1975 could be used to support Fanon's interpretation. Use the chart below to answer all parts of the question that follows.4.Many historians argue that the dropping of the atomic bombs on Hiroshima and Nagasaki in 1945 was a significant turning point in world history. a) Identify TWO specific pieces of evidence that support the argument, and explain how each piece supports the contention.b) Identify ONE specific piece of evidence that undermines the argument, and explain how it undermines the contention.WORLD HISTORYSECTION IITotal Time-- 1 hour, 30 minutesQuestion 1 (Document-Based Question)Suggested reading and writing time: 55 minutesIt is suggested that you spend 15 minutes reading the documents and 40 minutes writing your response.Note: You may begin writing your response before the reading period is over.Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise.In your response you should do the following:Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity illustrating relationships among historical evidence such as contradiction, collaboration, and/or qualification.Use of the Documents: Explain the significance of the author's point of view, author's purpose, historical context, and/or audience for at least four documents.Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the document.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/ or approach to history that is not the focus of the essay (such as political, economic, social, or intellectual history)A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). 1. Explain the causes of the rise of the Indian National Congress during the period 1857-1947. Document 1 Source: A photo of Indian National Congress leaders, Jawaharlal Nehru and Mohandas GandhiDocument 2MARCH 11, 1930?MY DEAR JAWAHARLAL,??It is nearing 10 p.m. now. The air is thick with the rumour that I shall be arrested during the night. I have not wired to you especially because the correspondents submit their messages for approval and everybody is working at top speed. There was nothing special to wire about.??Things are developing extraordinarily well. Offers of volunteers are pouring in. The column will proceed with the march even though I may be arrested. If I am not, you may expect wires from me, otherwise I am leaving instructions.??I do not know that I have anything in particular to say. I have written enough. I gave a final message this evening to a vast crowd that gathered for prayer on the sands.??May God keep you and give you strength to bear the burden.With love to you all,Bapu (Gandhi)- Letter from Gandhi to NehruDocument 3...We have a stronger weapon, a political weapon, in boycott. We have perceived one fact, that the whole of this administration, which is carried on by a handful of Englishmen, is carried on with our assistance. We are all in subordinate service. This whole government is carried on with our assistance and they try to keep us in ignorance of our power of cooperation between ourselves by which that which is in our own hands at present can be claimed by us and administered by us. The point is to have the entire control in our hands. I want to have the key of my house, and not merely one stranger turned out of it. Self-government is our goal; we want a control over our administrative machinery. We don't want to become clerks and remain [clerks]. At present, we are clerks and willing instruments of our own oppression in the hands of' an alien government, and that government is ruling over us not by its innate strength but by keeping us in ignorance and blindness to the perception of this fact. Professor Seeley shares this view. Every Englishman knows that they are a mere handful in this country and it is the business of every one of them to befool you in believing that you are weak and they are strong. This is politics. We have been deceived by such policy so long. What the new party wants you to do is to realize the fact that your future rests entirely in your own hands. If you mean to be free, you can be free; if you do not mean to be free, you will fall and be for ever fallen. So many of you need not like arms; but if you have not the power of active resistance, have you not the power of self-denial and self-abstinence in such a way as not to assist this foreign government to rule over you? This is boycott and this is what is meant when we say, boycott is a political weapon. We shall not give them assistance to collect revenue and keep peace. We shall not assist them in fighting beyond the frontiers or outside India with Indian blood and money. We shall not assist them in carrying on the administration of justice. We shall have our own courts, and when time comes we shall not pay taxes. Can you do that by your united efforts? If you can, you are free from tomorrow. - Indian politician's address to Indian National Congress (1907)Document 4DEHRA DUN JAIL, JULY 11, 1932TO: THE SUPERINTENDENT, DISTRICT JAIL, DEHRA DUNDEAR SIR,??You were good enough to show me today the reply of the Officiating Inspector General of Prisons to my letter dated the 22nd June. I am informed therein that, in the course of an interview with Mr. R.S. Pandit in the Allahabad District Jail on May 27th, my wife handed a letter to Mr. Pandit, and the Jailer not allowing this, my mother "used insulting language to the Jailer and was impertinent."...Apart from the insult to Mr. Pandit, the Jailer's behavior was an affront to my mother and wife. My mother hardly spoke to him.??Three days later, on May 30th, I had my usual fortnightly interview with my mother, wife and daughter in the Bareilly District Jail. I was then informed of what had happened. I was surprised to learn that anyone should have behaved so discourteously to my mother and I expected some expression of regret from the Jail officials for what had occurred. Instead of that, I now find that the Government have chosen to punish my mother and wife. I presume this has been done on some statement made to them by the Jailer. No reference was made, so far as I am aware, to my mother or my wife to find out what had happened. Without any further enquiry or effort to find out the truth, the Government have not hesitated to insult my mother and wife, and have done so in such a way as to cause the maximum inconvenience to all parties concerned.??It may be that it is an offence under the jail regulations to show a school report about one's children. If Government wish to treat even this as worthy of punishment, I have no grievance. Nor shall I object if my interviews are stopped for a month or a year. I have not come to prison for the sake of my health or for pleasure.??But there are certain matters which I cannot pass in silence. I cannot tolerate even the suspicion of an affront or insult to my mother. I have noticed with deep regret that Government have not shown my mother the courtesy which I would have expected from them under any circumstances. For the Inspector-General to say that my mother "used insulting language to the Jailer and was impertinent" shows that he is strangely lacking in a sense of proportion and knows little of Indian society.??On no account am I prepared to take the slightest risk of further insult to my mother and wife. Under the circumstances, the only course open to me is not to have any interviews, so long as I do not feel that such interviews can be had with dignity and with no fear of discourtesy to those who come to see me. I am therefore informing my people not to take the trouble to come for interviews with me in future, even after the month of punishment is over.??I shall be glad if the Offg. Inspector-General will take the trouble to spell my name correctly in the future.Yours faithfully,Jawaharlal NehruDocument 5 Source: A newspaper article about the Amritsar Massacre published on April 19, 1919.Document 6We have now before us the data for understanding, at least in a measure, the meaning of the "New National Movement in India." It is the awakening and the protest of a subject people. It is the effort of a nation, once illustrious, and still conscious of its inherent superiority, to rise from the dust, to stand once more on its feet, to shake off fetters which have become unendurable. It is the effort of the Indian people to get for themselves again a country which shall be in some true sense their own, instead of remaining, as for a century and a half it has been, a mere preserve of a foreign power,—in John Stuart Mill's words, England's "cattle farm." The people of India want the freedom which is their right,—freedom to shape their own institutions, their own industries, their own national life. This does not necessarily mean separation from Great Britain; but it does mean, if retaining a connection with the British Empire, becoming?citizens,and not remaining forever?helpless subjects in the hands of irresponsible masters. It does mean a demand that India shall be given a place in the Empire?essentially like that of Canada or Australia,with such autonomy and home rule as are enjoyed by these free, self-governing colonies. Is not this demand just? Not only the people of India, but many of the best Englishmen, answer unequivocally, Yes! In the arduous struggle upon which India has entered to attain this end (arduous indeed her struggle must be, for holders of autocratic and irresponsible power seldom in this world surrender their power without being compelled) surely she should have the sympathy of the enlightened and liberty-loving men and women of all nations.-Atlantic Monthly magazine article (1909)Document 7We are meeting today in our session after fifteen months. The last session of the All-India Muslim League took place at Patna in December 1938. Since then many developments have taken place.?...But a great deal yet remains to be done. I am sure from what I can see and hear that the Muslim India is now conscious, is now awake, and the Muslim League has by now grown into such a strong institution that it cannot be destroyed by anybody, whoever he may happen to be. Men may come and men may go, but the League will live for ever.[[10] He [Gandhi] is fighting the British. But may I point out to Mr. Gandhi and the Congress that you are fighting for a Constituent Assembly which the Muslims say they cannot accept; which, the Muslims say, means three to one; about which the Mussalmans say that they will never be able, in that way by the counting of head, to come to any agreementwnt which will be real agreement from the hearts, which will enable us to work as friends; and therefore this idea of a Constituent Assembly is objectionable, apart from other objections. But he is fighting for the Constituent Assembly, not fighting the Mussalmans at all! ...[[11]] So he wants the Constituent Assembly for the purpose of ascertaining the views of the Mussalmans; and if they do not agree then he will give up all hopes, but even then he will agree with us. (Laughter.) Well, I ask you. ladies and gentlemen, is this the way to show any real genuine desire, if there existed any, to come to a settlement with the Mussalmans? (Voices of no, no.) Why does not Mr. Gandhi agree, and.I have suggested to him more than once and I repeat it again from this platform, why does not Mr. Gandhi honestly now acknowledge that the Congress is a Hindu Congress, that he does not represent anybody except the solid body of Hindu people? Why should not Mr. Gandhi be proud to say. "I am a Hindu. Congress has solid Hindu backing"? I am not ashamed of saying that I am a Mussalman. (Hear, hear and applause.) I am right and I hope and I think even a blind man must have been convinced by now that the Muslim League has the solid backing of the Mussalmans of India (Hear, hear.) Why then all this camouflage? Why all these machinations? Why all these methods to coerce the British to overthrow the Mussalmans? Why this declaration of non-cooperation? Why this threat of civil disobedience? And why fight for a Constituent Assembly for the sake of ascertaining whether the Mussalmans agree or they do not agree? (Hear, hear.) Why not come as a Hindu leader proudly representing your people, and let me meet you proudly representing the Mussalmans? (Hear, hear and applause.)...As regards other matters, we are still negotiating and the most important points are: (1) that no declaration should be made by His Majesty's Government with regard to the future constitution of India without our approval and consent (Hear, hear, and applause) and that no settlement of any question should be made with any party behind our back (Hear, hear) unless our approval and consent is given to it. -Muhammad Ali Jinnah, Indian Muslim leader: Address to the Muslim League (1940)END OF DOCUMENTS FOR QUESTION 1WORLD HISTORYSECTION IITotal Time- 1 hour, 30 minutesQuestion 2 or Question 3Suggested writing time: 35 minutesDirections: Choose EITHER question 2 or question 3.In your response you should do the following.Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or conclusion. Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking skills as directed by the question.Supporting the Arguments with Evidence: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument.Synthesis: Extend the argument by explaining the connections between the argument and ONE of the following.A development in a different historical period, situation, era, or geographical area.A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology).3) Evaluate the extent to which the Chinese Revolution in 1949 marked a turning point in the triumph of traditional Communism in world history, analyzing what changed and what stayed the same from the period before the revolution to the period after it. (Historical Thinking Skill: Periodization)or2.) Evaluate the extent to which the achievement of Indian independence in 1947 was a significant turning point in the in the world's history of decolonization. In the development of your argument, explain what changed and what stayed the same from the period immediately before the decolonization of India to the period immediately following it.. (Historical Thinking Skill: Periodization)STOP---END OF EXAM2017 AP World History Essays Answer KeyERA 1: Ancient History(Origins- 600 B.C.E)SECTION I, PART B: SHORT-ANSWER QUESTIONS (EXPLAINED)Question 1This question revolves around the diagram on the Egyptian social pyramid. a) One historical factor was the unification of Egypt by King Narmer or Menes around 3,000 B.C.E. Before that, Egypt was a land of various tribes. In 3,000 B.C., Egypt created 1 united civilization. Without the unification, Egypt would never have developed such a complex social structure. - Another possible factor was The Neolithic Revolution which facilitated specialization of labor, and social divisions. The Neolithic Revolution was the transfer from hunter-gather societies to civilization. In every civilization, there developed highly specialized labor and complex social structures. Egypt developed its social hierarchy only because it has been impacted heavily from the Neolithic Revolution.b) One historical effect was that Egypt evolved into a series of dynasties with pharaohs ruling the kingdom. Another possible effect was that workers, not slaves, built the pyramids. The Egyptian soldiers fought wars with Nubians, and Hyksos also .c) Egyptian society and politics was affected in many ways. Egypt built large pyramids in honor of pharaohs like King Tut. The scribes wrote the Book of the Dead about the after life. Egypt and Nubia united kingdoms. There were slave, worker, and peasant rebellions in Egypt because of the lack of food.Question 2This question is based upon comparing the two passages on ancient Egypt & Nubia written by modern day historians.a) Although both passages mention Nubian control of Egypt, the second passage makes mention of the "material wealth" of Egypt like its trade in ebony and ivory. Another difference is that the first passage mentions the influence of Nubian queens who held political ambitions. b) King Tut was an Egyptian pharaoh during the 18th dynasty who wore the double cobra. His tomb shows him with the two snakes. The passage mentions how the kings "now wore the crown of the double cobra."c) The Hyksos invaders conquered Egypt around 1,500 B.C.E. Since they ruled Egypt, they also exerted a large influence on Nubia. The passage mentions how "...Egypt dominated parts of Nubia from about 1950-1000 B.C.", which happens to be during the Hyksos invasion era. They Hyksos helped bring in the Middle Kingdom in Egyptian history.Question 3This question is about similarities in migration patterns between Bantu and American populations during the ancient era.a) The biggest geographic similarity is that they both began in the northwest before spreading south. The Americans began in Russia, then spread from Alaska to the southern tip of Argentina- Cape Horn. The Bantus spread from the Niger region to the southern tip of Africa- the cape of Good Hope.The linguistic influence was similar in both cases. Bantu migrations helped spread the various languages and dialects throughout Africa. Similarly, the American migrations helped spread the indigenous languages from north to south of the continent.The agricultural impact was also shared in common. The Bantus helped spread the technology of plowing and various cultivation techniques throughout Africa. In a similar manner, the American migrations eventually led to established civilizations like the Olmecs, Toltecs, Aztec, Inca, and Mayas. b) The main difference was their place of origins. The Americans originally came from the Mongolia/ Russia area before they crossed the land bridge across Alaska into the Americas. However, the Bantus began in Africa before spreading throughout the rest of Africa. The Americans can be traced back to the Mongoloid race whereas the Bantu are distinctly African. c) The evidence of Clovis arrowheads is one difference resulting from the migrations into the Americas. As the American nomads began chasing big game like deer and buffalo across the continent, they developed arrowhead technology to hunt animals. That accounts for the existence of native American arrowheads scattered across the continent. The Bantu societies never fully improved their agricultural methods. As a result, mostly small scale farming with traditional technology and stone tools were used across Africa until the time of imperialism. Question 4This question deals with comparing and contrasting religions in ancient Mesopotamia and Egypt.a) One similarity is that they both built architectural monuments that were reserved for religious purposes. In Sumer, the inhabitants built ziggurat as a form of temple worship. In Egypt, the pyramids served religious purposes and burial grounds for pharaohs. b) The main difference between the groups was their beliefs in the number of gods. In Mesopotamia, the Hebrews were the first group to practice monotheism- the belief in one G*d. On the other hand, the Egyptians were polytheistic, believing in many gods. The Egyptians had a belief in the afterlife, and worshipped many gods like Osiris and Isis whereas the Jewish people worshipped only G*d. c) One factor that accounts for the main difference is that in the ancient era King David united Israel. Jerusalem became the capital and most holy city for all Jews. This led to the full establishment of Jewish kingdoms in Israel before Nebuchadnezar destroyed the Temple.SECTION II, PART A: DOCUMENT BASED QUESTION (EXPLAINED)Document 1This is an excerpt from Hammurabi's law code. It clearly makes laws regarding women, slaves, and physicians. The excerpt contains a famous line about "an eye for an eye" in terms of legal and moral standards of justice. Some of the laws could be interpreted as patriarchal- favoring males over females. There is a law about impaling a woman, but no equivalent for males. Others might take a different approach and highlight the fact that women were granted some legal rights like making sure the husband stayed with you when you became ill with disease. This is considered the first public law code in human history. The aim of the document is to ensure justice, and unify the Babylonians- which is why it was made public. The law code, although progressive for its time, still was bias against the lower class, and subordinates in society like women and workers. Although the law promotes women's rights to an extent, it still states "they shall impale her" on certain occasions. However, no equivalent punishment is recorded for the men.Document 2In this passage from the law code of the Assyrians, women's rights is at the forefront. There are several articles protecting women's rights such as article 12 which states that if a woman is raped, the rapist will receive the death penalty and there will be "no punishment for the woman." This is more equal than even some countries today who sometimes believe that a woman has committed a crime for being raped. Other articles are less favorable to women. Article 8 states that if a woman injures a man's private parts, they shall cut off one of her fingers. All in all, the document is bias in favor of women's rights, and is a quite progressive document for its time. The intention of the document is to unify the Assyrians by establishing a universal legal system that was patriarchal yet protective for women.Document 3This is a worker's contract protecting both the employer and employee. It shows how they had legal documentation and contracts in ancient Mesopotamia to create stability in commerce. It guaranteed the worker would receive payment for his services, and that the employer would retain his labor for a specific amount of time. The author was wealthier than the laborer thereby securing his contract for labor. This contract shows a degree of specialization of labor and social hierarchy in urban centers during the ancient era.Document 4This document is very interesting as it deals with both marriage and slavery. The man is marrying a slave, thereby emancipating or freeing her from slavery. After she gets married, she will become a free woman. The contract states that both the man and woman have punishments for denying the other. The punishment by death for the woman is harsher than that for the man; however, the fact that the woman had some rights as a wife could be a positive aspect. The slave was also manumitted or freed, so that is a benefit for the slave. The intended audience is the court system as well as for personal use. This shows that the ancient Mesopotamians had an administrative system that enforced patriarchal laws. Document 5Here is another contract for the sale of a slave. It says the slave will be sold for 10 shekels, which doesn't seem like a lot of money. The slave is being sold, effectively denying him any rights to freedom. The only possibly good part about the contract for the slave is that the son won't continue the deal. That might mean the slave could be freed after his owner's death, or that he is that man's slave for an indefinite period. The document should be placed in its historical context in regards to slavery. In ancient Mesopotamia, slavery was primarily a status for debtors and prisoners of war, not race based like the American type. One key difference was that slaves could regularly be manumitted, and integrated into society as this document clearly shows. Document 6The image is a visual of the original version of Hammurabi's law code. It was carved onto the stone. The words are illegible to most readers unless they have deciphered Babylonian script. This provides physical and visual context of the law codes of Mesopotamia, which were written for the public. The original law code was made public for all to see. The intention of that was to create a unified legal system that unified its citizens. Hammurabi's Law Code is considered the first public legal system in world history. Document 7In the law code for the Hittites, there are regulations for women and slaves. Articles 17 and 18 both deal with the rights of women if a man causes one of them to miscarry a child. The slave is given half of the compensation as the free woman. Also, the punishment for murdering a slave is half as bad as that of a freeman. Although the document aims to be objective and universal, it clearly shows how the law was bias against the subaltern classes. For example, there are different punishments or fines for causing a woman or a slave to miscarry. This document is reminiscent of the Assyrian law code, and is possible that it was influenced by them as the Hittites and Assyrians came from the Anatolia region and this law code was written around 700 years after the Assyrian law code.SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 2If you pick this question, you should first be aware that there is much historical debate about the Aryan migrations into India. Some scholars believe that the whole thing is a myth- that no Aryans migrated into India around 1,500 B.C. Many of those scholars are Indian nationalists who would like to preserve the idea that India has always been ruled by its original inhabitants with no outside influence. However, most scholars agree that the Aryan migration marked a turning point in Indian history, because it led to the rise of Hinduism and the development of the caste system.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)Aryans from Ukraine immigrated into India through the Khyber pass around 1,500 B.C.E.They mixed with the local Dravidian population.The Aryans were white, and local Indians were dark.This led to the rise of racism.The mix of two cultures led to Hinduism. Hindus believed in the caste system.The Rig Veda, and other texts were developed.Before, they were two separate cultures.After, India was based on Hinduism and the caste system.The untouchables formed as the lowest class in society.The Hindu literature flourished.SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 3The Neolithic Revolution was a turning point in world history because it led to the rise of civilization and labor specialization.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)The Paleolithic society came before the Neolithic Revolution. Paleolithic means the old stone age.There was no farming back then-mostly nomadic lifestyles.After the Neolithic, people began to settle down and farm.They also domesticated animals like sheep and horses.They began to have surplus crops, and wealthier people.Catal Huyuk in Anatolia was the first known settlement.Eventually, Mesopotamian civilization developed. The Neolithic Revolution spread to much of Eurasia.A social hierarchy was formed.Scribes, priests, merchants, and kings were new classes.2017 AP World History Essays Answer KeyERA 2: Classical Age( 600 B.C.E- 600 C.E.)SECTION I, PART B: SHORT-ANSWER QUESTIONS (EXPLAINED)Question 1This question revolves around the map of the spread of Buddhism during the Classical era.a) There are many reasons for the spread of Buddhism during the time period. Buddhism began in India before spreading throughout Asia. In Afghanistan, the Kushan Empire promoted Buddhism and facilitated trade along the Silk Road. Until the 21st century, there were giant Buddhist statues in Bamyan, Afghanistan that were left over from the Kushan era. In China, Faxian and Xuanzang in particular helped spread Buddhism into China from India. They both went to India to learn about Buddhism before spreading their teachings back in China. In Thailand, the followers practiced a more conservative form of Buddhism, known as Theravada. In Korea and Japan, they were both influenced by missionaries. The Silla Kingdom in Korea promoted Buddhism as its official religion. More generally, the Silk Road played a huge role in the spread of Buddhism. Most of the arrows on the map are consistent with the trade routes of the Silk Road. b) The biggest social effect has been that Southeast Asia is home to the world's largest populations of Buddhist societies. They also have the highest percentages of Buddhists in their countries. For example, China, Korea, Burma, Thailand, and Japan all have large numbers of Buddhists in their countries. They are in many ways Buddhist societies. In India, Ashoka built stupas and promoted Buddhist policies.c) In India, Buddhism didn't really penetrate into the southern regions which remained mostly Hindus. Chinese society became Buddhist after Xuanzang traveled to India and brought back Buddhism into China. Even though he broke the Chinese law of leaving the country, he was welcomed back by the emperor and made a court official. The Kushan Empire in Afghanistan promoted Buddhism along the Silk Road. Question 2The prompt asks you to compare and contrast the goals of the Han and Roman empires along the Silk Road in the Classical age.a) The biggest similarity between the two was that they both aimed to enrich their empires. The Han and Roman empires both benefitted economically from the Silk Road trade. The Romans enriched themselves by selling wine, metal work, and salt. b) The biggest difference between the two was that the Han empire was mostly exporting its goods whereas the Romans were importing goods. The Romans wanted the spices, porcelains, and cloths from Asia; the Han wanted to expand their treasury by selling the goods.c) One historical difference is that in China the production of silk was a secret, punishable by death. The Han guarded the secret of how to produce silk because it was so valued. We know silk comes from a certain type of worm, but at the time it was a guarded secret. This allowed the Han dynasty to flourish along the Silk Road.Question 3The question is based on comparing two passages on women and citizenship during the age of the Roman empire.a) The main difference between the two passages is that the first author doesn't believe in women's equality whereas the second passage demands full citizenship on equal terms. The first passage see women's equality as a form of slavery over men, but the second passage views women's equality as true freedom. Each author sees the other sex as the chaotic one causing problems in society. b)The first passage was written from a patriarchal perspective. The man clearly expresses how he feels that women's equality means male slavery, which is why he wants to dominate women in society.The second passage expresses a belief in women's rights and equality. Perhaps, she was influenced by democratic ideals. Maybe she was impacted by the Roman democracy, which granted freedoms to the plebian (lower) classes. She expresses an early fight for women's rights, that wouldn't really be seen until the 19th century. Question 4This secondary source was a passage about how Ashoka changed his policies after the Battle at Kalinga.a) After Ashoka became Buddhist, he promoted Buddhist policies. He promoted Stupas all over India. The Stupas are Buddhist monuments that spread ideals of peace and understanding. As the passage mentions, Ashoka promoted "proper governance". Also, he promoted some of the first animal rights laws in history. It shows how he rejected the path of violence as the passage argues.b) India had a society based on Buddhism during the Mauryan and Gupta empires. They built stupas and promoted various Buddhist ideals throughout India. India became a traditional Buddhist society.SECTION II, PART A: DOCUMENT BASED QUESTION (EXPLAINED)Document 1This map shows the spread of the two types of Buddhism- Mahayana and Theravada- across East Asia during the Classical age. It shows how Buddhism spread from India to the rest of East Asia. The map clearly shows how the majority of Buddhists in the area practice Mahayana. According to the map, the only areas that really practiced Theravada were Burma and Thailand. The philosophy is spread into Korea during the Silla Kingdom. Buddhism spread from India to China, before reaching Sri Lanka, and eventually Korea and Japan. Buddhism began in India after the Buddha was first exposed to life's sufferings, according to Buddhists. After Ashoka spread the tenets of Buddhism throughout India, the philosophy began its spread across Asia.Document 2This is an excerpt from the Analects. The Analects is like the holy book for the Confucian philosophy. Confucianism became very popular in China, and was promoted as the official religion for a long time. According to the reading, "the small person is concerned with profit." That quote demonstrates how Confucians placed merchants at the bottom of society because they were only concerned with personal wealth. The whole document serves as a moral guide book for people's lives. One can understand the appeal of Confucianism, especially in reaction to a perceived corrupt or secular government/ society. The purpose of the writing is to establish a set of moral principles for all Confucians to follow. His aim was to unify the Chinese people under the banner of Confucianism. Document 3Even though this graph is not explicitly historically relevant to the question, it provides much insight into the spread philosophies in East Asia during the Classical age. The graph depicts the top 10 countries with the highest proportion of Buddhists. All of the countries on the graph are from either eastern or southern Asia. According to the graph, the highest proportion of Buddhists live in Thailand- with 95% of the population practicing the philosophy. Although America has many Buddhists, it isn't on the chart because they have many monotheistic followers living there. In comparison, Taiwan, may only have 43% of its population as Buddhists; however, a large percentage of their population are either Confucian or Daoist too. Document 4The excerpt from the Confucian scholar, Mencius, explains his views on human nature here. He discusses the primacy of shame, and compassion in human affairs. He clearly states, "one who lacks a mind that feels pity and compassion would not be human...." The quote shows how Mencius viewed compassion and modesty as essential elements of human existence. These ideas and stories became popular in China. Why did the work of Mencius become so popular in China? Perhaps, the government understood how to control its people to establish order and justice. Another a more popular argument is that the words resonated among the popular elements of Chinese society because it empowered them and provided true meaning to their lives. Mencius was a Confucian scholar who promoted his ideas throughout China. His stories influenced Chinese society and helped create cultural unification in classical China.Document 5The Daoedejing is basically the holy book for Daoists. Daoism was founded on the concepts and principles established by Laozi. The philosophy became very popular in East Asian societies. This is the philosophy with the concept of yin and yang. As the passage states, "all beings support the yin, and embrace the yang." The quote clearly shows how Daoists believe yin and yang lead to harmony. Daoism became popular among common elements in Chinese society because it wasn't interested in laws or legalism- a strict philosophy of behavior for rulers and subjects. The documents was written to persuade Chinese who were looking for a philosophy that wasn't as harsh as legalism and embraced harmony with nature.Document 6The Eightfold Path represent the core teachings of Buddhism along with the four noble truths. Here, the document represents the Buddha's core teachings. It discusses ways for an individual to achieve Enlightenment. As the passage states, "each one has to struggle for himself." That quote shows how Buddhism was not intended to be mass religion, but a set of principles for an individual seeking a just and moral life. One can understand why the ideals of Buddhism were popular among lower classes in Indian Hindu society who were seeking salvation outside of the rigid caste system. Untouchables who weren't fully convinced by Hinduism may have found Buddhism empowering, allowing it to spread along the Silk Road. The aim of this document is to provide a pattern for behavior for all Buddhists. The aim was to unify the Buddhists by providing them with a uniform set of principles. Document 7This is an excerpt from a translated passage about the travels of the Chinese Buddhist monk, Faxian. Faxian traveled to India to learn about Buddhism in the 5th century. During his travels he learned a lot about Buddhism, and brought his knowledge back with him to China where he helped popularize the philosophy. The passage describes the places he went and his experiences in India. It also describes the practices and customs of Buddhists in the area. His travels are reminiscent of another Buddhist monk, Xuanzang, who traveled to India in the 7th century before returning to China and popularizing the philosophy there. Faxian and Xuanzang are two people that should be mentioned in an essay about the spread of Buddhism in Asia. Fuxian's am was to write a travelogue and describe his experiences in Buddhist lands. SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 2The first thing to address in this question is which two civilizations are you going to compare. After that part is done, you need to decide which societies were most/least religious. Are you going to compare the two most religious societies, or the two least societies? Perhaps, you will contrast the two most different societies- most and least religious civilizations? In this case, it's best to either use the two most religious or most contrasting civilizations. (IDEAS & FACTS TO MENTION IN YOUR ESSAY)India- Traditional India was founded on Hindu principles, linking back to the Aryan invasion In 1,500 B.C.E.India believed in the caste system- social hierarchy.UntouchablesPolytheism- with ritual and traditionsHinduism in India was patriarchalWomen suicide- Sati traditionAshoka promoted Buddhism during the Mauryan DynastyBuilt stupas and promoted Buddhist principlesChina- China had various forms of governance.- Mandate of Heaven- emperor was chosen by the HeavensShang and Zhou practiced Mandate of HeavenConfucian- principles also governed societypatriarchy- foot bindingConfucian education system instituted during Han DynastyConfucian social structureGreece- Greece had polytheism, but it didn't govern the societyGreeks were the first to establish a direct democracy Cleisthenes established the first democracy in 508 B.C.The democracy was imperfect- unequal rights for certain groupsAlexander the Great ended Greek democracyRome- Rome transitioned from polytheism to monotheism over this period, which greatly affected society.Rome was influenced heavily by Greek cultureRome was polytheistic and its gods were similar to those in GreeceRome also transitioned from a republic to an empireIt also persecuted Christians during the early daysUntil Constantine, the Christians were persecuted.Eventually, Christianity became the official religion of the RomansThe Byzantine empire promoted ChristianityJustinian built the Hagia SophiaSECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 3First, you need to pick what amount of change occurred before and after the rise of Christianity. What changed, and what stayed the same? Was it a huge change, minor change, or no change at all? You can make a number line from 0-100, and place on the number line what percent of change you think occurred. In order to really assess how big of an impact the rise of Christianity had on Rome, you need to know some details. Let's look at some of the basic facts and main ideas to discuss in your essay.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)Originally, the Roman empire was a democracy then an empire.Rome was polytheistic, influenced by the Greek godsThe Romans persecuted Christians in the early days. After Constantine, Christianity became tolerated officiallyEventually, Christianity became the official religion of the empireThe Nicean Creed in 325 C.E. established the Christian TrinityThe Byzantine Empire was a Greek Orthodox societyJustinian built the Hagia SophiaThe Roman Empire fell around 500 C.E.The rise of Christianity set the stage for modern European ChristiansStill ruled by an emperor from Caesar to ConstantineChristianity flourished in Byzantium- the more prosperous half of the Roman empire.2017 AP World History Essays Answer KeyERA 3: Post-Classical Age or Medieval(600 C.E.-1450 C.E.)SECTION I, PART B: SHORT-ANSWER QUESTIONS (EXPLAINED)Question 1The graph is at the center of this question. You need to analyze the increase in the output of European manuscripts (books) from 500-1500 C.E.. a) The biggest historical factor for the increase in the output of manuscripts in Europe from 500-1500 C.E. was the invention of the printing press. The printing press was created by Johann Gutenberg in 1450. Gutenberg turned the process of copying a book into a manufacturing process. Before his invention, all of the books had to be copied by hand. That explains one reason for the low output of manuscripts before the 15th century as seen on the graph. Since the books had to be copied by hand, the process was painstakingly slow. There could have been other reasons as well like the Crusades or the Silk Road. During the Crusades, from the 11th to 14th century there is an increase on manuscripts shown on the graph. Perhaps, this was caused by the exchange of Muslims and Christians during their Holy War which was also promoted by the merchants during the 4th crusade. The Silk Road also increased the spread of literature and travel accounts. For example, Marco Polo's experiences on China were recorded and widely published in Europe. b) The biggest historical effect was that knowledge flourished across Europe, which later spread to the rest of the world. The invention of the printing press made books much cheaper and more widespread. The levels of education and literacy in Europe have skyrocketed as a result of the printing press. Now, knowledge was for the common person and not just for the political and religious elite. The growth of literature spread across Europe during the Renaissance and has continued until the present day. Shakespeare was the most famous Renaissance author, but there were several others like Chaucer, Dante, and de Cervantes. Much of their works have become classic novels and required reading for many students today.c) Johann Gutenberg is not mentioned on the graph; however, he is the most significant person in the increase in European manuscripts in the 15th century. He invented the printing press, which led to the huge increase in manuscripts from 250,000-500,000 in one century. Question 2This question asks you to explain why the Mongol conquest of Baghdad in 1258 was a turning point in history.a) The biggest effect of the Mongol conquest of Baghdad was the fall of the Abassid Dynasty. The Abassids were a Muslim dynasty who ruled over the Muslim world from 750-1258 C.E. They had been the largest and most powerful empire in the region until they were crushed by the Mongols. The Abassid caliph was murdered by the invaders as he was trampled by horses. The fall of Baghdad led to a decline in literature and education in the city. The city was a center for learning and scholarship before the Mongols. After the Mongol invasion, the city was looted and books were burned. Much of the knowledge had been lost due to the Mongol invasion. The next major ruling Muslim empire would be ruled by the Ottoman Turks, no longer by the Abassid Arabs. b) One piece of evidence that contradicts the statements in a is that Islam and Islamic empires still continued long after the fall of Baghdad. It's not like the fall of Baghdad, led to the disappearance of Islam. On the contrary, Islam spread and flourished under three very strong empires during the modern era: Ottoman Turks, Persian Safavids, and Indian Mughals. You might think that the fall of the greatest Islamic empire had a devastating effect on the religion, but that wasn't the case. Islam continue to thrive long after the fall of Baghdad. Plus, the holiest place in Islam will always be in Mecca, regardless of where the caliph lives. c) The Abassid caliph Harun al-Rashid ruled the empire at its high point. He helped make the Abassids the greatest Islamic empire of its time. The Abassids are known as the golden age of Islam. Harun al Rashid funded the Dar al Hikma in Baghdad, or House of Knowledge. This was a scholarly center where education and science flourished. Once the Mongols sacked the city, all the knowledge and hard work of Harun Al Rashid had been laid to waste. Another possible development includes the rise of the Mongol empire after Genghis Khan. After the Mongols came to power, they decided to spread their empire as vast as they could extend it. Without the rise of the Mongols, the conquest of Baghdad never would have been possible.Question 3You needed to read and analyze the two passages about the wealth of Muslim cities during the post-classical era.a) The main difference between the two passages stems from their focus on the greatest city in the Muslim world and why it was so awesome. According to Jubayr, Damascus was the best city in the Islamic world for religious purposes and its physical beauty. He says it is the city that gave refuge to Jesus and Mary, and is "adorned with flowers." Al-Hijari believes that Cordoba was the most awesome city of the Islamic world for academic and cultural reasons. He noted that Cordoba was a hub for "seekers of science and poetry." He even says it is the best city because it had a climate of research for science and literature. b) Damascus was a great Islamic city as evidenced by the construction of the Umayyad Mosque in the early 8th century. The Umayyad Mosque or Great Mosque of Damascus is one of the main unifying features of the city. The Umayyads ruled from Damascus and built a mosque to demonstrate their commitment to Islam. The Mosque helped unify the Muslims in Damascus. Not only was the mosque a unifying force, it also promoted science and research. The Muslim astronomer Ibn al-Shatir was the head of religious time keeping in the mosque. His time at the mosque led to his research on astronomy. He helped study the orbit of the planets in order to keep the proper time of prayer for Muslims who pray 5 times a day.c) Ibn Rushd was one specific person who supports al-Hijari's claim that Cordoba was the greatest city of the Islamic world. Ibn Rushd or Avicenna has had a huge impact on Islamic and Western philosophy. Born in Cordoba, Ibn Rushd was a Muslim scholar who lived during the 12th century. He reconciled Aristiotilean logic with Islam. He copied many works from Aristotle and Galen that were later discovered and translated by Europeans during the Renaissance. He wrote about philosophy, law, and medicine. This all demonstrates that Cordoba truly was the "bode of the people of intellect and learning," as the passage states.Question 4The similarities and differences between the Silk Road and Indian Ocean trade routes are at the heart of this question.a) The biggest similarity in terms of religion and commerce is the existence of Muslim merchants across both trade routes. The Silk Road was dominated by Muslim merchants and they traveled along the routes. Ibn Battuta was the 14th century Muslim traveler who journeyed along the Silk Road. Ibn Battuta started from West Africa and reached central Asia during his travels. He reached East Africa, which was also connected to Indian Ocean trade. Ibn Battuta visited places like Kilwa and the Swahili coast, which were prosperous cities along the East African coastline. Ibn Battuta was able to travel to all of these places and was welcomed in each area because he was a Muslim and so too were the hosts in these areas. b) The main difference on the Silk Road was that it became dominated by the Mongols during the 13th century. The Mongols were divided into four Khanates. The Mongols protected the trade routes. The Indian Ocean trade however was dominated by the Vijayanagar Empire in southern India. The Malacca Kingdom was also established in the 15th century, controlling much of the trading ports in the region.c) The main factor in the difference between the two trade routes is that the Mongols came to power in Asia. The Mongols controlled China, Russia, Persia, and central Asia. In the 13th century, Genghis Khan united the Mongolian tribes and started the Mongol empire. The Mongols were expert horseman who protected the Silk Road to provide security for commerce along the trade routes. The Mongols were not very potent forces in the Indian Ocean trade. When they tried to invade Japan by boat, they were defeated by a storm that destroyed their ships. The Mongols were a land based force, but much less significant in the Indian Ocean trade.SECTION II, PART A: DOCUMENT BASED QUESTION (EXPLAINED)Document 1The map is of the spread of the Black Death from Asia to Europe. It shows how the disease was spread from China to France in Europe, and Morocco in Africa. The map shows how the spread of the disease is consistent with the Silk Road trade routes that run right through the Khanate of the Golden Horde's territory. This means that the spread of the disease, spread at the same time as trade along the Silk Road. Trade and disease went hand in hand. It look from the map as though it was mostly a land based disease in Asia; however, it was spread along major port cities. Another shortcoming of the map is that it doesn't show how southern India faced outbreaks of the disease as well. It looks from the map as though the disease began in central China before spreading to Europe and then returning back to China. The reason is that the first outbreak occurred in China in 1320 according to the map. Then, in 1347, Europe was hit with the disease. In the 1350's, China faces a second wave of outbreaks. It also looks as though Europe and Africa were hit mostly near the coastlines due to trade, whereas China was affected more inland. Document 2This excerpt is from Ibn Battuta's description of the affects of the Bubonic Plague on the Middle East. Ibn Battuta was the 14th century Muslim traveler who promoted Islam in all of the areas that he visited. Battuta served as a qadi or Islamic judge in Mali and the Delhi Sultanate. He writes from the Muslim perspective and concerned about the Plague's affect on Muslim cities. Here, Battuta briefly describes how every city he traveled to, such as Cairo and Damascus, had been devastated by the plague. This excerpt shows that the plague impacted the Middle East as well, not just Europe. The Middle East is often left out of discussions of the spread of the plague. Europe and Asia perhaps are usually discussed, but the Middle East is often left out of those discussions. It makes sense that the Middle East was impacted by the disease as it was centrally located along the Silk Road.Document 3This passage is from Ibn Khaldoun who was a Muslim historian, living during the 14th century. Khaldoun is writing from the perspective of a Muslim historian concerned with the social devastation caused by the plague. He described how the plague spread from eastern to western civilization. both parts of the world were destroyed. Khaldoun laments (describes sadly) how "buildings were laid waste." He shows how the plague really led to the breakdown of trade along the Silk Road. Document 4Like Ibn Battuta, the author of this passage describes the outbreak of the plague across the Middle East. The author was a Muslim historian who described how the spread of the plague traveled from Asia to the Middle East. He metaphorically describes the plagues spread into Damascus when he says "it directed the shooting of its arrows to Damascus." Another interesting aspect of the document is when he states how the plague reached India. That's a unique reference, because too often India is ignored in explanations of the spread of the disease. India and Cyprus were two areas with port cities so it's likely that's how the disease spread in those areas. He is writing from a Muslim perspective yet concerned with the spread into cosmopolitan areas. His intention was to describe how the disease has affected so many of the greatest regions.Document 5Europe received the plague mostly from port cities. This passage is a poem from 1348 that explains how the Italian city- states like Sicily and Genoa were hot beds for the disease. The author is writing from a Christian perspective and says that God is punishing the people. People would visit and trade through the two Italian port cities, unknowingly contracting the disease before spreading it back to their home countries. This poem shows how popular literature was being shaped by the Plague, and society was responding to its devastation through poetry. The intended audience was other Christians as evidenced by his constant references to biblical matters.Document 6This chart depicts the number of deaths from the Plague in Europe, Persia, and China during the 14th century. It shows how roughly each are lost the same percentage of people. The most unique part of this part in relation to the other documents is its mention of Persia. This is more evidence that the disease spread along the Silk Road trade routes. Most likely the disease spread overland by traders during the Ilkhanate era. 30 % is a huge loss on Document 7This passage is an excerpt from the Italian writer, Bocaccio. Here, he describes how Florence was devastated by the Plague. He is writing from a religious, Catholic, perspective. He blames the outbreak of the disease on the wrath of G*d as retribution for their "iniquities." He also describes the disease was communicable, meaning that it was transmitted orally by speech. If someone was talking to you, and their germs traveled in your body during the communication, you would contract the disease. Document 8This document is about the persecution of the Jews as the cause of the outbreak of the Plague. The reading shows how Christians tortured Jews, and forced them to confess to poisoning the wells so as to infect the Christians with the Bubonic Plague. Many Jews admitted to it, only because they had been tortured. They would say anything just to get out of the torture. The reading demonstrates the social chaos caused by the disease in addition to the human suffering. The persecution of the Jews is an example of a public policy introduced as a result of the disease. SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 2This question is asking you to evaluate how big of a turning point the Battle of Tours was in the history of East-West relations. What changed and what stayed the same? The first thing to know for this essay is what do the terms East and West describe. Well, the East refers to anything beyond Europe, mostly Asia. The West refers to Europe mostly, Germany, France, Italy, etc. In religious terms, East means Buddhist, Hindu, Islamic, Confucians. In the West it basically refers to Christians and sometimes Jews. The next thing you need to know are facts and concepts to guide your essay. Let's look at a few key events.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)During the classical era, Greece & Rome fought against the Persians.During the Umayyad Dynasty, Islam expanded into Spain,The Muslims wanted to expand further into Christian Europe.At the Battle of Tours, Charles the Hammer defeated the Muslims.The Muslim expansion was halted at the Pyrenes Mountains in France.The Muslims and Christians fought for control of Europe at Tours.The Muslims were limited in Europe to mostly Spain.Europe remained a Christian Empire.In 800, Charlemagne, grandson of Charles "The Hammer" Martel became crowned emperor.The Crusades continued later into the post-classical era.The Muslims and Christians fought over control of Jerusalem. During the classical era, Greece & Rome fought against the Sasanids.SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 3This question asks you to write an essay evaluating how the Yuan Dynasty changed the course of Chinese history along the Silk Road.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)The Yuan Dyansty was established in 1271, lasting about 90 years.The Yuan were Mongols, led by Kublai Khan.Before them, the Silk Road was thriving.After the Yuan, the Silk Road was at its peak.China had always been the main stop along the Silk Road.The Mongols spread disease along the trade routes.The Ming Dynasty followed after the collapse of the Yuan.The trade routes became more secure and prosperous from the Yuan.The Mongols made roads secure for travelers like Marco Polo.Ibn Battuta also traveled along the Silk Road into central Asia.The four Mongol khanates controlled the Silk Road.After the Mongols, the Silk Road continued but not as prosperous.The Ming Dynasty focused on Indian Ocean exploration.Zheng He was the Ming explorer who sailed the Indian Ocean.When the Mongols collapsed, so too did the Silk Road.Mongols largely responsible for its demise- due to the Plague's spread.2017 AP World History Essays Answer KeyERA 4: Early Modern History( 1450 C.E.- 1750 C.E.)SECTION I, PART B: SHORT-ANSWER QUESTIONS (EXPLAINED)Question 1This question is based around the chart that shows the distribution of slave imports in the New World from 1500- 1800 C.E.. a) The most significant historical factor that contributed to the information on the graph Christopher Columbus' "discovery" of the Americas in 1492. In 1492, the whole world became interconnected for the first time. That's why it's the start of modern world history. As soon as Columbus arrived in the New World, he explained how he was going to turn the natives into slaves. In Columbus' journals, he describes how he can make the Indians be the slaves to the Europeans. This triggered 400 years of slavery in Latin America. Slavery was abolished in Brazil in the 1880's, because slavery was so entrenched there. Without Columbus' voyages and "discovery" of America, the Atlantic slave trade would never have even occurred. Another possible answer as a historical factor that contribute to the information on the graph would have been the Treaty of Tordesillas in 1494. In this treaty, Spain and Portugal divided up their colonial possession by drawing a line that ran straight down the middle of Portugal. To the West of the line were Spanish colonial possessions, and to the East of the line were Portuguese territories. That explains why Brazil has 38% of the slaves. Portugal controlled not only Brazil as a colony but also Angole in Africa. Many of the slaves who were sent to the New World came from the western coasts of Africa- places like Angola. It also explains why Spain had 17% of the slaves in the New World. Spain took control of most of Latin America after the treaty, allowing for the development of Spanish slavery in the Americas. b) The development of Maroon societies is one effect of Caribbean society that exists in some parts today. Maroon societies were formed by groups of runaway slaves who ran off into secluded areas like mountainous regions in order to avoid being captured by slave raiders. These Maroons resisted slavery by running away and forming close knit societies. Maroons still exist today in Caribbean nations like Jamaica, a former British colony. The Maroons have a sub culture that contributes to the diversity of Caribbean society.Question 2You need to pick from one of three topics as the best starting point for early modern world history.a) The Renaissance is a good place to start your study of modern world history. More specifically, the invention of the printing press in 1450 by Johann Gutenberg is the actual starting point of modern world history. His invention was "our species intellectual big bang," as one scholar noted. It led to the spread of education and literature across Europe and the world. The cost of producing a book was greatly reduced, which increased the rise in literacy. With all of the travel books being published, people began to want to explore the globe. Today, every course has required textbooks for students as a result of the printing press. Another possible answer as the starting point of modern world history is Columbus' voyages of the Americas in 1492. The era of colonization is based on the journeys that Columbus took to the Americas. Columbus linked the Old and New World's for the first time ever in world history. Before, the Old and New Worlds developed independently of each other. After Columbus, they were deeply integrated. The Columbian Exchange, which started after Columbus, led to the widespread exchange of plants, crops, diseases, and animals between the old and new worlds. Without Columbus, the modern world economy wouldn't be as interlinked as it is today. 1492 really begins the origins of modern day globalization. b) If you think that the printing press during the Renaissance was the real start of modern world history, you say it's because it led to the widespread production of map making, which made the age of exploration and colonization possible. It was also the publication of travel literature like The Canterbury Tales by Chaucer that led to people's desire to travel in the first place.If you argue that the Age of Exploration was the beginning of modern world history, you should mention that the voyages of Columbus occurred during this time period, He was one of the greatest explorers of the age.If you claim that the European colonization of the Americas was the start, you should mention the Columbian Exchange. The Columbian Exchange linked the Americas with Europe, and Africa for the first time in world history. The printing press only mainly impacted Europe you'd say. Question 3Here, you need to compare two passages about the role of science, religion, and society.a) The biggest difference is that the first passage expresses a desire and need for experimental science whereas the second passage shows a belief in religion as the highest order of law. Sir Francis Bacon claims we need to have science that is based on experiments and inductive reasoning. The second passage, from Galileo's trial, shows how authorities weren't concerned with the progress of science so much as enforcing traditional Catholic beliefs about the universe. The first passage is from a scientific perspective, but the second one is from a Catholic point of view.b) Sir Francis Bacon was most likely influenced by the Scientific Revolution. He advocated for the advancement of science over religion in order for society to progress. During the Scientific Revolution, scholars began using science to prove natural phenomenon.The documents from Galileo's trial are clearly from a Catholic perspective. The Catholic Reformation may have played a huge role in convicting Galileo of heresy. The believed that G*d's word was supreme, and trumped scientific discovery, which was often viewed as heretical. c) Copernicus' discovery of the Heliocentric Theory is one example of a scientific discovery that was supported by Bacon, but opposed by the Catholic authorities at Galileo's trial. Copernicus used his mathematical models to determine that the sun was at the center of the universe. The Catholic church explicitly opposed that belief. Galileo was on trial specifically because he "held the doctrine that the sun is the center of the world." That is exactly what Galileo was on trial for, holding form to Copernicus' belief. The work of Copernicus was consistent with Bacon's belief that society should be based on inductive reasoning. Question 4This question asks you to compare the similarities and differences between the Ottoman and Mughal empires?a) The biggest similarity is that they were both Sunni Muslim empires. The Ottomans were founded by Osman Bey. The practiced a form of Sunni Islam, where the Sultan was the ruler of the empire. In India, most of the early rulers practiced a tolerant form of Sunni Islam. The Mughal emperors held supreme power. In both areas, Sufism prospered. For example, in the Ottoman Empire the Whirling Dervish were a unique Sufi group that spun around in circles repeatedly to transcend this world and be one with Allah. In Mughal India, several groups of Sufis formed and merged Hinduism with Islam and were even debated in the Mughal emperor's courts. b) The biggest difference is that the Mughals claimed their political and social legitimacy from the fact that Babur was a descendant of the greatest Mongol rulers, like Genghis Khan and Tamerlane. The founder of the Mughal Empire, Babur, established his empire in Delhi in 1525. He claimed that he was a descendant of Genghis Khan ad Tamerlane. Mughal is a Hindi word that means Mongol. In order to cement his power, he needed to claim he had a lineage that could be traced back to the greatest rulers in central Asian history. The Turks were founded by the Osman Bay, who claimed to be from a central Asian tribe pushed into Anatolia after the Mongol invasions of central Asia. c) In 1405, Tamerlane passed away, leaving behind a legacy of conquest and exploitation that could only be rivaled by Genghis Khan. The Timurid Empire was founded by Tamerlanelane, and spread from Anatolia to India. The Timurid capital was in Herat, Afghanistan. He was known for his brutal conquests. It is said that he had a mountain of skulls of all of the groups he had conquered. These stories added to his fear and intimidation factor of the Timurids. Babur, who was from Kabul Afghanistan, claimed to be a descendant of the great conqueror Tamerlane. By claiming that his lineage as traced back to the greatest Mongol rulers, Babur ensuring that he would remain his political and social legitimacy as emperor of the Mughal Empire.SECTION II, PART A: DOCUMENT BASED QUESTION (EXPLAINED)Document 1This document is based on your analysis of the chart of the divisions of Spanish colonial society in 1789. The chart shows that the Indians were the largest group in society, followed by Peninsulares and Criollos, then mulattoes, mestizos, and lastly Africans. We get a sense of the various segments of society, and what percentage they were. It doesn't tell us about who was most or least powerful in society. There was probably a larger percentage of Criollos (Spanish children born in the Americas) than Peninsulares (Spanish born in Spain) because they mixed with society.Document 2This excerpt is from a rebel to Spanish King Philip II during the early days of colonization. He criticizes the priests in the New World for being corrupt. He claims they abuse their power, and live in large houses while neglecting the local peoples. He writes, "they are housed in the best estates," which helps us infer that the ruling classes were either Peninsulares or religious leaders. So, if you were a native Indian for example, you would not have been as highly valued in society if you hadn't embraced Christianity like the powerful elite had. It's obvious that the soldier is bitter because he hasn't reaped the rewards of conquest. This stems from the fact that he was a low ranking soldier turned rebel. His rebellious attitude is clearly reflected in the document.Document 3In this excerpt from a document regarding gold in the Indies, King Philip II of Spain describes how African slaves were the lowest members in society. Since many of the natives had embraced Christianity, they couldn't be enslaved so the Spaniards came up with a new plan. They began to import slaves from Africa, and treated them brutally. Their lives were not worth much at all. As the king explains, the slaves "work too hard", are given "too little to eat", and worked to the point where "they fall sick and the greater part of them die." This clearly shows that the king was well aware of the abuse and treatment of slaves as part of everyday life. That's why this document is helping in writing the essay about the social hierarchy in colonial Latin America. It's interesting that the king, the most powerful man in society, is arguing for better treatment of slaves. He stands to profit economically from improved working conditions for slaves, and political clout for protecting the rights of slaves.Document 4Here, the diagram of social classes in the Spanish colonies is pretty straight forward. The Spanish colonizers were at the top of society. African slaves were at the bottom. The Spanish mixed with the local populations and had children with many of the Indian and slave women. These groups were known as the mestizo and mulatto. When a Spanish and Indian had a baby that was of mixed blood, the child was a Mestizo. If the Spaniard or an Indian had a child with an African slave, the child was a Mulatto. The social hierarchy in colonial Latin America was race based. The process of foreign culture having children with local cultures to produce mixed children is called miscegenation. Document 5The Requirement was a document that required Spanish priests to read to the Native Americans before the Indians were punished for not being Christians. The priests were required to first make the Indians aware of Christianity, and only if they resisted the Message, should the Spanish "shall take you and your wives and children, and shall make slaves of them." The Indians were expected to accept Christianity upon hearing this document. If any murder or violence occurred or any resistance to the conversion process occurred, the Spanish made it clear that it would be the Indians own fault for not embracing Christianity. This shows how Christians and Spanish were the most powerful groups in society because they claimed a legal right to use violence against less powerful groups. The intended audience of the document were the Native Americans and potential converts.Document 6 This is a Spanish law code outlawing Indian slavery. It says that the Spanish can no longer make Indians slaves. It also urges the audiencias, or Spanish court system, to ensure. Establishing laws who can or can't be slaves demonstrates that the Spanish Peninsulares and Criollos were the most powerful groups in society.Document 7Here is a diagram of the racial taxonomy of the Latin American social hierarchy during the colonial period. It shows how the Spanish elites had a system of castes for mixed groups in society. The whiter the skin color, the higher the status. The more African or mixed blood, the lower the status. SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 2This question asks you to write an essay evaluating the extent to which Columbus' voyages were a turning point in the history of the world economy. What changed, and what stayed the same? In order to answer that, you need to discuss some key facts and concepts in your essay. Let's look at what you should mention.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)Before, the world economy was from Europe to Asia.The Silk Road linked the known world.The old and new worlds were two completely independent areas.After Columbus, all of the continents became interconnected.The Columbian Exchange spread animals, plants, and diseases.The whole world economy was interconnected for the first time.All continents were now interlinked.The Manila Galleons protected trade from the Philippines to Mexico.Africa, Europe, and Americas became interconnected.The Spanish mines in Peru and Mexico enriched Spain.Many Indians dies working in the mines.The Atlantic slave trade was an effect on the economy.Africans began to be traded across the Atlantic in large numbers.Columbus' voyages led to the decline of the Silk Roads.World trade became re-focused from the Silk Road to the Atlantic.SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 3It is important to keep in mind that the rise of science led to more secular societies across Europe in general.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)Before, Europe was a very religious (Catholic) society.Religion guided politics, society and the economy.Even the Renaissance was a religious time period in Italian history.The Scientific Revolution started with Copernicus.Copernicus developed the Heliocentric Theory of the Universe.Galileo promoted astronomy and telescopes.Tyco Brahe and Johannas Kepler advanced astronomy and physics.Isaac Newton discovered the laws of gravity and inertia.Despite all of the advancements, Europe remained a religious society.Galileo and Copernicus were both accused of heresy.The Scientific Revolution influenced Enlightenment philosophers.The Spanish Inquisition lasted until the 19th century.It set the stage for secularism, but it hadn't yet triumphed.The Protestant and Catholic Reformations both occurred.The King Henry VIII was denied a divorce by the Pope.France was ruled by a belief in the divine right of kings.Modern secular society has its roots in the Scientific Revolution.2017 AP World History Essays Answer KeyERA 5: The Modern World( 1750 C.E.- 1914 C.E.)SECTION I, PART B: SHORT-ANSWER QUESTIONS (EXPLAINED)Question 1This question is based on the chart that shows the levels of industrialization across the world from 1750 to 1900 C.E.a) One historical factor that led to the information on the graph was the invention of the steam engine by James Watt. The steam engine was the main power source during the industrial revolution. The steam engine is what powered the factories, and allowed them to produce their goods. The steam engine is what allowed Europe to lead in levels of industrialization, whereas Japan lagged behind due to their lack of technology during the time period. Another possible factor could have been that the governments in Britain and America both favored industrialization during the time period shown on the graph. In Britain, entrepreneurism was encouraged. Factory owners were protected by government officials and laws. In America, industrialists like Rockefeller and Carnegie were able to use the laws to their advantage to enrich themselves and industrialize the country. b) One effect from the industrial revolution was urbanization. The enclosure movement led to urbanization. As people were moved off of their lands, they began to work in cities at factory jobs. As Europe and America became more industrialized, they also became more urbanized. There were many urban problems in the early days. For example, there were issues in sanitation, overcrowding, safety, and gangs. c) European foreign policy was affected by the course of imperialism. During the era of high imperialism (1880-1914), the European powers colonized Africa. The Scramble for Africa was a political chess game between the European colonial powers. They were dividing up Africa, so each country could control its resources. The resources in Africa helped fuel the industrial revolution, and the factories in particular. Question 2Here, you needed to compare and contrast the goals of the French and Haitian revolutionaries.a) One similarity was that they both wanted to establish democracy. The French revolutionaries wanted to overthrow the monarchy and establish a monarchy that was responsive to the people's needs. The Haitian revolutionaries wanted to overthrow their French colonial masters and establish the first Black republic. Both of the revolutionaries were mostly successful, even though they didn't work out exactly as the participants hoped. In France, the revolution ended with an emperor usurping power, Napoleon Bonaparte. In Haiti, Toussaint Louverture was imprisoned and Haiti was fined by the French government for loss of property during the revolution. b) One important difference between the two revolutionaries was that the Haitians were focused on ending slavery as their main goal. The French revolutionaries wanted to abolish the monarchy and establish a representative democracy mostly. The Haitians also wanted a democratic state; however, they could never achieve democracy without first ending the system of slavery. One of the first sections in the first Haitian Constitution abolishes slavery on the island. Although the French did end slavery during the revolution, it was restored by Napoleon. In Haiti, ending slavery was the main goal, but in France it was a byproduct of their revolution. The Haitian Revolution was a successful slave rebellion, whereas the French Revolution was more of a metaphorical struggle for freedom from monarchy. c) Both of the revolutionaries were influenced by the Enlightenment. Enlightenment ideals like Locke's social contract heavily influenced the revolutionaries. The concept that is a government was unjust it should be overthrown by the people was influenced by Locke. Revolutionaries in France and Haiti put Locke's words into practice. Other Enlightenment philosophers who promote democratic ideals like Montesquieu and Rousseau were also influential on the revolutionaries attempting to establish democracy.Question 3You need to compare two passages on the pros and cons of British rule in India for this question.a) The main difference is that the author of the first passage believes that the British alleviated poverty in India whereas the author of the second passage believed that the British were the cause of misery in India. According to Davis, "income probably declined by more than 50%" and India experienced "no economic development at all." This is in contrast to the first passage which argues that the British have been "a great blessing." b) One of the biggest benefits of the British in India was the abolition of the sati tradition. Sati is the term for a widow who commits suicide to honor her late husband. Sati was an extremely brutal form of patriarchy that was stamped out by the British. Naoroji's belief that the British were beneficial for India is demonstrated by the elimination of sati.c) The Sepoy Rebellion of 1857 in India is one example of the failures of British colonial policy. During the Mutiny, the Sepoys rebelled against their British commanders. The British used animal fats to grease the cartridges of their rifles, and shot the Hindu and Muslim Sepoy soldiers. The rebellion was a failure and some Indian Sepoy rebel leaders were killed by the British government. The result of the Mutiny was the transition of power in India from the East India Company to the British Crown directly. Question 4This question is an excerpt from John Locke's Two Treatises of Government. a) One implication is that the people could overthrow their government in a revolution and establish a democracy. Locke's ideas were actually put into practice in all three democratic revolutions- American, French, and Haitian. Locke said, the government can't rule without the "consent of the people" or else they were justified in overthrowing the government and "may constitute themselves a new legislature." b) Most likely Locke was influenced by the Scientific Revolution. His ideas of natural laws, and rights were influenced by the natural laws of science. Locke just applied those scientific laws to politics, helping to found the field of political science. He believed that people had inalienable rights and nobody had the right "to harm another in his life, health, liberty, or possessions." Scientists like Copernicus, Galileo, Bacon and Newton all believed in the natural laws of the universe. Similarly, Locke believed in the natural rights of citizens in a democracy.c) The entire era of democratic revolutions was heavily influenced by Locke. The revolutions in America, France, and Haiti were all influenced by Locke. They all used his language in their founding political documents for their new democracies. In America, Thomas Jefferson write about the rights of "life, liberty, and the pursuit of happiness," heavily borrowed from Locke's writings. In France, they established the rights for all French citizens based on Locke's ideas. Haiti was founded on the principles that no one had the right to take away their liberty or liberty. SECTION II, PART A: DOCUMENT BASED QUESTION (EXPLAINED)Document 1This document is based on a chart of factory wages in a British city in 1830 C.E. The chart ranges from ages 11-61, and gives the brackets for male and female wages. It clearly shows how at a young age females actually made more money than males. However, after age 17 males were paid higher wages than females. It shows how wages were not set at a minimum wage as there were no government labor laws in 1830. It also shows how kids and females were being used as factory labor. The chart says a lot because it shows how worker's were not paid a uniform, objective rate for the job, but one that was subjectively chosen by the employer. That explains why women and kids were usually paid less than young men. It is unclear if these factories hired a higher number of male or female workers. Document 2This is a fascinating document because it is testimony to the British government from a woman miner during the industrial revolution. She describes her difficult working conditions. She started working at 12 years old. She worked a very difficult, and dirty job with long hours for very little pay. She works a 12 hour shift every day with a one hour break for lunch. It shows how difficult the working conditions were, and how women workers were mistreated during the Industrial Revolution. At the end, she mentions how her husband also abuses her at times. Definitely the working conditions add stress on her family life as well, including the husband and children. This document was clearly bias towards the worker since she is expressing her clear subjective experiences working in the mines. The intention was to give testimony so as to promote the implementation of labor laws in Britain.Document 3In this classic government report from the industrial revolution era, the author is reporting on the horrible working conditions. He interviews a worker in this passage, and asks him about all of the alcohol he consumes all day at work. The worker admits that they usually drank before work, because they were depressed. The employer would provide the alcohol as fuel to keep the worker's motivated. This document really demonstrates how different working conditions were in those days in industrialized countries today. The author was clearly bias in favor of improving the working conditions for British citizens. The intention of the report was to promote the application of labor laws. In the long run, he was successful in his aims. Document 4Here, the political cartoon depicts a group of people pulling a big, fat man smoking a cigar on a wagon whose caption reads "supported by child labor." There are children and even girls pulling the wagon with the help of an adult. The man, who represents a capitalist factory owner, is just sitting there while the kids do all of the work. The cartoon is criticizing capitalism and the factory bosses by saying that they are fat cats who do nothing but smoke cigars and drink alcohol, living off the hard work of others- in this case children. The cartoon would was probably written by a communist sympathizer or at least a labor reform advocate. The cartoon uses symbolism and captions to get its point across. The children represent the young workforce that was common during the time period. The caption reads, "supported by child labor", suggesting that the capitalists were living comfortably only because of their exploitation of child labor.Document 5This document is a personal letter about an interview with a factory owner explaining all of the benefits of child labor for not only himself but also the children and their families. The interviewer is quite skeptical and dubious about having children work in factories for such long hours under such harsh conditions. The factory owner assures him that the kids benefit immensely, because they make money for their families and receive some education. The interviewer doesn't share the factory owners same enthusiasm for child labor, but he doesn't publically express his discontent. You really get the feel for how people justified child labor back in those days. The intention of the letter is to portray how a factory owner sees his work contrasted to the perspective of the author. Document 6In this reading from the Parliamentary Papers, the "wise" factory owner explains his reasons for working his employees less hours. The factory owner states that there is no reason to work the employees so many hours because after about 11 hours, they stop being efficient or productive or the quality suffers. He states, "there is more bad work made the last one or two hours of the day than the whole of the first nine or ten hours." That was his justification for reducing their work hours "without the slightest fear of suffering loss" of profits. This perspective is unique because it is a capitalist reason for reducing work hours, as opposed to a communist perspective which would argue that all bosses are bad because they enforce the inhuman capitalist system. This document, on the contrary, shows that there were capitalist worker reformers in addition to the communists. The author is bias in favor of capitalism, but not labor exploitation. His perspective is informed by his position as a factory owner, which leads him to reduce hours for his workforce. He sees the reduction of hours as a win-win compromise. It is often thought that most factory owners were abusive and reckless, but this document reveals the diversity of opinions among the factory bosses.Document 7This document is from the Communist Manifesto by Karl Marx and Freidrich Engels- the most important document written during the industrial revolution. The beginning of the document explains that the history of the world has always been between two classes of society- rich and poor, landlords and peasants. The only way for workers to get their fair share of the profits is to overthrow the bosses in a violent revolution that leads to a world controlled by the workers. The goals of communism were to unite all workers from around the world. The final words of the document were a call to action, "The proletarians have nothing to lose but their chains. They have a world to win. Working men of all countries, unite!" Those are the words that have influenced so many communist and socialist movements since they were written in 1848. It was written right at the peak of industrialization as a result of the mistreatment of workers like the others you read about in this DBQ. This document is in direct opposition to the wise factory owner document (6) because it says that there is no such thing as a good capitalist. To them, a good capitalist (factory owner) is like a good slave owner- meaningless. They're both horrible because the factory systems and slavery were inherently evil; there was nothing any good slave or factory owner could do to make it right since the workers weren't in control of their own labor in either system. He refers to wage slavery as worse than chattel slavery, because the workers were paid by the hours and it didn't matter if they had food, clothing or shelter. However, at least in slavery, the slave had food, and shelter to stay alive and work the next day. Some communists believed that slaves were more valuable than hourly wage workers or " wage-slaves", because slaves were taken care of, but workers were discarded after their work hours were completed. The document was written to motivate workers to overthrow their bosses and establish a Communist system, based on the collective ownership of labor and property. SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 2This question asks you to write an essay evaluating the extent to which the Enlightenment marked a turning point in the history of democratic revolutions. The first thing to know is that there were three democratic revolutions in America, France, and Haiti. Now, you need to know some facts and concepts about each one that you write about.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)Before the Enlightenment, monarchy was the rule of the day.Europe was ruled by mostly monarchies, especially Britain and France.France controlled the island of Haiti as a colony.France's social system consisted of three estates or classes.The third estate was highly taxed, but not the other estates.All revolutions were influenced by Locke's ideas of the social contract.Locke also argued for 3 inalienable rights- life, liberty and property.In Haiti, the revolutionaries had a successful slave rebellion.In America, the colonists overthrew the British monarchy.The Americans established the first democratic republic of the era.America established a government based on Enlightenment ideas,Montesquieu, Voltaire and Rousseau also influenced democracy.The Enlightenment was the intellectual roots of democratic revolutions.SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 3It is important to keep in mind that Europe had transitioned out of the Dark Ages during the Renaissance in the 1400's. The industrial revolution usually is referred to as roughly the time period from 1750-1900. (IDEAS & FACTS TO MENTION IN YOUR ESSAY)Before the Renaissance, Europe was in the Dark Ages.The Renaissance was a rebirth of Greco-Roman culture in Europe.Europe was becoming rich again, and catching up to the East.After the IR, Europe became richer and more powerful than the East.The steam engine by James Watt was a significant factor in the IR.Europe became more urbanized, and less rural.The living standard of the average European improved greatly.The industrial revolution led to the era of imperialism.Industrialization and imperialism went hand in hand.After the era of industrialization, Europe was able to conquer China.The Opium Wars showed Britain's industrial strength.The IR led to the rise of a middle class in Europe as opposed to serfs.The rise of wealthy capitalists was a result of the IR as well.2017 AP World History Essays Answer KeyERA 6: Globalization( 1914 C.E.- Present)SECTION I, PART B: SHORT-ANSWER QUESTIONS (EXPLAINED)Question 1This question is based on a graph that shows the countries with the highest percentage of people living in extreme poverty.a) One major factor that has contributed to the poverty in Rwanda since 1900 is the Rwandan Genocide. During the genocide in 1994, which lasted a few months, 800,000 minorities had been killed. The majority Hutus massacred the minority Tutsis. The government buildings in Rwanda still have bullet holes in them as a reminder of the violence and destruction that could happen again if ethnic tensions rise to extreme levels. The Rwandan Genocide made the poor country even poorer.b) One historical effect that has resulted from the information depicted on the graph is that India has embraced globalization as a means of reducing poverty. In the last 20 years, India has risen to become one of the biggest beneficiaries of globalization. India specializes in engineering and computer information systems/ technology. The Indian economy has opened up to make itself attractive for foreign investment and global business. Starbucks recently opened its first store in India. That is part of the Indian government's strategy to create jobs for its young people, and attract foreign business. India has become one of the BRIC countries, an acronym for Brazil, Russia, India, and China- the countries that have benefitted most from globalization and have expanded their economies. c) One implication for public policy is the use of foreign aid to Africa to alleviate poverty. Most of the countries on the graph are African nations. Much of the aid that goes to Africa, which numbers in the billions, goes to the governments and non-governmental agencies. According to the author of Dead Aid, Dambisa Moyo, the aid in Africa has actually done more harm than benefit because the money goes to corrupt leaders too often. It seems logical that the African are nations are poor so the wealthier countries should provide them with aid and economic assistance, which is how UN aid operates currently. Moyo argues that the UN should not provide so much aid, and encourage Africans to build up their own financial markets.Question 2This question asks you to compare and contrast the nationalist movements in Iran and Turkey.a) One similarity is that both nationalist movements were led by strong leaders or dictators. The nationalist leader in Turkey was Mustafa Kemal or Ataturk as he was known, a term meaning "Father Turk." The dictator of Iran was Shah Reza Pahlavi. Both of these nationalist leaders had much in common. They were both pro-Western, and anti-Islamic. Both wanted to nationalize their countries along Western and modern lines. The Shah changed the countries name from Persia to Iran, which shows how much of a nationalist leader he had become. Both wanted to have separation of church and state to prevent Islamic groups from coming to power. b) One significant difference is that the creation of Turkey has its origins in the Ottoman loss in World War I. However, the nationalist movement in Iran was not entirely affected by WWI. Turkey was created out of the ruins of the Ottoman Empire, which had been dissolved along national lines. One country, Turkey, was established out of its ruins. Nationalism in Iran was a much less international affair. The nationalism in Iran was internally and domestically based. c) The biggest intellectual development that influenced Mustafa Kemal of Turkey was the concept of Westernization/ modernization. Nationalism means the love for your country, or to develop a country along ethnic, cultural, or linguistic lines. Any country can do that. In Turkey, the leader adopted Westernization as the driving intellectual force behind his policies. Ataturk reformed the army. He made the Turkish script tied to the alphabet so Turkish letters are spelled in English script but have Turkish meanings. He mandated that government officials wear Western style clothes. All of his policies were influenced by the discourse of Westernization and modernization. Question 3For this question, you need to compare and contrast the two interpretations of Gandhi and Fanon on violence as a means of achieving independence for colonies.a) The biggest difference is their belief on the views of violence to achieve decolonization. Gandhi believes non-violence is the only way to achieve freedom. In contrast, Fanon argues that violence is the only means of achieving independence. Gandhi claims that violent resistance "only multiplies evil" so it should be avoided as a tactic. To Fanon, decolonization can only occur by the use of "absolute violence" on the part of the colonized peoples to throw off their colonial masters.b) Gandhi's argument that violence leads to more violence is evident when analyzing the Kashmir conflict. The Kashmir region on the border of India/Pakistan has caused much violence over the years. After the Great Transfer, when millions of Hindus moved into India while many Muslims moved into Pakistan. The area has been a source of conflict over the years. The tension became increasingly threatening when both countries acquired nuclear weapons. There has basically been violence in the Kashmir region, and that's because the Indian government didn't follow Gandhi's wishes to unify India. c) The case of Angolan independence shows that decolonization can be achieved by violence. The Angolan nation was fighting against its colonial master, Portugal, from 1961-1974. The U.S.S.R. and Cuba became involved in the conflict, aiding the rebels and helping them achieve independence. The war was a bloody conflict that left thousands of Angolans dead from the violence; the Portuguese suffered losses as well. If it hadn't been for the arms shipments from the U.S.S.R. and Cuban soldiers, the Angolans may not have been successful in their struggle for freedom. The Angolan War for Independence supports Fanon's interpretation that violence can be a successful tactic to achieve independence. Question 4This question asks you to decide if the bombings of Hiroshima and Nagasaki were significant turning points in world history.a) The first piece of evidence is that it was the first time an atomic bomb had ever been dropped in the world. The bombing of Nagasaki three days later was the second atomic bomb dropped. These are the only two atomic bombs ever used in war. It made the U.S. a nuclear superpower at the end of WWII. At the end of WWII, the U.S. was the only nation that possessed nuclear capabilities; thus, making them the world's only nuclear superpower. It also triggered the Cold War, because the Soviets were engaged in an arms race to build an even bigger nuclear bomb. The Cold War wouldn't have been possible without the first atomic bomb. The arms race between the Americans and Soviets began at the end of WWII with the atomic bombings of the Japanese cities, Hiroshima and Nagasaki. b) There are several factors that contradict the above statement. The first one is that the atomic bombings of Japan were not the start of the Cold War. They Cold War did began near the end of WWII, but it was caused by the distrust among Stalin and F.D.R. at the Yalta and Potsdam conferences. The world leaders were divided over the issue of eastern Europe, and Poland in particular. They both drew up plans for a post war world heavily influenced by their leadership. America wanted eastern Europe to be democratic, whereas the Soviets wanted Poland to side with communist. That was the real start of the Cold War. Another factor would be that WWII was already almost over so the dropping of the atomic bombs was unnecessary. The Japanese were already close to a surrender, meaning that the bombings weren't a turning point in the war. The war was going to end with or without the bombings- it was just a matter of time. The bombings weren't a turning point in ending WWII, nor was it the start of the Cold War.SECTION II, PART A: DOCUMENT BASED QUESTION (EXPLAINED)Document 1This is a photo of Mohandas Gandhi and Jawaharlal Nehru sitting together. Both of them were independence leaders of India involved in the Indian National Congress, the main agency fighting for Indian independence. The photo shows how close they were, and how they were constantly aware of one another's positions. They look as though they are discussing and contemplating the fight for independence.Document 2In this letter, Gandhi writes to Nehru about how he feels he is going to be arrested that evening. Gandhi seems very calm. Most likely, he was being arrested for his boycott of British salt. The letter is dated one day before the Salt March when Gandhi and his followers collected salt despite the British monopoly. It shows how hard they had to struggle to achieve independence.Document 3In this Indian politician's address to the Congress, he argues the need for independence from the British. He claims that their biggest weapon is the power of boycott, a non-violent tactic. The boycott of Indian goods was a strategy of the Indian National Congress because it was non-violent yet effective in hurting the British economically. He is trying to incite the audience to demand their freedom immediately. He doesn't want a long term approach to freedom. His aim was to unite all Indians against the British.Document 4This is a letter from Nehru to his jailer. It shows that Nehru was also jailed. It is similar to the Gandhi letter where he was imprisoned, but Nehru is writing to express his discontent with the mistreatment of his mother. He claims that the government insulted his mother and his wife. The document doesn't give any details of boycott activities, but it does provide us with insight into the animosity between the British and Indians during the era of Indian nationalism. The document reveals how the British attempted to put many of the leaders of Indian independence in jail so as to quash the movement. Document 5The picture is a newspaper article from the Amritsar Massacre in Indian in 1919. It shows that the British reportedly killed 100 Indians. The Amritsar Massacre showed how the British colonization of India was a violent process. The massacre happened during the struggle for independence. It was one thing that led to greater support for Indian independence. The article actually seems bias in favor of British officials during the massacre. It was written by British newspaper staff writers reporting from their London office. The article refers to the groups as "mobs," and claims that just a few days before the incident the police were "obliged" to shoot at the mobs. The author's intention was to report objectively on the Amritsar massacre; however, through his word choice, he reveals his subjective bias against the local Indian "mobs".Document 6In this magazine article, the author explains what the struggle for Indian independence is all about. The author argues the Indians have a right to freedom. He is bias in favor of the Indian independence movement. His article is trying to inform and persuade Western audiences to support the cause for Indian independence. He argues that India should be granted the same status as Canada, or Australia. The author refers to the Indians as "helpless subjects" and the British as "irresponsible masters"., revealing his bias in favor of Indian autonomy or independence. Document 7In this document, Muhammad Ali Jinnah criticizes Gandhi and explains the need for a Muslim country. The author is addressing his own organization, the Muslim League, and telling them that Gandhi is only fighting for Hindu independence. He claims the Muslims will not be adequately represented in the new Hindu majority government if Gandhi has his way. That's why he believes they need a separate country, Pakistan, where all the Muslims can live together in peace. In the end, he remarks that the Muslims won't accept any negotiation regarding India's independence unless they approved it. His intention in this address was to stir up anti-Hindu sentiments and promote Muslim nationalism in Pakistan. Jinnah's speech was largely responsible for motivating Muslims to want their own country, leading to the partition of Pakistan in 1947.SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 2It is important to know some key facts and details for your essay like...(IDEAS & FACTS TO MENTION IN YOUR ESSAY)Before the revolution, there was a civil war, Nationalists v CommunistsSun Yet Sen and then Chiang Kai Shek were the nationalist leaders.Mao Ze Dong was the Communist leader. During WWII, the forces united versus their common enemy, Japan.In 1949, the Communists came to power in China.Chinese communism was not traditional.Chinese communism was based on a peasant revolution, not workers.Mao wanted to apply the concepts of Marx to China.The Cultural Revolution spread across China.Revolutionaries promoted Communist propaganda all over.The Great Leap Forward was a failed program that led to munism in China is not viewed by outsiders as a success.The peasants remained mostly poor until globalization, after 1973.In 1973, Deng Xiaoping opened up China to Western munism w a mix of capitalism continues today in China.SECTION II, PART B: LONG ESSAY QUESTION (EXPLAINED)Question 3It is important to keep in mind that India was the "crown jewel" of the British empire. When India gained independence, many other nations thought that their dreams of liberation would soon come true. Were they right? Let's look at a few key facts and concepts.(IDEAS & FACTS TO MENTION IN YOUR ESSAY)Before 1947, Europeans held most of their colonial possessions.After 1947, India gained independence.India and Pakistan were both formed in 1947.After India, many other nations gained independence.India gained independence by using non-violent tactics.Algeria gained independence using violent resistance.Africa gained most of its independence in the 1960's.Ghana gained independence in the 1950's.Many nations gained independence after 1947.Most of the colonies didn't get their freedom until 20 years later.Vietnam was decolonized in the 1950's.After the French left Vietnam, the Americans invaded the country.In 1997, Hong Kong went back to China.The Treaty of Nanjing in 1847 gave Britain control of Hong Kong. ................
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