Αποτελέσματα Αναζήτησης
The following pages present the DBQ documents along with the key aspects of each that students might offer in support of their arguments. Also provided are some of the major subjects, concepts, themes, or
The Document-Based Question (DBQ) asked students to evaluate the extent to which European imperialism had an impact on the economies of Africa and/or Asia. Responses were expected to address the time frame of the 19th through the early 20th centuries and to demonstrate the historical thinking skill of causation.
This Document-Based Question (DBQ) asked students to evaluate the extent to which economic factors led to the Mexican Revolution of 1910–1920. The question addressed Topic 7.1: Shifting Power After 1900 of the AP World History Course Framework, and specifically Key Concept KC-6.2.II.D.
Enslavement in Africa. Olaudah Equiano was an abolitionist and former slave from from Igbo territory in what is now southeast Nigeria. He was born around 1745, and around the age of 11 he was sold to slave traders and forcibly taken to the Americas.
This worksheet is meant to supplement existing textbooks and curriculum related to Colonial America, the transatlantic slave trade, and the Declaration of Independence. The contradictions between the talk of liberty and the pervasiveness of slavery in revolutionary America is widely documented.
This document shares how due to the common and now commercial practice of slavery, people were capitalizing on their chances to make a profit by selling a human being, widening the practice even more in the south. Document 5 shows the contrast to how African Americans lived in the north and south.
Document 4: Stono’s Rebellion- September 9, 1739 (EFFECT) Early on the morning of Sunday, September 9, 1739, 20 black slaves met in secret near the Stono River in South Carolina to plan their escape to freedom.
