Note: This exam uses the chronological designations B.C.E. (before the common era) and
(common era). These labels correspond to B.C. (before Christ) and A.D. (anno
Domini), which are used in some world history textbooks.
C. E .
(Suggested writing time—40 minutes)
Percent of Section II score—33 1/3
Directions: The following question is based on the accompanying Documents 1-10. (The documents have been edited for the purpose of this exercise.) Write your answer on the lined pages of the Section II free-response booklet.
This question is designed to test your ability to work with and understand historical documents. Write an essay that:
• Has a relevant thesis and supports that thesis with evidence from the documents.
• Uses all of the documents.
• Analyzes the documents by grouping them in as many appropriate ways as possible.
Does not simply summarize the documents individually.
• Takes into account the sources of the documents and analyzes the authors’ points of view. • Identifies and explains the need for at least one additional type of document.
You may refer to relevant historical information not mentioned in the documents.
Using the following documents, analyze the effects of the Cuban Revolution on women’s lives and gender relations in Cuba in the period from 1959 to 1990.
Identify an additional type of document and explain how it would help analyze the effects of the revolution.
Historical Background: Cuban revolutionary Fidel Castro assumed power after overthrowing the dictatorship of Fulgencio Batista in January 1959. Castro then began a radical restructuring of Cuban society along socialist lines.
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Source: Ofelia Domínguez Navarro, female Cuban socialist feminist, autobiography, reflecting on prerevolutionary conditions, 1971.
A son was freed from paternal authority when he reached the age of