1750 – 1914 Review Revolution‚ Nationalism‚ Industrialization‚ Imperialism‚ and Emancipation!!!! Revolutions: • American Revolution – 1775 – 1783 o Declaration of Independence expressed Enlightened Ideas (Voltaire‚ Rousseau‚ Locke) o Ideas really only applied to rich‚ white guys o Economy was based upon slavery o Americans received aid from France (the enemy of my enemy is my ___) o Americans win! • French 1789 – 1803 (Napoleon from 1803 to 1815) o Caused by financial issues and social class structure
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Chapter 5 Outline I. Opening Vignette A. In 2004‚ China celebrated the 2‚555th birthday of Confucius‚ despite Communism. 1. Buddhism and Christianity also growing rapidly in China 2. part of enduring legacy of the classical world B. In the period around 500 b.c.e.‚ there was a great emergence of durable cultural traditions that have shaped the world ever since. 1. China: Kong Fuzi (Confucius) and Laozi 2. India: Upanishads defined Hinduism a. Siddhartha Gautama
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Name: Date: 1/5/15 Graded Assignment Unit Test‚ Part 2: Global Interactions‚ c. 1450 C.E. to c. 1750 C.E. Complete and submit this assignment by the due date to receive full credit. (45 points) 1. Unfree labor systems were widely used for agricultural production from 1450 to1750. Analyze the major similarities and differences between two of the following systems: Caribbean slavery West African slavery Russian serfdom Answer: When you look at the Caribbean and Slavery and Russian serfdom you would
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Name: Trisha Lindsay Date: November 6‚ 2014 Graded Assignment Transformations in India Complete and submit this assignment by the due date to receive full credit. (20 points) 1. Compare the development of northern and southern India. Describe similarities and differences. Answer: In northern India‚ there were many kingdoms and empires that tried to establish centralization. The first empire to ever do this was the Mauryan Empire. They were able help spread Buddhism and build a network of roads
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Do students cram for your exams? More pointedly‚ in the bygone days when you were a student‚ did you ever cram for an exam? Maybe the answers depend on how cramming is defined. How about this definition from a 1968 study: cramming is “a period of neglect of study followed by a concentrated burst of studying immediately before an exam.” (Find this definition on p. 227 in the arti- cle referenced below.) It will probably not shock any instruc- tor to learn that research does document that students
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AP World History Comparative Essay Generic Rubric Overview Basic Core Historical skills and knowledge required to show competence. Expanded Core Historical skills and knowledge required to show excellence. 1. Has acceptable thesis. 1 Point (addresses comparison of the issues or themes specified) 2. Addresses all parts of the 2 Points of the question‚ though not necessarily evenly or thoroughly. (Addresses most parts of
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If you tried to do POV‚ did you get it or not? Look closely at what you wrote for POV. General Comments: - The word is Confucian –not Confusion‚ Confucious‚ nor even Confucionis. You need to write the right word so at the AP reading they don’t laugh at you J! - These are pretty decent DBQ’s‚ especially for the first one of the year –Congratulations! - Yet‚ this was also a pretty SHORT DBQ (only 6 docs –that’s the least EVER given to work with).
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#8—Crash Course World History Alexander the Great 1. Alexander of Macedon‚ born in 356 BCE‚ died in 323 BCE at the ripe old age of _32_____. 2. Alexander was the son of King __phillip________ II‚ and when just 13 years old he tamed a horse no one else could ride named Bucephalus‚ which impressed his father so much he said: “Oh thy son‚ look thee at a kingdom equal to and worthy of thyself‚ for Macedonia is too little for thee.” 3. Let’s to look at Alexander of Macedon’s story by examining
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AP World History Unit One Exam 1. Which of the following have scholars advanced as a possible explanation for the emergence of patriarchy in the First Civilizations? (A) The emergence of women as the primary source of labor in more intensive animal-drawn plow-based agriculture (B) The increased role of women outside the home (C) The decline in birthrates that accompanied civilization (D) The emergence of large-scale warfare with professionally led armies (E) The frequent failure of women
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Chapter 4 Big Picture Questions 1. What common features can you identify in the empires described in this chapter? • All empires controlled large areas and populations. • All empires were brought together by conquest and funded in part by extracting wealth from conquered peoples. • All empires stimulated the exchange of ideas‚ cultures‚ and values among the peoples they conquered. • All empires sought to foster an imperial identity that transcended more local identities and loyalties. • All
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