Ap 1800s dbq
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This document appears to be a mock document-based question (DBQ) from an AP World History exam. It provides 8 documents related to imperialism, revolution, and unification between 1800-1914. Students are directed to write an essay analyzing the causes and consequences of government changes during this period using evidence from the documents. They must also identify an additional type of document that would help their analysis and explain how. The documents include primary sources from African and Asian leaders resisting European imperialism, descriptions of colonial violence, political cartoons, and an essay on colonialism.
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Ap 1800s dbq
- 1. AP World History Imperialism Revolution Unification DBQ The name of your least favorite animal: ________________________________________________ Directions: The following question is based on the accompanying documents. (The documents have been edited for the purpose of this exercise.) Write your answer on the lined pages of the 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 This question is designed to test your ability to work with and understand historical documents.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’ point of view. - Identifies and explains the need for at least one additional type of document. For the purposes of this document based question, the following scores based on the rubric will receive the following numerical grade in the grade book: • 9 – 105 • 8 – 100 • 7 – 95 • 6 – 89 • 5 – 83 • 4 – 79 • 3 – 73 • 2 – 65 • 1 – 60 • 0 – 50 (If you get this score you are trying to fail!!!!) You may refer to relevant historical information not mentioned in the documents. 1.) Using the following documents, analyze the causes and consequences of government changes between 1800 – 1914. Identify and explain one additional type of document and explain how it would help your analysis of the government changes. Historical Background: The Age of Empire building led to a spirit of Nationalism and Revolution that revolved around the 19th century. The colonial countries soon changed the way they were ruled.
- 2. Document 1 Source: Prempeh I, Ashanti leader, response to a British offer of protectorate status, West Africa, 1891. The suggestion that Ashanti in its present state should come and enjoy the protection of Her Majesty the Queen of England and Empress of India is a matter of very serious consideration. I am pleased to announce that we have arrived at the conclusion that my kingdom of Ashanti will never commit itself to any such policy. Ashanti must remain as of old and at the same time remain friendly with all White men. Document 2 Source: Menelik II, emperor of Ethiopia, letter to Great Britain, France, Germany, Italy, and Russia, 1891. I have no intention at all of being an indifferent spectator, if the distant Powers hold onto the idea of dividing up Africa. For the past fourteen centuries Ethiopia has been an island of Christians in a sea of Pagans. Since the All-Powerful has protected Ethiopia up until now, I am hopeful that He will keep and enlarge it also in the future, and I do not think for a moment that He will divide Ethiopia among the distant Powers. In the past, the boundary of Ethiopia was the sea. Without our use of force and without the aid of the Christians, our boundary on the sea fell into the hands of the Muslims. Today we do not pretend to be able to recover our seacoast by force; but we hope that the Christian Powers, advised by our Savior, Jesus Christ, will restore our seacoast boundary to us, or give us at least a few ports along the coast.
- 3. Document 3 Source: Mojimba, African chief, describing a battle in 1877 on the Congo River against British and African mercenaries, as told to a German Catholic missionary in 1907. And still those bangs went on; the long sticks spat fire, pieces of iron whistled around us, fell into the water with a hissing sound, and our brothers continued to fall. We ran into our village and they ran after us. We fled into the forest and flung ourselves on the ground. When we returned that evening our eyes beheld fearful things: our brothers, dead, bleeding, our village plundered and burned, and the river full of dead bodies. You call us wicked men, but you White men are much more wicked! You think because you have guns you can take away our land and our possessions. You have sickness in your heads, for this is not justice. Document 4 Source: White Man’s Burden 1899 by the British poet Rudyard Kipling, a poem in response to the American take over of the Phillipines during the Spanish-American War. Take up the White Man's burden-- Send forth the best ye breed-- Go bind your sons to exile To serve your captives' need; To wait in heavy harness, On fluttered folk and wild-- Your new-caught, sullen peoples, Half-devil and half-child. Take up the White Man's burden-- In patience to abide, To veil the threat of terror And check the show of pride; By open speech and simple, An hundred times made plain To seek another's profit, And work another's gain.
- 4. Document 5 Letters from Pastor John G. Paton to the British Parliament regarding annexation of the South Sea Islands (1883) For the following reasons we think the British government ought now to take possession of the New Hebrides group of the South Sea islands, of the Solomon group, and of all the intervening chain of islands from Fiji to New Guinea: 1. Because she has already taken possession of Fiji in the east, and we hope it will soon be known authoritatively that she has taken possession of New Guinea at the northwest, adjoining her Australian possessions, and the islands between complete this chain of islands lying along the Australian coast. 2. The sympathy of the New Hebrides natives are all with Great Britain, hence they long for British protection, while they fear and hate the French, who appear eager to annex the group, because they have seen the way the French have treated the native races in New Caledonia, the Loyalty Islands, and other South Sea islands… …For the above reasons, and others that might be given, we sincerely hope and pray that you will do all possible to get Victoria and the other colonial governments to help and unite in urging Great Britain at once to take possession of the New Hebrides group. Whether looked at in the interests of humanity, or of Christianity, or commercially, or politically, sure it is most desirable that they should at once be British possessions. Document 6 Political cartoon on American possession of Philippines. (1899)
- 5. Document 7 Political cartoon regarding the Imperial divisions of the spheres of influence in China by the European and Japanese powers. Document 8 John Stuart Mill’s essay on Why Colonies and Colonization (1848) If it is desirable, as no one will deny it to be, that the planting of colonies should be conducted, not with an exclusive view to the private interests of the first founders, but with a deliberate regard to the permanent welfare of the nations afterwards to arise from these small beginnings; such regard can only be secured by placing the enterprise, from its commencement, under regulations constructed with the foresight and enlarged views of philosophical legislators; and the government alone has power either to frame such regulations, or to enforce their observance.
- 6. Least Favorite Animal: Directions: Use the following pages to write your DBQ response. You may have on your desk: This packet and the DBQ rubric. This will be timed. You will have 60 minutes to complete this essay. Use ten minutes to pre-write and group your documents. Then use the other fifty to write your essay. Remember, you need to police yourselves! The teacher will not give you time indicators. Good Luck!
- 10. Acceptable Thesis: Y N ________________ Acceptable Other Doc: Y N ________________ Point of View: Y N ________________ Doc Understandin POV Use g 1 2 3 4 5 6 7 8 Rubric Grade: ________ Final Grade: ___________ Comments: