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Document-Based Questions
Ancient Civilizations
Document-Based Essay
Part A
DIRECTIONS Examine the following documents. Use the documents and your knowledge of world history to answer the questions that follow each document. Your answers
will help you to write a short essay related to the documents.
Document 1
3000 B.C.
2500 B.C.
c. 3000 B.C.
• Sumerian civilization appears in Mesopotamia
• Hieroglyphics used in Egypt, cuneiform in Sumer
2650 B.C. Beginning of Old Kingdom in Egypt
2000 B.C.
2650-2100 B.C. Largest pyramids built in Egypt’s Old Kingdom
1500 B.C.
1792 B.C. Hammurabi begins reign in Babylon
1000 B.C.
500 B.C.
A.D.
1
A.D.
500
c. 1500 B.C.
• Exodous of Hebrews from Egypt
• Pharaoh Hatshepsut builds public buildings during her reign
c. 1000-700 B.C. Phoenician commerce spreads the alphabet
c. 931 B.C. Division of Israel into kingdoms of Israel and Judah
c. 550 B.C. Persian Cyrus II begins conquest of Asia Minor
1a. According to the time line, when did each of the following civilizations begin or
become significant: Sumerian, Egyptian, Babylonian, Hebrew, and Persian?
1b. Why do you think the inventions of hieroglyphics and cuneiform were important
achievements of the Egyptians and Sumerians?
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Document 2
ADVICE FOR EGYPTIAN STUDENTS
I
I place you at a school along with the children of the notables, to educate you and to have you trained for [the scribe’s] calling.
Behold, I relate to you how it fares with the scribe when he is told:
“Wake up and at your place! The books lie already before your comrades!
Place your hand on your clothes and look to your sandals!”
When you get your daily task, be not idle and read diligently from the
book. When you reckon in silence, let no word be heard.
Write with your hand and read with your mouth. Ask counsel of them
who are clever. Be not slack, and spend not a day in idleness, or woe [grief]
betide [happen to] your limbs! Enter into the methods of your teacher and
hear his instruction. Behold I am with you every day!
XIII
Be a scribe who is freed forth from forced labor, and protected from all
work. He is released from hoeing with the hoe, and he need not carry a basket.
It separates you from plying with the oar, and it is free from vexation
[irritation]. You have not many masters, nor a host of superiors.
No sooner has a man come forth from his mother’s womb, than he is
stretched out before his superiors. The boy becomes a soldier’s henchman,
the stripling a recruit, the grown man is made into a husbandman [farmer],
and the townsman into a groom. The lame [one] is made into a doorkeeper,
and the nearsighted into one who feeds cattle; the fowler [hunter] goes
among the marshes, and the fisherman stands in the wet. . . .
But the scribe, he directs every work that is in the land!
—guidelines in the form of instructions from father to son
From “Advice to Schoolboys” from Wings of the Falcon: Life and Thought of
Ancient Egypt, translated and edited by Joseph Kaster. Copyright © 1968 by
Joseph Kaster. Reprinted by permission of Henry Holt and Company.
2a. What moral guidelines are emphasized in the above reading?
2b. Other than a scribe, what other occupations were available to men? Why do you
think this division of labor might have been necessary?
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Document 3
I have done no hurt unto man, nor have I wrought harm unto beasts. . . . I
have had no knowledge of evil; nor have I acted wickedly. Each day have I
laboured more than was required of me. . . . I have caused no wrong to be
done to the servant by his master. I have caused none to feel pain. . . . I have
not committed murder. . . . I have not carried away the offerings made unto
the blessed dead. . . . I have not stolen from the orchards; nor have I trampled down the fields. I have not added to the weight of the balance; nor have
I made light the weight of the scales. . . . I have not driven the cattle from
their pastures. . . . I have not thwarted the processions of the god. I am pure.
I am pure. I am pure. I am pure. May no evil happen unto me in this land in
the Hall of Double Right and Truth, because I know, even I, the names of
the gods who live therein and who are the followers of the great god.
—A soul giving testimony and awaiting Osiris’s
judgment, The Book of the Dead
3a. What moral codes did the above individual claim to have practiced?
3b. Why do you think it was important to this individual to have led a moral life? Explain
your answer.
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Document 4
4a. The painting shown here depicts figures wearing clothing made from one of the
world’s most important agricultural products. What product was used to make the
clothing?
4b. Ancient Egypt usually produced more of this crop than they could use. What do you
think they did with the surplus? How did this lead to cultural diffusion?
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Document 5
This drawing is of a ziggurat located in Iran and was built around 1250 B.C.
5a. What does this drawing imply about the civilization of the Sumerians?
5b. Look at the top of the drawing. What architectural achievement is shown that the
Sumerians may have invented?
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Document 6
CODE OF HAMMURABI
[Prologue]
When Marduk [chief Babylonian god] commissioned me to
guide the people aright,
to direct the land,
I established law and justice in the language of the land,
thereby promoting the welfare of the people.
At that time [I decreed].
[Trials]
3.
If a seignior came forward with false testimony in a case, and has not
proved the word which he spoke, if that case was a case involving life,
that seignior shall be put to death. . . .
[Victim Rights]
23. If . . . [a] robber has not been caught, the robbed seignior shall set
forth the particulars regarding his lost property in the presence of god,
and the city and governor, in whose territory and district the robbery
was committed, shall make good to him his lost property.
[Assault]
195. If a son has struck his father, they shall cut off his hand.
196. If a seignior has destroyed the eye of a member of the aristocracy, they
shall destroy his eye. . . .
198. If he has destroyed the eye of a commoner or broken the bone of a
commoner, he shall pay one mina of silver.
From “The Code of Hammurabi” from Ancient Near East in Pictures Relating
to the OId Testament, Second Edition, with Supplement, edited by James B.
Pritchard. Copyright 1954, © 1969 by Princeton University Press. Reprinted
by permission of the publisher.
6a. According to Hammurabi, why did he order this collection of laws to be written?
6b. How do you think the Code of Hammurabi influenced civilizations that followed? Do
you think it is important that punishment be administered by the state, rather than
by the individual? Explain your answer.
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Document 7
Persian Empire, c. 500 B.C.
Dan
ube
EN
E PH
O
IN
Ri
Persepolis (ceremonial capital)
rsi
PERS I A
an
G
ul
Ni
500 Kilometers
SH
r
ve
In
du
s
I NDI A
f
N
SEA
le Ri
ver
nd
U
U K
RED
500 Miles
DESERT
Ecbatana
D
(summer capital)
.
PLATEAU
OF IRAN
Susa
(winter capital)
Pe
Shattal-Arab
Arabian
Peninsula
250
HIND
T
L-U
-E - T
HT E R
AS DES
Babylon
LE
EGYPT
U RZ MTS.
TS
r
r
BA CT RIA
DASHT-E-KAVIR
M
Riv
e
ive
MEDIA
OS
ia
es
SYRIAN
DESERT
ELB
GR
o
m
ST
op
at
Eup
hr
SYRIA
es
sR
R
ta
M
ZA
A
S.
S MT
River
Tigr
is
r
ive
SE
T AURU
PA
250
.
He
lm
a
Asia Min o r
MEDITERRANEAN SEA
0
TS
te
AN
Sardis
CYPRUS
0
M
ARMENIA
LYDIA
LIBYAN
DESERT
US
.
ar
A E GE
GREECE
ARAL
SEA
Jax
R
ys
al
H
CE
IC I A
RA
AS
N S EA
TH
UC
SP I A
Balkan
Peninsula
BLACK SEA
CA
CA
R iver
E
W
Capital city
Royal Road
ARABIAN SEA
S
Robinson Projection
7a. What does this map illustrate about the empire of Persia and what would be necessary to maintain such an empire?
7b. What were the purposes of the Royal Road? How did it affect cultural diffusion?
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Document 8
30°E
N
W
BLACK SEA
E
35°E
S
G e d iz R .
Asia
Ri
ver
Hattusa
(Bogazköy)
Ri v e r
R.
Ha
lys
Sakar
ya
40°N
Minor
AN
tes
ra
Menderes R.
SE
A
35°N
TAUR
US
M
TS
Eu
.
MEDITERRANEAN SEA
ARAM
(vassal kingdom)
CYPRUS
Hittite Empire
c. 1200 B.C.
Byblos
Kingdom of Israel
c. 1000 B.C.
ph
Damascus
Sidon
Tyre
Phoenicia
c. 1200 B.C.
L EB
AN
M T S .O N
A EGE
LYDIA
A
N
JUDA A AN
H
Samaria
SYRIAN
DESERT
Jerusalem
C
DEAD
SEA
0
150
0
150
Nile
R iv e r
E GYP T
AFRICA
Sinai
Peninsula
300 Miles
Mt. Sinai
300 Kilometers
Arabian
Peninsula
Lambert Conformal Conic Projection
8a. As a result of their location, what kind of commercial activity did the Phoenicians
engage in?
8b. What important contribution did the Phoenicians make to world civilizations? How
was that contribution spread to other cultures?
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Document 9
1 And God spoke all these words, saying,
2 “I am the LORD your God, who brought you out of the land of Egypt,
out of the house of bondage.
3 “You shall have no other gods before me.
4 “You shall not make for yourself a graven image, or any likeness of
anything that is in heaven above, or that is in the earth beneath, or that
is in the water under the earth;
5 you shall not bow down to them or serve them. . . .
7 “You shall not take the name of the LORD your God in vain; for the
LORD will not hold him guiltless who takes his name in vain.
8 “Remember the sabbath day, to keep it holy.
9 Six days you shall labor, and do all your work;
10 but the seventh day is a sabbath to the LORD your God; in it you shall
not do any work, you, or your son, or your daughter, your manservant,
or your maidservant, or your cattle, or the sojourner [traveler] who is
within your gates;
11 for in six days the LORD made heaven and earth, the sea, and all that
is in them, and rested the seventh day; therefore the LORD blessed the
sabbath day and hallowed it.
12 “Honor your father and your mother, that your days may be long in the
land which the LORD your God gives you.
13 “You shall not kill.
14 “You shall not commit adultery.
15 “You shall not steal.
16 “You shall not bear false witness against your neighbor.
17 “You shall not covet your neighbor’s house; you shall not covet your
neighbor’s wife, . . . or anything that is your neighbor’s.”
—The Ten Commandments, Revised Standard
Version, Exodus 20: 1–5, 7–17
9a. Hammurabi’s code sometimes treats individuals differently. How does the Ten
Commandments differ in its treatment of individuals? Why is this idea important?
9b. In the above reading, how many gods were the people commanded to worship? Based
on the content of their laws and the number of gods they were commanded to
worship, what lasting contribution did the Hebrews make to Western civilization?
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Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided and your knowledge
of history, write an essay that includes an introduction, a body of several paragraphs, and
a conclusion.
HISTORICAL CONTEXT
The civilizations that flourished in Egypt, Mesopotamia, and Palestine were located in
river valleys or along the Mediterranean coast. These civilizations developed highly complex cultures that shared many common characteristics.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Describe the contributions and achievements made by these civilizations. In
your essay, discuss the effects of these accomplishments not only on their
particular civilization, but also on future civilizations. Also indicate how
their particular contributions illustrated the characteristics of a civilization.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information throughout the essay.
• Support your arguments with facts and information that address the topic.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is more than a simple restatement of the Task or Historical
Context, and conclude the essay with a summation of the topic.
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Document-Based Questions
Greek and Roman Civilizations
Document-Based Essay
Part A
DIRECTIONS Analyze the following documents. Use the documents and your
knowledge of world history to answer the questions that follow each document. Your
answers will help you to write a short essay related to the documents.
Document 1
Politics and Government
c. 800 B.C. Sparta and Athens develop into powerful city-states
900 B.C.
753 B.C. Legendary founding of Rome
700 B.C.
509 B.C. Establishment of the Roman Republic
500 B.C.
458 B.C. Aeschylus, father of Greek tragedy, presents Agamemnon
300 B.C.
335 B.C. Aristotle founds school in Athens
100 B.C.
44 B.C. Julius Caesar assassinated
27 B.C. Octavian becomes Augustus
A.D.
A.D.
A.D.
100
A.D.
96 Nerva, first of Rome’s Good Emperors, begins rule
A.D.
212 Roman citizenship extended throughout the empire
A.D.
284 Diocletian becomes emperor
A.D.
476 Overthrow of the last Roman emperor in the West
300
500
1a. About when did the city-state of Athens develop? When did the Roman Republic
begin? How many years passed between the development of these two civilizations?
1b. When did the Roman Republic end, and who became the first Roman emperor?
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Document 2
Our constitution does not copy the laws of neighbouring states; we are
rather a pattern to others than imitators ourselves. Its administration
favours the many instead of the few; this is why it is called a democracy. If
we look to the laws, they afford equal justice to all in their private differences; if to social standing, advancement in public life falls to reputation for
capacity, class considerations not being allowed to interfere with merit; nor
again does poverty bar the way, if a man is able to serve the state, he is not
hindered by the obscurity of his condition. The freedom which we enjoy in
our government extends also to our ordinary life. There, far from exercising
a jealous surveillance [close watch] over each other, we do not feel called
upon to be angry with our neighbor for doing what he likes, or even to
indulge in those injurious [harmful] looks which cannot fail to be offensive,
although they inflict no positive penalty [actual harm]. But all this ease in
our private relations does not make us lawless as citizens. Against this fear is
our chief safeguard, teaching us to obey the magistrates and the laws, particularly such as regard the protection of the injured, whether they are actually
on the statute book, or belong to that code which, although unwritten, yet
cannot be broken without acknowledged disgrace.
—Pericles, Funeral Oration
From “Funeral Oration of Pericles” from The Speeches of Thucydides by H. F.
Harding. Copyright © 1973 by H. F. Harding. Reprinted by permission of
Coronado Press Inc.
2a. What type of government was established in Athens? Was Pericles correct in saying
that their constitution would serve as a pattern for others? Explain your answer.
2b. What was the duty of an Athenian citizen?
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Document 3
ATHENIAN DEMOCRACY IN ACTION
ASSEMBLY
The Assembly was made up of all free male citizens 21 years of age or older. It
elected the Board of Generals. It also received and considered proposals made
by the Council and the Board of Generals. The Assembly discussed and voted on
all important matters of state, including declaring war and appropriating money.
COUNCIL
The Council was an executive body that prepared
and suggested items to
be considered by the
Assembly. It handled most
of the routine government
business. It was made up
of ten committees, which
took turns heading the
Assembly. Its 500 members were chosen by lot
from all the citizens.
Members had to be at
least 30 years old. They
served for one year.
BOARD OF GENERALS
BOARD OF OFFICIALS
The Board of Generals
was made up of 10
generals who were
elected by the Assembly.
The Board advised the
Assembly on military
affairs. It led the army
and navy in wartime.
The Board of Officials was
elected to direct public
affairs such as the courts
of justice.
JURIES
Six thousand people acted
as judges and jurors combined. Of these, at least
201 were chosen by lot
for each trial. In important
cases the jury would number 501 or more people.
3a. Who made up the Assembly? Who could not participate?
3b. What kind of democracy, based on who participated directly in the government, was
established in Athens?
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Document 4
DEMOCRACY IN ATHENS
621 B.C.
Law code attributed to Draco was drawn up.
594 B.C.
Solon abolished enslavement for debt, defined
political rights in terms of wealth rather than
birth, established court of appeals.
546–527 B.C.
Peisistratus, tyrant who ruled with support of the
lower classes, may have divided nobles’ estates
among poor farmers.
508 B.C.
Cleisthenes broke up the power of the aristocrats
and created the Council of Five Hundred, chosen
from local government units, with wide power.
461–429 B.C.
Pericles opened offices to all male citizens and
provided that office holders be paid.
4a. Who first instituted democracy in Athens after overthrowing the aristocrats?
4b. Who developed Athenian democracy to its greatest height? Explain.
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Document 5
Roman Empire, A.D. 117
S EA
0°
10°E
LT
M
IC
NORTH
SEA
TI
Rome
M
O
M
Carthago
Nova
DACIA
Me
Gr
Me
A
G
Gr
M
Me
Asia Minor
Me
Me
Gr
Antioch
Me
O
G
Gr
Trade goods:
O
Olive
oil
M
Metals
Meat
Glassware
L
Leather
Trade
route
Gr
Alexandria
EGYPT
0
400
800 Miles
800 Kilometers
Ni
PARTHIAN
EMPIRE
Ctesiphon
er
Sp
A
Azimuthal Equal-Area Projection
OAD
Arabian
Peninsula
SE
400
S IL K R
Persian
Gulf
Sinai
Peninsula
er
Riv
0
IA
G
Gr
AFRICA
SYRIA
D
Me
G
MEDITERRANEAN SEA
Gr
O
Mesop
ot a
Eu
mia
ph
r a t es
Riv
RE
Grains
Spices
Tig
ri
Damascus
JUDAEA
Jerusalem
le
Gr
Sp
SP
ARMENIA
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O
Gr
Gr
SEA
r
ive
Carthage
BLACK
sR
Caesarea
CAUCA SUS M
TS.
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MACEDONIA
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Gr
Gr
Gr
M
M
SE
Gr
Gr
M
C
CA
Gr
A
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ES
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SPAIN
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GERMANIA
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BRITAIN
Sp
5a. The Roman Empire extended to what continents?
5b. In Athens, every free adult male participated in its government, which became known
as direct democracy. Looking at the map, would it be possible for every free adult
Roman male to take part in direct democracy? Why or why not? What kind of
democracy was practiced in Rome?
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Document 6
ROMAN GOVERNMENT
CONSULS
Two consuls served a year’s term. They were elected by the Assemblies and
were the chief executives of the government. They also served as commanders
of the army.
SENATE
The Senate was the most important governing body. Its 300 members passed
laws, elected officials, and determined foreign policy. Members of the Senate
were patricians. They were chosen for life. Senators advised the Consuls. The
Assemblies could veto this advice.
ASSEMBLY OF CENTURIES
ASSEMBLY OF TRIBES
The patricians controlled voting in this
Assembly. It elected the magistrates—
the main administrative body of the
government.
The plebeians controlled this Assembly. It
elected the tribunes and gradually gained
the power to make some laws.
MAGISTRATES
TRIBUNES
The magistrates had supreme administrative authority. They had the right to
interpret and execute laws. At first, the
magistrates had to be patricians. Later,
plebeians could hold this office.
The Assembly of Tribes elected 10 tribunes each year. Tribunes could veto the
act of any magistrate.
6a. Referring to the above chart, explain the separation of powers within the Roman
government.
6b. How were the consuls, magistrates, and tribunes chosen? How did the tribunes check
the magistrates? Why do you think tribunes were given that power?
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Document 7
Roman coin illustrating the provocatio court [appeals court] in which citizens had the right to
appeal a decision passed by the magistrates.
7a. According to Roman law, what could citizens do if they thought a decision made by a
magistrate was unfair?
7b. Were the powers of a magistrate limited or unlimited? Explain.
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Document 8
The points which are now being briefly touched upon are certainly important; but out of all the material of the philosophers’ discussions, surely there
comes nothing more valuable than the full realization that we are born for
Justice, and that right is based, not upon men’s opinions, but on Nature.
*****
But if it were a penalty and not Nature that ought to keep men from injustice, what anxiety would there be to trouble the wicked when the danger of
punishment was removed? . . . But if it is a penalty, the fear of punishment,
and not the wickedness itself, that is to keep men from a life of wrongdoing
and crime, then no one can be called unjust, and wicked men ought rather
to be regarded as imprudent [lacking caution]; furthermore, those of us
who are not influenced by virtue itself to be good men, but by some consideration of utility and profit, are merely shrewd, not good.”
—Cicero, De Legibus [a discourse on law and justice]
From Cicero: Volume XVI—De Re Publica. De Legibus, Loeb Classical Library
Volume L213, translated by Clinton W. Keyes. Published by Harvard University
Press, Cambridge, Mass., 1928. The Loeb Classical Library® is a registered trademark of the President and Fellows of Harvard College. Reprinted by permission
of Harvard University Press and the Trustees of the Loeb Classical Library.
8a. Cicero states that nature, not the arbitrary decisions of others, should provide justice.
But because some people do not always do what is right, what is needed to ensure
justice?
8b. According to Cicero, what influences men to be good? How would you define that
influence?
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Document 9
The following are the precepts of the Law: to live honestly, not to injure
another, and to give to each one that which belongs to him.
There are two branches of this study, namely, public and private. Public
Law is that which concerns the administration of the Roman government;
Private Law relates to the interests of individuals. . . . It is composed of precepts
of Natural Law, of those of the Law of Nations, and of those of the Civil Law.
Natural Law is that which nature has taught to all animals, for this law is
not peculiar to the human race, but applies to all creatures which originate
in the air, or the earth, and in the sea. . . .
The Civil Law and the Law of Nations are divided as follows. All peoples
that are governed by laws and customs make use of the law which is partly
peculiar to themselves and partly pertaining to all men; for what each people has established for itself is peculiar to that State, and is styled the Civil
Law; being, as it were, the especial law of that individual commonwealth.
But the law which natural reason has established among all mankind and
which is equally observed among all peoples, is called the Law of Nations, as
being that which all nations make use of. The Roman people also employ a
law which is in part peculiar to them, and in part common to all men. . . .
Our Law, which We make use of, is either written or unwritten, just as
among the Greeks written and unwritten laws exist. The written law consists
of the Statues, . . . the Decrees of the Senate, the Decisions of the Emperors,
the Orders of the Magistrates and the Answers of Jurisconsults. . . .
The Answers of Jurisconsults are the decisions and opinions of persons
upon whom has been conferred authority to establish laws; for it was
decided in ancient times that the laws should be publicly interpreted by
those to whom the right to answer had been granted by the Emperor, and
who were called jurisconsults, and the unanimous decisions and opinions of
the latter had such force that . . . a judge was not permitted to deviate from
what they had determined.
The unwritten law is that which usage has confirmed, for customs long
observed and sanctioned by the consent of those who employ them, resemble law.
The emperor Justinian, Corpus Juris Civilis [Justinian’s Code]
9a. What types of law does Justinian’s Code mention?
9b. What role do the jurisconsults play in the legal system? Why are they important?
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World History and Geography
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Document-Based Questions Activities
Name
Class
Date
Activity 2, Greek and Roman Civilizations, continued
Document 10
Legislative
Branch
(Congress)
Executive
Departments
and Agencies
The people of
the United
States elect
President
appoints
Executive
Branch
(President)
Judicial
Branch
(Courts)
10a. List the three branches of government in the United States, and explain how the
members of each branch are chosen. What do you think was the purpose of creating
three branches instead of one branch?
10b. Compare the representative democracy of Rome to the representative democracy of
the United States.
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World History and Geography
20
Document-Based Questions Activities
Name
Class
Date
Activity 2, Greek and Roman Civilizations, continued
Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided and your knowledge
of history, write a well-organized essay that includes an introduction, a body of several
paragraphs, and a conclusion.
HISTORICAL CONTEXT
Even though the ancient Greek and Roman Empires collapsed more than a thousand
years ago, their legacies continue to influence civilization today in the areas of architecture and urban planning; arts, sciences, and philosophy; and legal and political institutions. The Greco-Roman civilization became the basis on which later western civilizations
were built.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Trace the origins of the U. S. legal and political systems to the contributions
of the ancient Greeks and Romans. In your essay include a discussion of the
types of democracy practiced by these two ancient civilizations as well as a
discussion of the influence these civilizations had on the American constitutional principles of separation of powers, checks and balances, popular sovereignty, the rule of law, and the duties and responsibilities of citizens.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information throughout your essay.
• Support your arguments with facts and information that address the theme.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is beyond a simple restatement of the Task or Historical
Context and conclude the essay with a summation of the theme.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
World History and Geography
21
Document-Based Questions Activities
Name
ACTIVITY
Class
3
Date
Document-Based Questions
The Medieval Period
Document-Based Essay
Part A
DIRECTIONS Analyze the following documents. Use the documents and your knowledge
of world history to answer the questions that follow each document. Your answers will
help you to write a short essay related to the documents.
Document 1
A.D.
400
A.D.
500
A.D.
A.D.
A.D.
A.D.
A.D.
A.D.
A.D.
481 Clovis becomes king of
the Frankish tribes.
A.D.
A.D.
A.D.
751 Pepin the Short founds
the Carolingian dynasty.
750
850
950
1000
1100
768–814 Charlemagne rules.
843 The Treaty of Verdun is
signed.
800 Charlemagne is declared
Emperor of the Romans.
A.D.
962 Otto I is crowned
Emperor of the Romans.
A.D.
936 Otto I is elected king of
Germany.
A.D.
1066 William of Normandy
conquers England.
c. A.D. 1000 Feudalism begins in
Europe.
A.D.
1122 The Concordat of
Worms compromise is reached.
A.D. 1066–1087 William the Conqueror (William I of England) rules.
A.D.
A.D.
1152–1190 Frederick
Barbarossa rules in Germany.
1200
A.D.
1154–1189 Henry II rules in
England.
A.D.
A.D.
1215 Magna Carta is signed.
1300
1a. According to the time line, when did feudalism begin in Europe?
1b. Who conquers England in A.D. 1066? How long did he rule?
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Document-Based Questions Activities
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Class
Date
Activity 3, The Medieval Period, continued
Document 2
2a. According to the feudal arrangement, what did a vassal promise a lord in exchange
for land?
2b. How did the feudal arrangement compare to a contract today?
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World History and Geography
23
Document-Based Questions Activities
Name
Class
Date
Activity 3, The Medieval Period, continued
Document 3
territory described in
Domesday Book vol. I
territory described in
Domesday Book vol. 2
royal castles
baronial castles
religious buildings (begun)
Carlisle
Durham Cathedral
(1093)
North Sea
York
Fulford
Irish Sea
Lincoln
Stamford
Norwich Cathedral
Nave (1096)
(1083)
Ely Cathedral
Huntingdon
Cambridge
Monmouth
Caerleon
(1089)
Gloucester
Abbey Church
Oxford
Wallingford
(1077)
St. Alban’s Abbey
London
Westminster Hall
(1097)
Winchester Cathedral
(1079)
Sherborne
Canterbury
Cathedral
Crypt
(1096)
Dover
Southampton
Exeter
Carisbrooke
Tintagel
Corfe
English Channel
3a. William the Conqueror introduced his own version of feudalism to England.
Referring to the map showing the distribution of baronial and royal castles, how did
he check the power of the barons?
3b. What could William the Conqueror collect from each of his vassals, based on the
information gathered by the census takers?
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24
Document-Based Questions Activities
Name
Class
Date
Activity 3, The Medieval Period, continued
Document 4
When any one of [the bond-tenants] dieth, the lord shall have all the
pigs of the deceased, all his goats, all his mares at grass, and his horse
also, . . . all his bees, all his bacon-pigs, all his cloth of wool and flax, and
whatsoever can be found of gold and silver. The lord also shall have all his
brass pots . . . because at their death the lord ought to have all things of
metal. . . .
Also the lord shall have the best ox . . . and Holy Church another. After
this the rest of the animals ought to be divided thus, if the deceased has children, to wit [namely], into three parts—one for the lord, one for the wife,
one for the children; and if he leaves no children, they shall be divided into
two parts—one for the lord and one for the wife of the deceased equally. . . .
Also be it remembered that, if there is war in the neighborhood and
watches are kept at night at [the city of] Chester, then they ought to keep
armed watch at night round the court of [Dernale]. . . .
Also, if the lord wishes to buy corn or oats, or anything else, and they
have such things to sell, it shall not be lawful to them to sell anything elsewhere, except with the lord’s license.
—excerpt describing the obligations of the serfs of Dernale, England
4a. Why do you think the lord would not allow his serfs to sell their produce or goods
elsewhere?
4b. Why would it be difficult for serfs to increase their prosperity from one generation to
the next?
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Document-Based Questions Activities
Name
Class
Date
Activity 3, The Medieval Period, continued
Document 5
Bodo [a freeman from the Villaris manor, a fief held by the Abbey of St.
Germain] . . . joins his friends from some of the farms near by, who are
going to work at the big house too. They all assemble, some with horses and
oxen, some with mattocks and hoes and spades and axes and scythes, and go
off in gangs to work upon the fields and meadows and woods of the seigniorial manse, according as the steward orders them. . . .
. . . Bodo’s wife, Ermentrude, . . . calls on one of her neighbors, who has
to go up to the big house too. The neighbor is a serf and she has to take the
steward a piece of woollen cloth, which will be sent away to St Germain to
make a habit for a monk. Her husband is working all day in the lord’s vineyards, for on this estate the serfs generally tend the vines, while the freemen
do most of the ploughing. Ermentrude and the serf ’s wife go together up
to the house. There all is busy. In the men’s workshop are several clever
workmen—a shoemaker, a carpenter, a blacksmith, and two silversmiths;
they are not more, because the best artisans on the estates of St. Germain
live by the walls of the abbey, so that they can work for the monks on the
spot and save the labour of carriage.
—Eileen Power, Medieval People
5a. What are some of the obligations and rents that people living on a manor owed?
5b. In this account what implies that the manor might be self-sufficient?
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Class
Date
Activity 3, The Medieval Period, continued
Document 6
(1) TO ALL FREE MEN OF OUR KINGDOM we have also granted, for us
and our heirs for ever, all the liberties written out below, to have and to
keep for them and their heirs, of us and our heirs:
(2) If any earl, baron, or other person that holds lands directly of the
Crown, for military service, shall die, and at his death his heir shall be
of full age . . . the heir shall have his inheritance. . . .
(8) No widow shall be compelled to marry, so long as she wishes to remain
without a husband. But she must give security that she will not marry
without royal consent, if she holds her lands of the Crown, or without
the consent of whatever other lord she may hold them of. . . .
(13) The city of London shall enjoy all its ancient liberties and free customs,
both by land and by water. We also will and grant that all other cities, boroughs, towns, and ports shall enjoy all their liberties and free customs. . . .
(39) No free man shall be seized or imprisoned, or stripped of his rights or
possessions, or outlawed or exiled, or deprived of his standing in any
other way, nor will we proceed with force against him, or send others to
do so, except by the lawful judgement of his equals or by the law of the
land.
(40) To no one will we sell, to no one deny or delay right or justice.
— John, king of England, Magna Carta
6a. What were the circumstances under which the Magna Carta was written, and what
feudal rights of the nobles did it protect?
6b. Why is the Magna Carta referred to today as the cornerstone of constitutional
government?
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27
Document-Based Questions Activities
Name
Class
Date
Activity 3, The Medieval Period, continued
Document 7
The Major Crusades, 1096–1204
S
ENGLAND
N
Toruń
W
Dover
KIEVAN RUSSIA
POLAND
HOLY
E
Kiev
R
ul a
Vist
CARPATH
.
S
NI
TO T
TEU IGH
KN
C
NORTH
SEA
ROMAN
Paris
ATLANTIC
OCEAN
Metz
Vézelay
FRANCE
Bay of
Biscay
PYR
Lyon
Trieste
Venice
Genoa
I AN
M
TS
.
CAUC
HUNGARY
ASUS M T
S.
BLACK SEA
Zadar
Marseilles
IT
EES
Vienna
S
ALP
Clermont
EN
Regensburg
EMPIRE
A
LY
CORSICA
Lisbon
Constantinople
Rome
B
Y
SARDINIA
Córdoba
ZA
NT
Granada
IN
E
SICILY
SA
EM
PIR E
TUR
KS
Edessa
Antioch
Tripoli
HOLY
Acre
LAND
Jerusalem DEAD
CRETE
AFRICA
L
Q
JU
MEDITERRANEAN SEA
SEA
First Crusade
1096–1099
Third Crusade
1189–1192
Second Crusade
1147–1149
Fourth Crusade
1202–1204
Islam in 1096
0
0
250
250
500 Miles
500 Kilometers
Azimuthal Equal-Area Projection
7a. Which crusade left from Paris? Which European cities did it pass through before
reaching Hungary?
7b. As a result of all their travels, what do you think the crusaders brought back with
them? Did the crusades ultimately contribute to the decline of feudalism and the
manorial system? Explain.
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World History and Geography
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Document-Based Questions Activities
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Class
Date
Activity 3, The Medieval Period, continued
Document 8
LONDON IN THE TWELFTH CENTURY
Those engaged in business of various kinds, sellers of merchandise, hirers of
labor, are distributed every morning into their several [districts] according
to their trade. Besides, there is in London on the river bank among the
wines for sale in ships and in the cellars of [wine merchants] a public
cook-shop. . . .
To this city from every nation under heaven merchants delight to bring
their trade by sea. The Arabian sends gold; the Sabaean [from Saba, or
Sheba, in southern Arabia] spice and incense. The Scythian [from Scythia in
southeastern Europe] brings arms, and from the rich, fat lands of Babylon
comes oil of palms. The Nile sends precious stones; the men of Norway and
Russia, fur and sables; nor is China absent with purple silk. The Gauls come
with their wines.
—William Fitz-Stephen, Most Noble City of London
8a. What evidence is presented in the above account that supports the fact that London
was a thriving commercial center?
8b. Why do you think the increase of trade influenced the growth of cities? How did the
rise of urban centers contribute to the decline of the manorial system?
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World History and Geography
29
Document-Based Questions Activities
Name
Class
Date
Activity 3, The Medieval Period, continued
Document 9
The Growth of France, 1035–1328
1180
AQUITAINE
GASCONY
EMPIRE
A
BOURBON
GASCONY
E
DY
AQUITAINE
45°N
GN
UN
POITOU
Bay of
Biscay
TOULOUSE
OC
U ED
NG
LA
SPA IN
MEDITERRANEAN
SEA
5°E
MEDITERRANEAN
SEA
5°E
MEDITERRANEAN
SEA
5°E
French royal domain
Paris
ÎLE
DEFRANCE
ANJOU
S PA IN
SPAIN
MAINE
ROMAN
NORMANDY
BRITTANY
LY
UN
RG
Bay of
Biscay
FLANDERS
RG
EMPIRE
DY
E
ROMAN
GN
HO
POITOU
BU
DY
HO
LY
ROMAN
UN
RG
BU
A
ANJOU
45°N
TOULOUSE
Paris
ÎLE
DEFRANCE
nel
ChanPONTHIEU
P
AQUITAINE
MAINE
E n g lish
AM
Bay of
Biscay
NORMANDY
BRITTANY
50°N
CH
POITOU
GASCONY
E
nel
P
ANJOU
45°N
GN
Chan
AM
A
ÎLE
DEFRANCE
E n g lish
CH
Paris
P
MAINE
AM
NORMANDY
BRITTANY
50°N
LY
FLANDERS
nel
EMPIRE
Chan
CH
E n g lish
London
ENGLAND
FLANDERS
50°N
1328
London
ENGLAND
HO
London
ENGLAND
BU
1035
English possessions
in France
Fiefs of French kings
0
0
100
100
200
200
300 Miles
300 Kilometers
Azimuthal
Equal-Area
Projection
9a. What happened to the size of the French royal domain from 1035 to 1328?
9b. What can you infer from the map about the power of the French king and the central
government?
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World History and Geography
30
Document-Based Questions Activities
Name
Class
Date
Activity 3, The Medieval Period, continued
Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided and your knowledge
of history, write a well-organized essay that includes an introduction, a body of several
paragraphs, and a conclusion.
HISTORICAL CONTEXT
The period of transition from Roman times to the Renaissance was known as the
medieval period or Middle Ages. Small, weak kingdoms—with the exception of
Charlemagne’s empire—emerged, and life was organized around feudalism, the manorial
system, and the Christian Church.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Describe the political structure known as feudalism and the economic structure known as the manorial system. In your essay, include reasons why these
two systems dominated in Europe during the Middle Ages and what changes
led to the decline of these two systems.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information throughout the essay.
• Support your arguments with facts and information that address the theme.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is beyond a simple restatement of the Task or Historical
Context and conclude the essay with a summation of the theme.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
World History and Geography
31
Document-Based Questions Activities
Name
Class
4
ACTIVITY
Date
Document-Based Questions
The Age of Exploration
Document-Based Essay
Part A
DIRECTIONS Analyze the following documents. Use the documents and your knowledge
of world history to answer the questions that follow each document. Your answers will
help you to write a short essay related to the documents.
Document 1
A.D.
1400
A.D.
1450
1418 Portuguese
explorations begin.
1625
1618–
1648
Thirty
Years’
War is
fought.
A.D.
1500
A.D.
1497–1498 Vasco da
Gama makes his first
voyage to India.
1492 Columbus
makes his first voyage.
A.D.
A.D.
1650
A.D.
A.D.
1700
A.D.
1643–1715 Louis XIV
rules France.
1624–1642
Richelieu is a
powerful figure in France.
1725
A.D.
1556–1598 Philip
II rules Spain.
1750
1740–1780
Maria Theresa
rules Austria.
1682–1725 Peter
the Great rules
Russia.
A.D.
1519–1522 MagellanElcano expedition sails
around the world.
1516–1556 Charles V rules Spain.
1675
1550
1740–1786
Frederick the
Great rules
Prussia.
A.D.
1775
1600
1613
Michael
Romanov
is elected
czar.
A.D.
1800
1762–1796
Catherine
the Great
rules Russia.
1772 First Partition
of Poland takes
place.
1a. When did the Portuguese begin their oceanic explorations? What voyages took them
across an ocean other than the Atlantic?
1b. In what ways do you think Vasco da Gama’s voyages helped the Portuguese economy?
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Class
Date
Activity 4, The Age of Exploration, continued
Document 2
60°W
30°W
0°
30°E
60°E
90°E
Portuguese exploration
Spanish exploration
GREENLAND
French exploration
English exploration
Dutch exploration
–1611
N, 1610
HUDSO
CABOT, 1497
NEWFOUNDLAND
UNITED
PROVINCES
09
, 16
SON
HUD
ENGLAND
EUROPE
CARTIER, 1534 –1536
NOVA SCOTIA
LA SALLE,
1678–1682
GUANAHANI
Ceuta Strait
MADEIRA
ISLANDS
COLUMBUS, 1492–1493
ASIA
SPAIN
Iberian
Sagres Peninsula
Palos
Lisbon
AZORES
DE SOTO, 1539–1542
St. Augustine
FRANCE
CHAMPLAIN, 1603 & 1609 –1615
PORTUGAL
CHINA
of Gibraltar
Hormuz
CUBA
CANARY
ISLANDS
S,
CAPE VERDE
ISLANDS
PIZARRO,
1531–1533
PERU
Cajamarca
SOUTH
AMERICA
Lima
C
Guinea oast
Gulf of
DIA
Guinea
S, 1
487
–14
88
BRAZIL
Bahia
DA
VESPUCCI,
1501–1502
Mombasa
150
MA
,1
0 –1
49
7–
0
Malacca
BORNEO
EAS
INDIAN
OCEAN
Luanda
GA
, 15
SUMATRA
T
INDIES
JAVA
Batavia
643
T ASMA N , 1 6 4 2 – 1
149
580
7–1
157
KE,
DRA
9
Cape of
Good Hope
501
15
21–
, 15
NO
A
C
EL
16
22
44
77
–1
A,
58
0
A L,
R AL
Strait
of Malacca
CEYLON
N,
BR
CAB
15
0–
MA
CA
Malindi
Calicut
Cochin
01
TAS
Rio de Janeiro
Buenos
Aires
AFRICA
499
Isthmus
of Panama
,
AMA 9
DA G 7–149
1 49
BENIN
ATLANTIC
OCEAN
7–1
BALBOA, 1513
Diu
149
CARIBBEAN
SEA
INDIA
Arabian
Peninsula
HISPANIOLA
MA
1
E,
AK
DR
DA
5
GE
L LA
N,
1
152
19–
15
Strait
of Magellan
N
Treaty of Tordesillas
Line of Demarcation,
1494
W
GA
M
TASMAN, 1642–1643
E
Scale at Equator
S
0
0
Cape Horn
1,500
1,500
3,000 Miles
3,000 Kilometers
(Scale varies with latitude)
Miller Cylindrical Projection
60°E
60°W
30°W
90°E
30°E
0°
2a. Who was the earliest explorer designated on the map? Where did he sail, and what
did he find?
2b. Why do you think Portugal and Spain were the first countries to finance sailing
explorations?
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Document-Based Questions Activities
Name
Class
Date
Activity 4, The Age of Exploration, continued
Document 3
r
No
NORTH
AMERICA
G
ul
f
S
t
a
re
th
At
lan
Cu
tic
rre
nt
Westerlies
40˚ N
PORTUGAL
m
Atlantic
Ocean
30˚ N
C
an
ar
y
C
ur
re
SPAIN
nt
AFRICA
N
20˚ N
N o r t h e a s t Tr a d e W i n d s
North Equ
rent
atorial Cur
route taken by
Christopher Columbus (1492–1493)
wind patterrns
SOUTH
AMERICA
10˚ N
ocean currents
3a. What ocean currents and wind patterns enabled Christopher Columbus to sail to the
West Indies?
3b. According to the map, was it easy to sail in a straight path to the West Indies? Why or
why not? How would this map have helped Columbus in his voyage to San Salvador?
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Name
Class
Date
Activity 4, The Age of Exploration, continued
Document 4
In the 1400s sailors began using astrolabes to
determine the latitude of their ships.
4a. Why was it important for sailors to calculate their latitude?
4b. What other navigational instrument were sailors using by the 1300s?
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Document-Based Questions Activities
Name
Class
Date
Activity 4, The Age of Exploration, continued
Document 5
5a. According to the illustration, was the rudder (a device used for steering) on Santa
Maria’s side or at its rear? Why was this an advantage?
5b. What was usually mounted on board these ships to help defend them from
enemy ships?
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Document-Based Questions Activities
Name
Class
Date
Activity 4, The Age of Exploration, continued
Document 6
6a. In the above illustration people are paying to cross the bridge. What is this
payment called?
6b. A horse and rider had to pay two deniers (approximately two cents) to be allowed to
cross the bridge. This payment in deniers implies a standardization of money. What
may have been the importance of standardization of money to overseas exploration?
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Name
Class
Date
Activity 4, The Age of Exploration, continued
Document 7
European Empires in the Americas, 1700
30°W
GREENLAND
Hudson
Bay
R
O
C
NORTH
AMERICA
K
Y
A
FR
Montreal
M
T
N
S .
LOUISIANA
EW
Albany
NC
E
NEWFOUNDLAND
Quebec
Boston
New York
Philadelphia
NOVA SCOTIA
ATLANTIC
OCEAN
Charleston
FLORIDA
MEXICO
CUBA
Havana
HISPANIOLA
JAMAICA
BELIZE
Mexico City
GUADELOUPE
MARTINIQUE
CURAÇAO
PACIFIC
OCEAN
Panamá
Spanish territory
Dutch territory
Portuguese territory
French territory
1000
1000
IA N A
SOUTH
AMERICA
Bahia
PERU
A N
D E S
0
GU
Lima
English territory
0
BARBADOS
2000 Miles
2000 Kilometers
Miller Cylindrical Projection
PAMPAS
ATLANTIC
OCEAN
N
W
E
S
Strait of Magellan
Cape Horn
7a. What European power controlled much of Central and South America in 1700?
7b. What role did the various colonies play in the economic theory of mercantilism?
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Activity 4, The Age of Exploration, continued
Document 8
“Sir,—Believing that you will take pleasure in hearing of the great success
which our Lord has granted me in my voyage, I write you this letter,
whereby you will learn how in thirty-seven days’ time I reached the Indies
with the fleet which the most illustrious King and Queen, our sovereigns,
gave to me, where I found very many islands thickly peopled. . . .
They assure me that there is another island larger than [Hispaniola] in
which the inhabitants have no hair. It is extremely rich in gold; and I bring
with me Indians taken from these different islands, who will testify to all
these things. Finally, and speaking only of what has taken place in this
voyage . . . their Highnesses may see that I shall give them all the gold they
require, if they will give me a little assistance; spices also, and cotton, . . . and
mastic, hithero found only in Greece. . . . I think also I have found rhubarb
and cinnamon, and I shall find a thousand other valuable things.”
—Christopher Columbus (1493)
8a. Who financed Columbus’s voyage? Why were wealthy monarchs more likely to
finance overseas explorations?
8b. What did Columbus tell Ferdinand and Isabella that he would bring back from the
New World? His exploration led to what massive interaction between the Eastern and
Western Hemispheres?
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Activity 4, The Age of Exploration, continued
Document 9
9a. What does this Aztec drawing illustrate?
9b. What were some other negative consequences of the Columbian Exchange?
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Activity 4, The Age of Exploration, continued
Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided and your knowledge
of history, write a well-organized essay that includes an introduction, a body of several
paragraphs, and a conclusion.
HISTORICAL CONTEXT
Other than Marco Polo’s journey to China and the Crusaders’ travels to the Holy Land,
Europe had little first-hand contact with other parts of the world before the 1400s.
However, changes began to occur that sparked some people’s interest in the opportunities
connected with exploration.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Describe the changes that occurred in Europe and set the stage for overseas
exploration and European expansion. In your essay describe the impact of
the explorers that sailed prior to 1521 under the flags of Spain and Portugal.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information throughout the essay.
• Support your arguments with facts and information that address the theme.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is beyond simple restatement of the Task or Historical
Context and conclude the essay with a summation of the theme.
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Document-Based Questions Activities
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ACTIVITY
5
Date
Document-Based Questions
Absolutism and Revolution
Document-Based Essay
Part A
DIRECTIONS Analyze the following documents. Use the documents and your knowledge
of world history to answer the questions that follow each document. Your answers will
help you to write a short essay related to the documents.
Document 1
A controversy has arisen about this: whether it is better to be loved than
feared, or vice versa. My view is that it is desirable to be both loved and
feared; but it is difficult to achieve both and, if one of them has to be lacking, it is much safer to be feared than loved.
For this may be said of men generally: they are ungrateful, fickle [unstable], feigners [fakers] and dissemblers [deceivers], avoiders of danger, eager
for gain. While you benefit them they are all devoted to you. . . . But when
you are hard pressed, they turn away. . . .
Men are less hesitant about offending or harming a ruler who makes
himself loved than one who inspires fear. For love is sustained by a bond of
gratitude which, because men are excessively self-interested, is broken whenever they see a chance to benefit themselves. But fear is sustained by a dread
of punishment that is always effective. Nevertheless, a ruler must make himself feared in such a way that, even if he does not become loved, he does not
become hated. For it is perfectly possible to be feared without incurring
hatred. And this can always be achieved if he refrains from laying hands on
the property of his citizens and subjects, and on their womenfolk. . . . But,
above all, he must not touch the property of others, because men forget
sooner the killing of a father than the loss of their patrimony.
—Niccolò Machiavelli, The Prince (1513)
From The Prince by Niccolo Machiavelli, edited by Quentin Skinner and Russell Price.
Copyright © 1988 by Cambridge University Press. Reprinted by permission of the publisher.
1a. Why did Machiavelli believe it is better for a ruler to be feared by his or her subjects
than to be loved by them?
1b. What advice did Machiavelli give monarchs to prevent their subjects from hating them?
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DOCUMENT 2
You will never do right . . . until you give God his due, the King his due (that
is, my successors) and the people their due, I am as much for them as any of
you. . . .
. . . And truly I desire their liberty and freedom as much as anybody whomsoever. But I must tell you that their liberty and freedom consists in having
of government; those laws by which their life and their goods may be most
their own. It is not for having share in government, Sir, that is nothing pertaining to them. A subject and a sovereign are clean different things, and
therefore until . . . you do put the people in that liberty as I say, certainly
they will never enjoy themselves.
Sirs. It was for this that now I am come here. If I would have given way
to an arbitrary way, for to have all the laws changed according to the power
of the sword I needed not to have come here. And, therefore, I tell you . . .
that I am the martyr of the people.
—Charles I, king of England before his execution (January 30, 1649)
2a. What was King Charles’s attitude toward the people he ruled?
2b. What did King Charles profess to believe was the proper role of a monarch in ruling
his or her subjects? What did he think was the role of the people?
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DOCUMENT 3
God establishes kings as his ministers, and reigns through them over the
peoples. . . . All power comes from God. The Prince, adds Saint Paul, “is a
minister of God to thee for good. But if thou do that which is evil, be afraid;
. . . for he is a minister of God, an avenger for wrath to him that doeth evil.”
So princes act as ministers of God and his lieutenants on earth. It is through
them that He rules His empire. This is why . . . the royal throne is not the
throne of a man, but the throne of God Himself. . . .
Saint Paul, after having said that the prince is the minister of God, concludes thus: “Wherefore Ye must needs be in subjection [submission]. . . . ”
And again, “servants, obey in all things your temporal [earthly] masters and
whatsoever Ye do, do it heartily as to the Lord, and not as unto men.” . . .
Saint Peter says, “submit yourselves to every ordinance of man for the Lord’s
sake: whether it be to the king as supreme, or unto governors, as unto them
that are sent by him for the punishment of evildoers and for the praise of
them that do well.” . . .
In order to render this idea odious [contemptible] and unbearable,
many pretend to confuse absolute government with arbitrary government.
But there are no two more dissimilar things. . . . The prince need render no
account to anyone for the orders he gives. “I counsel thee to keep the king’s
commandment and that in regard to the oath of God. . . . Where the word of
a king is, there is power; and who may say unto him, What dost thou?”
Without this absolute authority the king can do no good, nor punish evil;
his power must be such that no one can hope to escape it.
Men must therefore obey princes as they obey justice itself, without
which there can be no order or purpose in things. They are Gods, and share
in a fashion the divine independence. . . . There is only God who can judge
their judgements and their persons.
—Bishop Jacques Bénigne Bossuet, Treatise on Politics
From “Treatise on Politics, Based on the Very Words of Holy Writ, 1678” by
Jacques Bénigne Bossuet from The Western Tradition, translated and edited by
Eugene Weber. Copyright © 1959 by D. C. Heath and Company. Reprinted by
permission of Houghton Mifflin Company.
3a. How does Bossuet think people should act toward their monarch? Why?
3b. To whom does Bossuet believe monarchs are responsible? What does he suggest will
happen to rulers who behave improperly?
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DOCUMENT 4
The only way whereby anyone divests himself of his natural liberty and puts
on the bonds of civil society, is by agreeing with other men, to join and
unite into a community for their comfortable, safe and peaceable living one
amongst another, in a secure enjoyment of their properties, and a greater
security against any that are not of it. . . .
. . . To this end it is that men give up all their natural power to the society they enter into, and the community put the legislative power into such
hands as they think fit, with this trust, that they shall be governed by
declared laws. . . .
Absolute arbitrary power, or governing without settled standing laws,
can neither of them consist with the ends of society and government.
As usurpation is the exercise of power which another hath a right to,
so tyranny is the exercise of power beyond right, which nobody can have a
right to; and this is making use of the power any one has in his hands, not
for the good of those who are under it, but for his own private, separate
advantage. When the governor, however entitled, makes not the law but his
will the rule, and his commands and actions are not directed to the preservation of the properties of his people, but the satisfaction of his own . . .
passion [that is tyranny]. . . .
Wherever law ends, tyranny begins, if the law be transgressed to another’s
harm; and whosoever in authority exceeds the power given him by the law,
and makes use of the force he has under his command . . . upon the subject
which the law allows not, ceases in that to be a magistrate, and . . . may be
opposed, as any other man who by force invades the right of another. . . .
May the commands, then, of a prince be opposed? . . . May he be
resisted, as often as any one shall find himself aggrieved, and but imagine he
has not right done him? This will unhinge and overturn all politics, and
instead of government and order, leave nothing but anarchy and confusion.
To this I answer: That force is to be opposed to nothing but to unjust
and unlawful force. Whoever makes any opposition in any other case draws
upon himself a just condemnation, both from God and man.
—John Locke, Second Treatise on Government (1690)
4a. According to Locke, how are law, power, and tyranny related?
4b. Under what circumstances does Locke think people may oppose their rulers?
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DOCUMENT 5
1. The Christian Law teaches us to do mutual Good to one another, as
much as we possibly can.
2. Laying this down as a fundamental rule prescribed by that Religion,
which has taken, or ought to take Root in the Hearts of the whole People;
we cannot but suppose, that every honest Man in the Community is, or will
be, desirous of seeing his native Country at the very Summit of Happiness,
Glory, Safety, and Tranquillity.
3. And that every Individual Citizen in particular must wish to see himself protected by Laws, which should not distress him in his Circumstances,
but, on the Contrary, should defend him from all Attempts of others, that
are repugnant to this fundamental Rule.
4. In order therefore to proceed to a speedy Execution of what We
expect . . . We . . . ought to begin with an Inquiry into the natural Situation
of this Empire. . . .
8. The Possessions of the Russian Empire extend upon the terrestrial
Globe to 32 Degrees of Latitude, and to 165 of Longitude.
9. The Sovereign is absolute; for there is no other Authority but that
which centers in his single Person, that can act with a Vigour proportionate
to the Extent of such a vast Dominion.
10. The Extent of the Dominion requires an absolute Power to be vested
in that Person who rules over it. It is expedient so to be, that the quick
Dispatch of Affairs, sent from distant Parts, might make ample Amends for
the Delay occasioned by the great Distance of the Places.
11. Every other Form of Government whatsoever would not only have
been prejudicial to Russia, but would have even proved its entire Ruin.
12. Another Reason is: That it is better to be subject to the Laws under
one Master, than to be subservient to the many.
13. What is the true end of Monarchy? Not to deprive People of their natural Liberty; but to correct their Actions, in order to attain the supreme Good.
—Catherine II, Czarina of Russia (1767)
From “The Instructions to the Commissioners for Composing a New Code of Laws,
1767” from Documents of Catherine the Great, edited by W. Reddaway. Copyright
1931 by Cambridge University Press. Reprinted by permission of the publisher.
5a. What two reasons does Catherine give for why she should have absolute power?
5b. According to Catherine, for what purposes should rulers make laws?
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DOCUMENT 6
We hold these truths to be self-evident, that all men are created equal, that
they are endowed by their Creator with certain unalienable Rights, that
among these are Life, Liberty, and the pursuit of Happiness. That to secure
these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. That whenever any Form of
Government becomes destructive of these ends, it is the Right of the People
to alter or to abolish it, and to institute a new Government, laying its foundation on such principles and organizing its powers in such form, as to them
shall seem most likely to effect their Safety and Happiness. Prudence, indeed,
will dictate that Governments long established should not be changed for
light and transient causes. . . . But when a long train of abuses and usurpations, pursuing invariably from the same Object, evinces [shows] a design to
reduce them under absolute Despotism [oppression], it is their right, it is
their duty, to throw off such Government, and to provide new Guards for
their future security.—Such has been the patient sufferance of these
Colonies; and such is now the necessity which constrains [requires] them to
alter their former Systems of Government. The history of the present King of
Great Britain is a history of repeated injuries and usurpation, all having in
direct object the establishment of an absolute Tyranny over these States. . . .
In every stage of these Oppressions we have Petitioned for Redress in the
most humble terms: Our repeated petitions have been answered only by
repeated injury. A Prince, whose character is thus marked by every act which
may define a Tyrant, is unfit to be the ruler of a free People. . . .
We, therefore, the Representatives of the United States of America, in
General Congress Assembled . . . do . . . solemnly publish and declare, That
these United Colonies are, and of Right ought to be Free and Independent
States; that they are absolved from all Allegiance to the British Crown, and
that all political connection between them and the State of Great Britain, is
and ought to be totally dissolved.
—The Declaration of Independence (1776)
6a. According to the Declaration of Independence, what is the purpose of government?
6b. What reasons do the colonists state in this document to justify their revolt against the
British Crown?
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DOCUMENT 7
1. Men are born and remain free and equal in rights. Social distinctions
can be based only upon public utility.
2. The aim of every political association is the preservation of the natural and imprescriptible [that which cannot for any reason be legally taken
away or abandoned] rights of man. These rights are liberty, property, security and resistance to oppression.
3. The source of all sovereignty is essentially in the nation; no body, no
individual can exercise authority that does not proceed from it in plain terms.
4. Liberty consists in the power to do anything that does not injure
others. . . . These limits can be determined only by law.
5. The law has the right to forbid only such actions as are injurious to society. Nothing can be forbidden that is not interdicted [prohibited] by the law,
and no one can be constrained [required] to do that which it does not order.
6. Law is the expression of the general will. All citizens have the right to
take part personally, or by their representatives, in its formation. It must be
the same for all whether it protects or punishes. All citizens, being equal in
its eyes, are equally eligible to all public dignities, places, and employments,
according to their capacities, and without other distinction than that of their
virtues and their talents. . . .
11. The free communication of ideas and opinions is one of the most
precious of the rights of man; every citizen then can freely speak, write and
print, subject to responsibility for the abuse of this freedom in the cases
determined by law.
12. The guarantee of the rights of man and citizen requires a public
force; this force then is instituted for the advantage of all and not for the
personal benefit of those to whom it is entrusted. . . .
15. Society has the right to call for an account of his administration
from every public agent.
16. Any society in which the guarantee of rights is not secured, or the
separation of powers not determined, has no constitution at all.
—The Declaration of the Rights of Man and Citizen (1789)
7a. According to the document, what is “law”?
7b. What limits does the document put on the law? What limits does it put on the power
of rulers?
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Activity 5, Absolutism and Revolution, continued
DOCUMENT 8
It is said, that twenty-four millions [of people] ought to prevail over two
hundred thousand. True; if the constitution of a kingdom be a problem of
arithmetic. This sort of discourse . . . to men who may reason calmly, . . . is
ridiculous. The will of the many, and their interest, must very often differ;
and great will be the difference when they make an evil choice. . . .
Far am I from denying in theory . . . the real rights of men. . . . If civil
society be made for the advantage of man, all the advantages for which it is
made become his right. . . . Men have a right to live by that rule; they have
a right to do justice; as between their fellows, whether their fellows are in
politic function or in ordinary occupation. They have a right to the fruits
of their industry; and to the means of making their industry fruitful. . . .
Whatever each man can separately do, without trespassing upon others, he
has a right to do for himself; and he has a right to a fair portion of all which
society, with all its combinations of skill and force, can do in his favour. In
this partnership all men have equal rights: but not to equal things. He that
has but five shillings in the partnership, has as good a right to it as he that
has five hundred pounds has to his larger proportion. But he has not a right
to an equal dividend in the product of the joint stock; and as to the share of
power, authority, and direction which each individual ought to have in the
management of the state, that I must deny to be amongst the direct original
rights of man in civil society. . . .
. . . One of the first motives to civil society, and which becomes one of
its fundamental rules, is, that no man should be judge in his own cause. . . . He
abdicates [gives up] all right to be his own governor. . . . Men cannot enjoy
the rights of an uncivil [natural] and of a civil state together. That he may
obtain justice, he gives up his right of determining what it is in points the
most essential to him. That he may secure some liberty, he makes a surrender in trust of the whole of it.
—Edmund Burke, Reflections on the French Revolution (1790)
8a. What is Burke’s view of democracy?
8b. What does Burke mean when he states, “all men have equal rights: but not to equal
things”?
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Activity 5, Absolutism and Revolution, continued
Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided and your knowledge
of world history, write a well-organized essay that includes an introduction, a body of
several paragraphs, and a conclusion.
HISTORICAL CONTEXT
The 1600s and 1700s were a time of political transition in Europe. In some countries,
groups began to question a monarch’s right to rule with absolute control and unchecked
power, and they began to demand a greater voice in government. Such challenges led to
a civil war in England in the mid-1600s and to a revolution in France in the late 1700s.
These currents of political change were also felt in the Americas, where in 1776 some
British colonists rejected the rule of their king and declared their independence from
Great Britain.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Take a position on whether a monarch’s authority to govern should be
absolute or if his or her right to rule should be limited by the people. In your
essay, support your opinion by discussing the advantages of the type of government you favor. Also address the arguments that would support the opposite point of view. Finally, indicate what might make you support the opposite
point of view if you lived in a country with your favored form of government.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information in your essay.
• Support your arguments with facts and information that address the theme.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is more than a simple restatement of the Task or Historical
Context.
• Conclude the essay with a summation of the theme.
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Document-Based Questions Activities
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ACTIVITY
6
Date
Document-Based Questions
Imperialism and Colonialism
Document-Based Essay
Part A
DIRECTIONS Analyze the following documents. Use the documents and your knowledge
of world history to answer the questions that follow each document. Your answers will
help you to write a short essay related to the documents.
Document 1
Much has been said of the good economy of importing commodities from
the place where they can be bought cheapest; while the good economy of
producing them where they can be produced cheapest, is comparatively little
thought of. If to carry consumable goods from the places where they are
superabundant to those where they are scarce, is a good pecuniary speculation, is it not an equally good speculation to do the same thing with regard
to labor and instruments? The exportation of laborers and capital from old
to new countries, from a place where their productive power is less, to a
place where it is greater, increases by so much the aggregate produce of the
labor and capital of the world. It adds to the joint wealth of the old and the
new country, what amounts in a short period to many times the mere cost
of effecting the transport. There needs be no hesitation in affirming that
Colonization, in the present state of the world, is the best affair of business,
in which the capital of an old and wealthy country can engage.
—John Stuart Mill, On Colonies and Colonization, 1848
1a. Why does Mill call on “old” countries to export their industries to “new” countries?
1b. What role does Mill suggest colonies would play in the industrial system he recommends? How does he believe his idea would benefit the world?
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DOCUMENT 2
Your Excellency—it may scarcely appear necessary to lay before Your
Excellency any lengthened details of what has taken place. . . .
Allow me, however, to bring to your remembrance the following circumstances: About twenty-five years ago my knowledge of the White men
and their laws was very limited. I knew merely that mighty nations existed,
and among them was the English. These, the blacks who were acquainted
with them, praised for their justice. Unfortunately it was not with the
English Government that my first intercourse with the whites commenced.
People who had come from the Colony first presented themselves to us, they
called themselves Boers. I thought all white men were honest. Some of these
Boers asked permission to live upon our borders. I was led to believe they
would live with me as my own people lived, that is, looking to me as to a
father and a friend. . . .
. . . One of the Governors of the Colony, Sir George Napier, marked
down my limits on a treaty he made with me. I was to be ruler within those
limits. A short time after, another Governor came, it was Sir P. Maitland. The
Boers then began to talk of their right to places I had then lent to them. . . .
Then came Sir Harry Smith, and he told me not to deprive any chief of
their lands or their rights, he would see justice done to all. . . . I could not
understand what he would do. I thought it would be something very just,
and that he was to keep the Boers in my land under proper control. . . . But
instead of this, I now heard that the Boers consider all those farms as their
own, and were buying and selling them one to the other, and driving out by
one means or another my own people.
—Moshweshewe, chief of the Basutos, letter to Sir George
Grey, British home secretary, 1858
2a. What does the treaty mentioned in the letter suggest about the relationship between
African and British leaders?
2b. Why does Moshweshewe appear to feel betrayed by the Europeans?
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DOCUMENT 3
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 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 . . . other South Sea islands. . . .
7. Because if any other nation takes possession of them, their excellent
and spacious harbors, . . . and their near proximity to Great Britain’s
Australasian colonies, would in time of war make them dangerous to British
interests and commerce in the South Seas and her colonies.
8. . . . The 8000 professed Christians on [these islands], and all the
churches formed among them, are by God’s blessing the fruits of the labors
of British missionaries, who, at great toil, expense, and loss of life, have
translated, got printed, and taught the natives to read the Bible in part or
in whole in nine different languages of this group, while 70,000 at least are
longing and ready for the gospel. . . . We fear all this good work would be
lost if the New Hebrides fall into other than British hands.
—John G. Paton, New Hebrides Mission, August 1883
3a. Why was Paton living in the New Hebrides islands?
3b. What reasons does Paton give for why Great Britain should add these islands to
its empire?
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DOCUMENT 4
Gentlemen, we must speak more loudly and more honestly! We must say
openly that indeed the higher races have a right over the lower races. . . .
. . . The superior races have a right because they have a duty. They have
the duty to civilize the inferior races. . . . In the history of earlier centuries
these duties, gentlemen, have often been misunderstood; and certainly when
the Spanish soldiers and explorers introduced slavery into Central America,
they did not fulfill their duty as men of a higher race. . . . But, in our time, I
maintain that European nations acquit themselves with generosity, with
grandeur, and with sincerity of this superior civilizing duty. . . .
. . . At present, as you know, a warship, however perfect its design, cannot carry more than two weeks’ supply of coal. . . Hence the need to have
places of supply, shelters, ports for defense and provisioning. . . . And that is
why we needed Tunisia; that is why we needed Saigon and Indochina; that
is why we need Madagascar . . . and why we shall never leave them! . . .
Gentlemen, in Europe such as it is to day, in this competition of the many
rivals we see rising up around us, . . . a policy of withdrawal or abstention
is simply the high road to decadence! In our time nations are great only
through the activity they deploy. . . .
Spreading light . . . without taking part in the affairs of the world, . . .
seeing as a trap . . . all expansion into Africa or the Orient—for a great
nation to live this way, believe me, is . . . in less time than you may think, to
sink from the first rank to the third and fourth.
—Jules François Camille Ferry, speech to the French
Chamber of Deputies, March 28, 1884
4a. Why does the speaker believe it is important for France to control other parts of the
world? How does he try to justify European control of other parts of the world?
4b. What activity is Ferry referring to when he speaks of “spreading light” in the world?
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DOCUMENT 5
5a. What is taking place in this cartoon?
5b. What attitude toward imperialism does the cartoonist seem to express? How can
you tell?
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Activity 6, Imperialism and Colonialism, continued
DOCUMENT 6
We have conquered for ourselves a place in the sun. It will now be my task
to see to it that this place in the sun shall remain our undisputed possession,
in order that the sun’s rays may fall fruitfully upon our activity and trade in
foreign parts, that our industry and agriculture may develop . . . for our
future lies upon the water. The more Germans go out upon the waters . . .
whether it be in journeys across the ocean, or in the service of the battle
flag, so much the better it will be for us. For when the German has once
learned to direct his glance upon what is distant and great, the pettiness
which surrounds him in daily life on all sides will disappear. Whoever
wishes to have this larger and freer outlook can find no better place than
one of the Hanseatic cities. . . . May it be the function of my Hansa during
many years of peace to protect and advance commerce and trade! . . .
As head of the Empire I therefore rejoice over every citizen, whether
from Hamburg, Bremen, or Lübeck, who goes forth with this large outlook
and seeks new points where we can drive in the nail on which to hang our
armor.
—Wilhelm II, Emperor of Germany, June 1901
6a. What does Wilhelm mean when he states that Germany’s “future lies upon the
water”? What reason does he offer for believing this to be true?
6b. In what ways does Wilhelm suggest that the German people can help to secure their
country’s greatness?
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DOCUMENT 7
In Africa, especially in tropical Africa, which a capitalistic imperialism
threatens and has, in part, already devastated, man is incapable of reacting
against unnatural conditions. In those regions man is engaged in a perpetual
struggle against disease and an exhausting climate. . . . The African of the
tropics is capable of tremendous physical labours. But he cannot accommodate himself to the European system of monotonous, uninterrupted labour,
with its long and regular hours, involving, moreover, as it frequently does,
severance from natural surroundings and nostalgia, the condition of melancholy resulting from separation from home, a malady to which the African is
specially prone. Climatic conditions forbid it. When the system is forced
upon him, the tropical African droops and dies. . . .
To reduce all the varied and picturesque and stimulating episodes in . . .
life to a dull routine of endless toil for uncomprehended ends, to dislocate
social ties and disrupt social institutions; to . . . crush mental development; to
graft upon primitive passions the annihilating evils of scientific slavery, . . .
unrestrained by convention or law; in fine, to kill the soul in a people—this is
a crime which transcends physical murder.
—Edmund Morel, The Black Man’s Burden, 1903
7a. What evils does Morel see in the Europeans’ development of Africa?
7b. How does Morel view Africans? Explain your answer.
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DOCUMENT 8
These products [food supplies and raw materials] lay wasted and ungarnered
in Africa because the natives did not know their value. Millions of tons of oilnuts, for instance, grew wild without the labour of man, and lay rotting in
forests. Who can deny the right of the hungry people of Europe to utilise the
wasted bounties of nature, or that the task of developing these resources
was . . . a ‘trust for civilisation’ and for the benefit of mankind? Europe
benefited by the wonderful increase in the amenities of life for the mass of
her people. . . . Africa benefited by the influx of manufactured goods, and the
substitution of law and order for the methods of barbarism. . . .
By railways and roads, by reclamation of swamps and irrigation of
deserts, and by a system of fair trade and competition, we have added to the
prosperity and wealth of these lands, and checked famine and disease. We
have put an end to the awful misery of the slave trade and inter-tribal war,
to human sacrifice and the ordeals of the witch-doctor. . . . We are endeavouring to teach the native races to conduct their own affairs with justice and
humanity, and to educate them alike in letters and industry. . . .
. . . There will always be those who cry aloud that the task is being badly
done, that it does not need doing, that we can get more profit by leaving
others to do it, that it brings evil to subject races and breeds profiteers at
home. These were not the principles which prompted our forefathers, and
secured for us the place we hold in the world to-day.
—Lord Frederick Lugard, The Dual Mandate
in British Tropical Africa, 1922
From “Conclusion: Value of British Rule” from The Dual Mandate in Tropical
Africa by Lord Frederick Lugard. First published in 1922. Reprinted by permission of Frank Cass & Co. Ltd.
8a. Why does Lugard believe the British were justified in taking control of parts of Africa?
8b. In what ways does Lugard claim Africa has benefited from the British presence ?
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Activity 6, Imperialism and Colonialism, continued
Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided, and your knowledge
of history, write a well-organized essay that includes an introduction, a body of several
paragraphs, and a conclusion.
HISTORICAL CONTEXT
During the late 1800s and the early 1900s the world’s great powers competed to establish
vast empires. By 1914 the United States, Japan, and the countries of Europe dominated
large parts of Africa, Asia, and Latin America. This imperialism had mixed results for
these countries as well as for the peoples they controlled.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Discuss the characteristics and consequences of imperialism in the late
1800s and early 1900s. In your essay explain the various motives for imperialism and provide an example of each. Also analyze the positive and negative
effects of imperialism on peoples in regions that came under foreign control. Conclude by determining whether the results of imperialism during
this time period justified its practice.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information throughout the essay.
• Support your arguments with facts and information that address the theme.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is beyond a simple restatement of the Task or Historical
Context, and conclude the essay with a summation of the theme.
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ACTIVITY
Date
Document-Based Questions
The Origins of World War II
Document-Based Essay
Part A
DIRECTIONS Analyze the following documents. Use the documents and your knowledge
of world history to answer the questions that follow each document. Your answers will
help you to write a short essay related to the documents.
Document 1
EUROPE IN 1924
EUROPE IN 1914
NORWAY
N
SWEDEN
W
FINLAND
NORWAY
N
SWEDEN
W
ESTONIA
E
E
R USSIA
S
GREAT
BRITAIN
GREAT
BRITAIN
S
DENMARK
0
NETHERLANDS
0
200
200
LATVIA
DENMARK
LITHUANIA
400 Miles
SOVIET UN ION
NETHERLANDS
400 Kilometers
IRISH
FREE
STATE
Azimuthal Equal-Area Projection
GERMAN EMPIRE
BELGIUM
BELGIUM
CZE
FRANCE
FRANCE
AUSTRIA-HUNGARY
SWITZERLAND
POLAND
GERMANY
SWITZERLAND
C HO
SLOVAKI A
AUSTRIA HUNGARY
ROMANIA
ROMANIA
SERBIA
ITALY
PORTUGAL
SPAIN
YUGOSLAVIA
BULGARIA
MONTENEGRO
ALBANIA
GREECE
ITALY
PORTUGAL
TURKEY
BULGARIA
ALBANIA
SPAIN
GREECE
TURKEY
AFRICA
AFRICA
1a. What do the maps show happened to Germany after World War I?
1b. What nations in 1924 occuppied territory that had been part of Russia in 1914?
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DOCUMENT 2
The High Contracting Parties, recognizing the moral obligation to redress
the wrong done by Germany in 1871 both to the rights of France and to the
wishes of the population of Alsace and Lorraine, which were separated from
their country in spite of the solemn protest of their representatives . . . agree
upon the following . . . .
Article 51. The territories which were ceded to Germany in accordance
with the Preliminaries of Peace signed at Versailles on February 26, 1871, and
the Treaty of Frankfort of May 10, 1871, are restored to French sovereignty. . . .
Article 119. Germany renounces in favour of the Principal Allied and
Associated Powers all her rights and titles over her oversea possessions. . . .
Article 231. The Allied and Associated Governments affirm and Germany
accepts the responsibility of Germany and her allies for causing all the loss
and damage to which the Allied and Associated Governments and their
nationals have been subjected as a consequence of the war imposed upon
them by the aggression of Germany and her allies.
Article 232. The Allied and Associated Governments . . . require, and
Germany undertakes, that she will make compensation for all damage done
to the civilian population of the Allied and Associated Powers and to their
property during the period of the belligerency of each as an Allied or
Associated Power against Germany.
—Treaty of Versailles, 1919
2a. How do Articles 51 and 119 of the treaty affect Germany?
2b. What is the purpose of Articles 231 and 232?
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DOCUMENT 3
The German people after twenty-five or thirty years, in consequence of the
fact that it will never be able to pay all that is demanded of it, will have so
gigantic a sum still owing that practically it will be forced to produce more
than it does today. . . . Therefore, in the economic sphere, November 1918
[Germany’s surrender in World War I] was in truth no achievement, but it
was the beginning of our collapse. . . . Practically we have no longer a politically independent German Reich, we are already a colony of the outside
world. We have contributed to this because so far as possible we humiliated
ourselves morally, we positively destroyed our own honor and helped to
befoul, to besmirch, and to deny everything which we previously held as
sacred. . . .
Some one has said: “Since the Revolution [establishment of the Weimar
Republic] the people has gained “Rights.” The people governs.” Strange! The
people has now been ruling three years and no one has in practice once
asked its opinion. Treaties were signed which will hold us down for centuries: and who has signed the treaties? The people? No! Governments
which one fine day presented themselves as Governments. And at their election the people had nothing to do save consider the question: there they are
already, whether I elect them or not.
—Adolf Hitler, speech of April 12, 1922
From “Speech of April 12, 1922” by Adolph Hitler from A Brief History of the
Western World by Thomas H. Greer and Gavin Lewis. Copyright © 2002 by
Harcourt College Publishers. Reprinted by permission of Thomson Learning,
a division of The Thomson Corp.
3a. To what is Hitler referring in the first sentence of this excerpt?
3b. What criticisms does Hitler make of the Treaty of Versailles in this speech?
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DOCUMENT 4
It is the task of the foreign policy of a folk-state to secure the existence . . . of
the race which is encompassed by the state and at the same time to establish
a healthy, viable, natural relation between the number and growth of the
folk on one hand and the size and quality of its soil and territory on the
other hand. . . .
The catastrophe of the year 1918 can one day turn into an infinite blessing for the future of our folk. As a result of this collapse our people can
achieve a complete reorientation of its foreign political activity, and . . . can
arrive externally at a final stabilization of its foreign policy. . . .
See an attack against Germany in every attempt to organize a second
military power on the German borders, even if it is only in the form of the
establishment of a state which is a potential military power, and see therein
not only the right but also the duty to prevent the formation of such a state
with all means, even to the use of force, or if it has already been established,
to destroy it again. . . . Never regard the foundations of the Reich as secure, if
it is not able to give every off-shoot of our folk its own bit of soil and territory for centuries to come. Never forget that the most sacred right in the
world is the right to the soil which a man wishes to till himself, and the
most sacred sacrifice is the blood which he spills for this soil.
— Adolf Hitler, Mein Kampf, 1927
From Mein Kampf by Adolf Hitler, translated by Ralph Manheim. Copyright
1943, © 2000 by Houghton Mifflin Company. Reprinted by permission of the
publisher.
4a. To what is Hitler referring when he writes of “the catastrophe of 1918”?
4b. What two statements does Hitler make that foretell of his actions toward Germany’s
neighbors in the 1930s? Which German actions resulted from these beliefs?
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DOCUMENT 5
Fascism, the more it considers and observes the future and the development
of humanity . . . , believes neither in the possibility nor the utility of perpetual peace. It thus repudiates the doctrine of pacifism—born of a renunciation of the struggle and an act of cowardice in the face of sacrifice. War
alone brings up to its highest tension all human energy and puts the stamp
of nobility upon the peoples who have the courage to meet it. . . .
Fascism is the doctrine best adapted to represent the tendencies and the
aspirations of a people, like the people of Italy, who are rising again after
many centuries of abasement and foreign servitude. But empire demands
discipline, the coordination of all forces and a deeply felt sense of duty and
sacrifice: this fact explains . . . the necessarily severe measures which must
be taken against those who would oppose this spontaneous and inevitable
movement of Italy in the twentieth century, and would oppose it by recalling the outworn ideology of the nineteenth century—repudiated wheresoever there has been the courage to undertake great experiments of social and
political transformation.
—Benito Mussolini, 1932
From “Fascism” by Benito Mussolini, prepared by Giovanni Gentile, from
Enciclopedia Italiana di Scienze, Lettere Ed Arti, vol. XIV. Published by TrevesTreccani-Tumminelli, Milan, 1932.
5a. What view does Mussolini hold of Italy’s past? What vision does he have of its future?
5b. Should British and French leaders have placed much reliance on Mussolini’s later
offers to help keep the peace in Europe? Explain why or why not.
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DOCUMENT 6
[A representative of the British government] gave Baron von Weizsäcker [a
German government official], . . . a strong personal warning regarding the
probable attitude of H.M. [His Majesty’s (British)] Government in the event
of German aggression against Czechoslovakia, particularly if France were
compelled to intervene. . . .
In addressing these personal warnings . . . , H.M. Government desired
to impress the seriousness of the situation upon the German Government
without risking a further aggravation of the situation by any formal representations, which might have been interpreted by the German Government
as a public rebuff. . . .
I was informed that instructions had been sent by the Duce [Mussolini]
to the Italian Ambassador in Berlin . . . to say that whilst Italy would fulfil
[sic] completely her pledges to stand by Germany, yet, in view of the great
importance of the request made by H.M. Government to Signor Mussolini,
the latter hoped Herr Hitler would see his way to postpone action . . . for at
least 24 hours so as to allow Signor Mussolini time to reexamine the situation and endeavor to find a peaceful settlement. . . .
Whatever view Hon. Members [of Parliament] may have had about
Signor Mussolini in the past, I believe that everyone will welcome his gesture
of being willing to work with us for peace in Europe.
—Prime Minister Neville Chamberlain, speech of September 28, 1938
6a. What action does Chamberlain reveal Britain has taken toward Germany in the crisis
over Hitler’s demand for part of Czechoslovakia? What reason does he give for his
decision to take this action?
6b. What reason does Chamberlain give to hope for continued peace in Europe?
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Activity 7, The Origins of World War II, continued
DOCUMENT 7
7a. What is taking place in this cartoon, which was drawn after World War I? Why does
the conductor seem pleased?
7b. What opinion does this cartoon express about the chances for lasting peace after
World War I? How do you know this from the cartoon?
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DOCUMENT 8
I have always felt, that in any . . . international crisis . . . our first duty was to
make it plain exactly where we stood and what we would do. I believe that
the great defect in our foreign policy during recent months and recent weeks
has been that we have failed to do so. . . . We have been drifting . . . nearer
into war with Germany, and we have never said, until the last moment, and
then in the most uncertain terms, that we were prepared
to fight. . . .
That is not the language which the dictators understand. Together with
new methods and a new morality they have introduced also a new vocabulary into Europe. . . . They talk a new language . . . and such guarded diplomatic and reserved utterances as were made by the Prime Minister . . . mean
nothing to the mentality of Herr Hitler or Signor Mussolini. . . . We were
always told that on no account must we irritate Herr Hitler; it was particularly dangerous to irritate him before he made a public speech, because if he
were so irritated he might say some terrible things from which afterwards
there would be no retreat. It seems to me that Herr Hitler never makes a
speech save under the influence of considerable irritation, and the addition
of one more irritant would not, I should have thought, have made a great
difference, whereas the communication of a solemn fact would have produced a sobering effect.
—Duff Cooper, Member of Parliament, October 1938
8a. Why does Cooper believe the British government is afraid of standing up to Hitler?
8b. What does Cooper believe Britain’s policy toward Hitler should be and why?
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Activity 7, The Origins of World War II, continued
Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided, and your knowledge of
world history, write a well-organized essay that includes an introduction, a body of
several paragraphs, and a conclusion.
HISTORICAL CONTEXT
World War I was called “the war to end all wars.” However, some historians believe that
the treaty forced on Germany after its surrender in 1918 made another war in Europe
almost certain to occur. Indeed, in 1939, after barely 20 years of uneasy peace, Europe was
again plunged into war.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Take a position on the point of view stated in the Historical Context. In
writing your essay, consider the impact of the Treaty of Versailles and the
rise of totalitarian leaders in Europe. Also consider the reactions of other
leaders to Hitler and Mussolini as you decide whether you agree or disagree
that war could not have been avoided. Remember to support your position
with reasoning and evidence.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information throughout the essay.
• Support your arguments with facts and information that address the theme.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is beyond a simple restatement of the Task or Historical
Context, and conclude the essay with a summation of the theme.
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ACTIVITY
8
Date
Document-Based Questions
New Directions and New Nations
Document-Based Essay
Part A
DIRECTIONS Analyze the following documents. Use the documents and your knowledge
of world history to answer the questions that follow each document. Your answers will
help you to write a short essay related to the documents.
Document 1
Any country [formerly] under the Imperialist regime, whether it be Burma,
India or America, is sure to have its moral pillars shaken and dilapidated. In
such a state unrest and disorders will be the order of the day. . . .
On behalf of the Government I have the privilege to lead, let me tell you
that we are not here like the British Imperialists to gain dividends. We are
here just to serve the people. Therefore if there is anything which is beneficial to the people and which is capable of being done by the Government,
please see the authorities concerned and frankly exchange points of views.
There is now absolutely no need for you to . . . stage threats and struggles, as
in the days of the British regime. . . .
I know for certain that the vast majority of the students in this
University are eager to discharge their responsibilities with the sincere desire
for the good of the masses, free from political influences and political
attachments. . . . Independence merely entails opportunities for carrying
out works for the good of the people. It is up to all of us to carry out these
works in our respective spheres to our utmost capacity.
—U Nu, first prime minister of Burma, speech to students, 1951
From “Convocation Address at the University of Rangoon, December 22,
1951” from Burma Looks Ahead by Prime Minister U Nu. Published by
Ministry of Information, Government of the Union of Burma, Rangoon, 1953.
1a. How does U Nu compare Burma’s independent government with former British rule?
1b. From the tone of this speech, what events seem to have been taking place in Burma?
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DOCUMENT 2
Document 2 is unavailable on the One Stop Planner.
2a. What opinion does Castro hold of the well-to-do in his country?
2b. What changes does Castro suggest are coming to Cuba? Why and how does he believe
these changes will be achieved?
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DOCUMENT 3
In order to become equal partners in civilization with the Europeans, we
must . . . do everything that they do. . . . We want to be like the European
nations in military power in order to repel the attack of any aggressor and
to be able to say to our English friends: “Thank you, you may go; for we can
now defend the [Suez] Canal.” . . . Who wants a strong European-type army
must want European training.
We also need economic independence. No one doubts or disputes this.
Indeed, we clamor for it and importune [beg] the government to do whatever it can as quickly as possible. We want this independence not for its own
sake, but for the protection of our wealth and resources. . . . We must therefore use the same means that the Europeans and Americans use to defend
their national economies. This would entail, among other things, the building of schools to train our youth for this purpose. Again, who wants the end
must want the means. It is not enough, not is it logical, for us to seek independence while we behave like slaves. . . .
We want, finally, to be free in our country, free from both foreign pressure and domestic inequity and oppression. The former requires strength,
the latter democracy. If we aim at these ends we must adopt the means to
acquire them. These are the means by which the European and American
countries acquired their independence and their democratic government.
—Tah Hussein, The Future of Culture in Egypt, 1954
From The Future of Culture in Egypt by Tah Hussein. Copyright 1954 by
American Council of Learned Societies. Reprinted by permission of the
publisher.
3a. What three types of independence or freedom does Hussein call for Egypt to pursue?
3b. By what means does Hussein suggest that Egypt pursue these goals?
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DOCUMENT 4
Perhaps now more than at any other moment in the history of the world,
society, government and statesmanship need to be based upon the highest
code of morality and ethics. And in political terms, what is the highest code
of morality? It is the subordination of everything to the well-being of
mankind. . . .
We are often told “Colonialism is dead.” Let us not be deceived or even
soothed by that. I say to you, colonialism is not yet dead. How can we say it
is dead, so long as vast areas of Asia and Africa are unfree.
And, I beg of you do not think of colonialism only in the classic form
which we of Indonesia, and our brothers in different parts of Asia and
Africa, knew. Colonialism has also its modern dress, in the form of economic control, intellectual control, actual physical control by a small but
alien community within a nation. It is a skilful and determined enemy, and
it appears in many guises. It does not give up its loot easily. Wherever, whenever and however it appears, colonialism is an evil thing, and one which
must be eradicated from the earth. . . .
What can we do? We can do much! We can inject the voice of reason
into world affairs. We can mobilise all the spiritual, all the moral, all the
political strength of Asia and Africa on the side of peace. Yes, we! We, the
peoples of Asia and Africa, 1,400,000,000 strong, far more than half the
human population of the world, we can mobilise what I have called the
Moral Violence of Nations in favour of peace.
—Sukarno, first president of Indonesia, 1955
From “Speech at the Opening of the Bandong Conference, April 18, 1955” by
Prime Minister Sukarno from Africa Asia Speaks from Bandong. Copyright ©
1955 by Indonesian Ministry of Foreign Affairs. Reprinted by permission of
Indonesian Ministry of Foreign Affairs.
4a. According to Sukarno, why does independence not necessarily end colonialism in a
new country?
4b. What contribution does Sukarno call on the peoples of Africa and Asia to make to
the world. What strength do these countries hold that he believes will enable them to
do this?
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DOCUMENT 5
Whereas the great bulk of the African continent has been carved out arbitrarily to the detriment [harm] of the indigenous African peoples by
European Imperialists. . . .
(2) Whereas in this process of colonisation two groups of colonial territories have emerged, to wit:
(a) Those territories where indigenous Africans are dominated by foreigners who have their seats of authority in foreign lands. . . .
(b) Those where indigenous Africans are dominated and oppressed by
foreigners who have settled permanently in Africa. . . .
(7) Whereas denial of the franchise to Africans on the basis of race or
sex has been one of the principal instruments of colonial policy by imperialists and their agents, thus making it feasible for a few white settlers to lord it
over millions of indigenous Africans. . . .
Be it resolved and it is hereby resolved by; the All-African People’s
Conference . . .
4. That independent African states should pursue in their international
policy principles which will expedite and accelerate the independence and
sovereignty of all dependent and colonial African territories.
5. That fundamental human rights be extended to all men and women
in Africa and that the rights of indigenous Africans to the fullest use of their
lands be respected and preserved. . . .
7. That independent African states ensure that fundamental human
rights and universal adult franchise [right to vote] are fully extended to
everyone within their states as an example to imperial nations who abuse
and ignore the extension of those rights to Africans.
—All-African People’s Conference, Resolution on
Imperialism and Colonialism, 1958
5a. What two types of colonies does the resolution identify?
5b. For what reason would the resolution attach such importance to the extension of
voting rights in Africa’s independent nations?
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Name
Class
Date
Activity 8, New Directions and New Nations, continued
DOCUMENT 6
6a. What do the men in this 1960 cartoon represent? What does the elephant represent?
6b. What does the cartoonist’s reference to “peanuts” mean? What do you think will
happen when the men run out of “peanuts”?
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World History and Geography
74
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Name
Class
Date
Activity 8, New Directions and New Nations, continued
DOCUMENT 7
The General Assembly, . . .
Recognizing the passionate yearning for freedom in all dependent
peoples and the decisive role of such peoples in the attainment of their
independence,
Aware of the increasing conflicts resulting from the denial of or impediments in the way of freedom of such peoples, which constitute a serious
threat to world peace, . . .
Believing that the process of liberation is irresistible and irreversible and
that, in order to avoid serious crises, an end must be put to colonialism. . . .
Convinced that all peoples have an inalienable right to complete freedom,
the exercise of their sovereignty and the integrity of their national territory,
Solemnly proclaims the necessity of bringing to a speedy and unconditional end colonialism in all its forms and manifestations;
And to this end Declares that:
1. The subjection of peoples to alien subjugation, domination and
exploitation constitutes a denial of fundamental human rights, is contrary to
the Charter of the United Nations and is an impediment to the promotion
of world peace and co-operation.
2. All peoples have the right to self-determination; by virtue of that right
they freely determine their political status and freely pursue their economic,
social and cultural development.
—United Nations Declaration on Granting Independence
to Colonial Countries and Peoples, 1960
From “Declaration on Granting Independence to Colonial Countries and
Peoples, December 14, 1960” from United Nations General Assembly, Official
Records, Fifteenth Session, Supplement No. 16. Copyright © 1960 by United
Nations. Reprinted by permission of the publisher.
7a. For what reasons does the UN General Assembly call for the independence of all
colonial countries and peoples?
7b. Why does the General Assembly believe that colonialism threatens world peace?
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World History and Geography
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Name
Class
Date
Activity 8, New Directions and New Nations, continued
DOCUMENT 8
We must be prepared to bury the past with its unpleasant memories and
look to the future. All we ask of the former colonial powers is their goodwill
and co-operation to remedy past mistakes and injustices and to grant independence to the colonies in Africa. . . .
It is clear that we must find an African solution to our problems, and
that this can only be found in African unity. Divided we are weak; united,
Africa could become one of the greatest forces for good in the world. . . .
Never before have a people had within their grasp so great an opportunity for developing a continent endowed with so much wealth. Individually,
the independent states of Africa, some of them potentially rich, others poor,
can do little for their people. Together, by mutual help, they can achieve
much. . . .
The political situation in Africa today is heartening and at the same time
disturbing. It is heartening to see so many new flags hoisted in place of the
old; it is disturbing to see so many countries of varying sizes and at different
levels of development, weak and, in some cases, almost helpless. If this terrible state of fragmentation is allowed to continue it may well be disastrous
for us all.
—Kwame Nkrumah, first president of Ghana, I Speak of Freedom, 1961
From I Speak of Freedom by Kwame Nkrumah. Copyright © 1961 by William
Heinemann Ltd. Reprinted by permission of the publisher.
8a. What encouraging situations does Nkurmah see in Africa? What conditions does he
identify that are troubling to him?
8b. Why does Nkrumah believe African unity to be so important for the continent?
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Name
Class
Date
Activity 8, New Directions and New Nations, continued
Document-Based Essay
Part B
DIRECTIONS Using the information in the documents provided, and your knowledge
of world history, write a well-organized essay that includes an introduction, a body of
several paragraphs, and a conclusion.
HISTORICAL CONTEXT
Great changes developed in the way the world was organized in the decades following
World War II. As the United States and the Soviet Union emerged as the world’s two
major leaders, the empires of the traditional European powers crumbled. The demands
of African and Asian peoples forced their European rulers to grant independence to many
new countries. A similar spirit led people in some established countries to rise up against
their governments, which they viewed as being under foreign control.
TASK
Using information in the documents and your knowledge of world history,
write an essay in which you:
Identify two themes or ideas common to the independence movements and
other revolutionary conflicts that occurred throughout the world during the
second half of the 1900s. Before you begin writing your essay, think about
the similar conditions in countries that experienced revolutions and in
colonies that demanded independence. Also, be sure to address more than
one region of the world in your essay, and be sure to write about revolutions
as well as about independence movements.
GUIDELINES
Be sure to:
• Address all aspects of the Task by accurately analyzing and interpreting at least four of
the documents.
• Use information provided in the documents in the body of your essay.
• Incorporate relevant outside information throughout the essay.
• Support your arguments with facts and information that address the theme.
• Be sure to organize your essay in a clear and logical way.
• Establish a framework that is beyond a simple restatement of the Task or Historical
Context and conclude the essay with a summation of the theme.
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ANSWER KEY
Activity 1: Ancient
Civilizations
6b. Student answers might include that codi-
PART A
1a. Sumeria – 3000 B.C.
1b.
2a.
2b.
3a.
3b.
4a.
4b.
5a.
5b.
6a.
Egypt – 2650 B.C.
Babylonian – 1792 B.C.
Hebrew – 1500 B.C.
Persia – 550 B.C.
Student answers should indicate that a
written language not only gives a civilization the ability to communicate and pass
on ideas, but also enables that civilization
to keep a record of their culture and society. Hieroglyphics and cuneiform eventually led to the alphabet.
Student answers should indicate that diligence, hard work, and respect for authority are guidelines that are emphasized in
the reading.
Student answers should indicate that some
of the other occupations available to men
included the soldier’s henchman, the husbandman, the groom, the doorkeeper, the
fisherman, and others. Division of labor
was necessary so that eventually trade
would develop and aspects of their culture
could be passed through cultural diffusion.
Student answers should include that the
individual had not committed murder,
stolen, cheated, or harmed someone else.
The individual tried to lead a good life
and worked hard at his job.
Student answers should include that
Egyptians prepared for life after death.
The god Osiris would make the final judgment based on the kind of life the individual had lived.
cotton
Student answers should indicate that they
traded the surplus with other peoples for
products they needed. By trading with
other peoples, they exchanged not only
products, but also culture and ideas.
Student answers might include that the
drawing implies that the Sumerians used
planning and organization in building
their ziggerats.
the arch
to promote the welfare of the people
7a.
7b.
8a.
8b.
9a.
9b.
fied law relies on rule of law, rather than
the arbitrary decisions of the rulers or
people in charge. Also retribution or punishment by the state helps to eliminate
continuous retribution by families
involved.
Student answers should indicate that the
map illustrates the great extent of the
Persian empire and the necessity of an
organized government to keep control, as
well as a system of roads to connect the
far reaches of the realm.
Student answers might include that the
Royal Road was used by the military, the
postal riders, and the merchants – which
ultimately led to an exchange of culture
between the different areas of the empire,
as well as areas outside the empire.
trade
alphabet; Student answers should indicate
that through ocean and overland trade
and commerce the alphabet was spread to
other cultures. Trading partners would
witness the benefits of written records,
which led to other benefits.
All people are treated the same, regardless
of their social status. In other words, all
people are equal before god, which helps
establish the principle of equality of all
before the law.
one; ethical monotheism
PART B
Essay Students should elaborate on the
achievements of a written language; a moral or
code of behavior which eventually led to codified secular laws, as well as religious laws; specific contributions such as papyrus, the arch,
irrigation, a number system based on 10 and
60, the calendar, mummification, and other
achievements. These accomplishments in science, communication, math, architecture,
farming, and law greatly impacted later civilizations. These cultures also illustrated a civilization because of cultural diffusion through
trade, specialization of tasks and a division of
labor; a written language, the development of
cities and a government, and the distribution
of surplus agricultural products.
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Activity 2: Greek and
Roman Civilizations
because the citizens had the right to
appeal, based on the guidelines of the
Twelve Tables.
8a. Student answers should indicate that
punishment or a fear of punishment was
needed to ensure Justice.
8b. Student answers should indicate that
virtue influences men to be good men.
Virtue means that an individual puts the
community interests before his or her
own personal interests.
9a. Justinian
9b. Student answers should indicate that
Justinian ordered the preservation of
Roman law by ordering his scholars to
collect and organize all the laws of the
Roman Empire. The Justinian Code is
still used as a basis for many European
legal systems.
10a. Student answers should indicate that the
Legislative Branch, composed of the
Senate and House of Representatives,
is chosen by the people; the Executive
Branch, with the President as the Chief
Executive, is indirectly chosen by the
people; and the Judicial Branch is
appointed by the President. Three
branches were created to keep one
branch from acquiring too much power
and to protect the rights of the people.
10b. Student answers should indicate that
male citizens elected members to the
Assembly (not the Senate), who in turn
made laws for the common people. In
the United States, citizens elect representatives to both houses, the Senate and the
House of Representatives, as well as indirectly elect the President.
PART A
1a. (change to “when did the powerful city-
1b.
2a.
2b.
3a.
3b.
4a.
4b.
5a.
5b.
6a.
6b.
7a.
7b.
state of Athens develop?”) 800 B.C.; 509
B.C.; 291 years difference
27 B.C.; Octavian
a democracy; Student answers should
indicate that Pericles was correct because
the United States as well as many other
countries today practice democracy.
Student answers should include that the
duty of citizen was to obey the law, respect
authority, and practice civic virtue.
Student answers should include that
members of the Assembly were free males
citizens 21 and over. Women, slaves, and
underage males were excluded.
a direct democracy.
Cleisthenes
Pericles; Student answers should indicate
that under Pericles Athens was the most
democratic – all male citizens could hold
office and most offices were chosen by lot.
Europe, Asia, and North Africa
no; Student answers should indicate that
the Roman Empire was too large for direct
democracy to take place. Instead, representative democracy was instituted, in
which representatives were elected to
speak for the citizens.
Student answers should indicate that an
executive branch was created composed
of consuls; a legislative branch was also
created composed of a Senate and two
assemblies; and Magistrates not only executed the law, but also interpreted the
laws.
Student answers should indicate that
consuls were elected by the assemblies;
Tribunes were elected by the Assembly of
Tribes, and magistrates were elected by the
Assembly of Centuries. Tribunes could
veto the act of any magistrate for the purpose of preventing unchecked control or
abuse of power.
Student answers should indicate that citizens could appeal a decision of a magistrate.
limited; Students should indicate that the
powers of the magistrate were limited
PART B
Essay Students should elaborate on the back-
ground and philosophy of direct and representative democracy, as well as codified laws.
Emphasis should be placed on a comparison
of separation of powers; examples of checks
and balances to ensure control of power; the
idea that people are in control; the idea that
law, not the arbitrary decisions of those in
power must be enforced; and that citizens have
a duty to not only protect their individual
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World History and Geography
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Document-Based Questions Activities
rights, but to sometimes put the common
good ahead of their own personal interests.
Activity 3: The Medieval
Period
PART A
1a. A.D. 1000
1b. William the Conqueror, 21 years
2a. Student answers should include military
2b.
3a.
3b.
4a.
4b.
5a.
5b.
6a.
6b.
service and loyalty. They can also indicate
that the vassal made special arrangements
to cover the lord’s expenses, such as ransom; had to house and feed the lord and
his companions for a designated number
of days; and had to serve on the lord’s
court to administer justice.
Student answers should indicate that a
contract is an agreement that includes
mutual rights and responsibilities, very
similar to the obligations of feudalism.
Student answers should indicate that
William of Normandy distributed the
royal castles throughout his kingdom to
keep a watchful eye on the lords and to
keep them from uniting together to challenge his authority. He also made each lord
swear an oath of loyalty directly to him.
taxes
Student answers should indicate that by
preventing serfs from selling their goods
elsewhere they could control the economic possibilities of their serfs, as well as
keep them dependant upon the manor for
survival.
Student answers should indicate that it
would be difficult to increase their prosperity from one generation to the next
because when they died most of everything that they owned went to the lord,
instead of their family.
Student answers should include the
manor house, the fields, the pastures, the
village, and sometimes a forest.
Student answers should indicate a division
of labor, ranging from a shoemaker, blacksmith, carpenter, silversmith, seamstress,
and farmer.
Student answers should indicate that the
Magna Carta was written after King John
7a.
7b.
8a.
8b.
9a.
9b.
forced the nobles to pay taxes that they
considered unjust, resulting in a revolt by
the nobles. The Magna Carta was written
to protect the feudal rights of no taxation
without approval of the common council,
no free man should be imprisoned without trial by jury, due process of law, and
the idea of a rule of law.
Student answers should indicate that it is a
cornerstone of constitutional government
because its purpose was to limit the powers of the King – limited by a rule of law.
The Second Crusade; Metz, Regensburg,
Vienna
Student answers should include inventions
from other cultures, such as the crossbow,
the catapult, gunpowder, as well as new
products, such as rice, sugar, lemons, apricots, and melons. The crusades also stimulated trade, leading to cultural diffusion.
The crusades ultimately contributed to the
decline of feudalism with the establishment of trade routes, as well as the growth
of towns and cities along the crusade
routes and trade routes.
Student answers should indicate that merchants sold goods from all parts of the
world, such as spices, wine, fur, oil of
palms, purple silk, and many more.
Student answers should indicate that cities
grew as a result of their importance as a
location for trade. If they developed along
natural harbors, the mouths of rivers, or
cargo transfer points necessary for trade,
the cities probably increased in size. The
town dweller did not depend on the agricultural centered manor for survival, but
made their living by trade and manufacturing which in turn led to a decline in
the manorial system. Serfs could also try
to escape to towns in order to improve
their lives.
increased in size
Student answers should indicate that after
the Norman Conquest the French kings
confronted the problem of fiefs being in
the hands of the English. However, by
1328 the French kings had consolidated
their hold on government by significantly
enlarging the royal domain and by gaining
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World History and Geography
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Document-Based Questions Activities
back most the the lands that had been in
English hands.
4b.
5a.
PART B
Essay Students should elaborate on the struc-
ture, rights and responsibilities of feudalism
and the manorial system. They should include
reference to the absence of a strong centralized
government which led to feudal relationships
and the self-sufficiency of the manorial system. Emphasis should also be placed on the
impact of the crusades, trade, growth of
towns, and the organization of a strong centralized government as reasons for the decline
of feudalism and the manorial system.
5b.
6a.
6b.
Activity 4: The Age of
Exploration
7a.
7b.
PART A
1a. A.D. 1418; the voyage of Vasco da Gama to
1b.
2a.
2b.
3a.
3b.
4a.
India and the voyage of Magellan as he
sailed around the world.
Student answers should indicate that the
voyage of Vasco da Gama created a direct
ocean route for the exchange of goods
between Portugal and Asia. They no
longer had to pay the high prices charged
by the overland traders and Italian merchants, and it was cheaper to sail than to
travel overland.
Dias (1487); he sailed to the southern tip
of Africa and found the route to the
Indian Ocean.
Student answers should indicate that
Portugal and Spain became the first to
finance overseas exploration as a result of
their proximity to the Atlantic, the strong
interest initiated by Prince Henry the
Navigator, and the strong backing of the
monarchs.
the Canary and North Equatorial
Currents; the northeast trade winds
no; Student answers should indicate that
the existing wind patterns and currents did
not support a straight path to San Salvador.
This map would have assisted Columbus in
his plan by designating the direction of the
currents and wind patterns.
Student answers should indicate that by
8a.
8b.
9a.
9b.
calculating latitude they knew their distance from the equator.
the compass
Student answers should indicate that the
rudder on the back of the ship allowed it to
sail against the wind, to move more quickly,
and to steer with reasonable accuracy.
cannons
a toll
Student answers should indicate that a
standardization of money made economic
transactions more reliable, which in turn
influenced international trade and banking. Banks could now either loan money
to governments or finance expeditions
themselves.
Spain
Student answers should indicate that the
purpose of colonies was to benefit the
home country by either producing raw
materials that could not be produced at
home or acting as a market for the manufactured goods of the home country.
Ferdinand and Isabella; Student answers
should indicate that strong monarchs like
Ferdinand and Isabella were willing to
finance explorations because of promises
of riches which would in turn make them
more powerful. Also dynastic ambitions
and rivalries between countries made
them supporters of overseas exploration.
Student answers should include gold,
rhubarb, cinnamon, and other “valuable
things”.: Columbian Exchange
the stages of smallpox, ending with death
Student answers might indicate other diseases, such as measles, typhus, plague, and
smallpox.
PART B
Essay Students should elaborate on the fol-
lowing: technological advances of mapmaking, navigational instruments, new ship
designs, and the cannon; the economic
changes of standardization of money and joint
stock companies; political changes in which
strong monarchs financed expeditions; the
role of colonies in the economic theory of
merchantilism; and the social changes which
attracted people to settle the overseas colonies.
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Document-Based Questions Activities
Students should also refer to the impact of
early Portuguese and Spanish explorers, such
as Prince Henry, Vasco da Gama, Dias,
Columbus, Balboa and Magellan, while also
emphasizing the positive and negative consequences of the Columbian Exchange.
6a.
Activity 5: Absolutism and
Revolution
6b.
PART A
1a. People will turn against a ruler they love if
1b.
2a.
2b.
3a.
3b.
4a.
4b.
5a.
5b.
it benefits them to do so, but they will not
oppose a monarch whom they dread
because of their fear of punishment.
to not take the property of his or her
subjects
He claimed that he felt kindly toward his
subjects and wanted to provide for their
liberty and freedom.
The role of the monarch is to govern in
the best interests of his or her subjects in
order to give them a free and enjoyable
life; the people should be subject to the
laws government makes, but not involved
in government.
that they should submit to and obey their
ruler; that the ruler is God’s minister on
Earth; and that there can be no order in
society without obedience to the ruler
Monarchs are responsible only to God;
monarchs who behave badly will be
judged and punished by God and are not
to be judged by their subjects.
Rule should occur under and be limited
by declared laws and not through the arbitrary exercise of power. Governmental
exercise of power beyond or in the
absence of laws is tyranny.
only when a ruler exceeds his or her lawful
power and uses force to harm his or her
subjects
Russia is a very large country, which
requires a powerful ruler, and it is better
for the people to have just one ruler than
to be under the authority of a variety
of officials.
She indicates that laws should not harm
citizens or deprive them of their liberties
7a.
7b.
8a.
8b.
but instead should protect and defend
them against attempts of others to do so.
She also suggests that laws should correct
the actions of the people so that the country will be a good place to live.
to protect people’s “unalienable” rights,
which include life, liberty, and the pursuit
of happiness
The Declaration maintains that revolt was
not taken up lightly but was necessary
because of the king’s tyranny and abuse
and his refusal to listen to their complaints. It argues that the king’s actions
toward the colonists make him unfit to
rule them.
It is the expression of the general will of the
country. It is formed by the people themselves or through their representatives.
The law is limited in that it must be the
same for all people and can only forbid
actions that are harmful to society. Rulers
cannot exercise any power other than that
given to them under law, cannot make
anyone do anything the law does not
require, and can use force only for the
benefit of society and not for their personal gain.
He seems to not support it, arguing that
because people’s interests differ, majority
decisions are not necessarily the best ones
and that people have no inherent right to
a voice in managing their country.
All people have a right to equal opportunity and equal justice under the law, but
that they have no right to economic or
political equality, or to share in the wealth
or power that others may hold.
PART B
Essay Essays should address such issues as per-
sonal freedom, social stability, equality, rule of
law, and national security as they relate to the
form of government each student chooses. All
three aspects of the task should be addressed in
students’ essays. Information and arguments
from at least four of the documents should also
be apparent. In addition, appropriate examples
from Russian, English, French, or American history should be used within the essay.
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World History and Geography
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Document-Based Questions Activities
Activity 6: Imperialism
and Colonialism
5a. Various European countries and Japan,
PART A
1a. because goods can be produced more
1b.
2a.
2b.
3a.
3b.
4a.
4b.
5b.
cheaply in “new” countries, thereby benefiting the industries that move there
He envisions colonies as the “new” countries in which a country can establish
industries to be more productive and to
which workers from the “old” country can
relocate. The colonized areas would benefit
from the wealth this relocation of production would create there, and workers and
capital could earn more in “new” countries, thus increasing the world’s wealth.
that African leaders were subservient to
and had their powers limited by European
colonial officials
The Basuto originally allowed the Boers to
live among them on land controlled by the
Basuto. But the Boers began to view the
borrowed land as their own, and despite
the British governor’s assurances that he
would protect the rights of the Basuto, the
Boers continue to sell Basuto land and
drive the Basuto off of it.
He was doing missionary work, converting
the indigenous peoples to Christianity.
Britain already controls other parts of the
region; the locals would rather be ruled by
the British than by the French; the islands
are strategic to British interests in the
region, which would be threatened if
another country controlled them; the
work and sacrifices of the missionaries
would be lost if another country took over
the islands.
He points out the need for places to provide coal and other supplies to French
warships on the high seas. He notes that
France must match the imperialistic
actions of the other European powers and
suggests that France cannot be a great
country without such expansion in the
world. He justifies French control by
saying that the “superior races” have a
right to do so because they have a duty to
civilize “the inferior races.”
He is referring to the duty to “civilize” the
rest of the world.
6a.
6b.
7a.
7b.
8a.
8b.
portrayed as predatory animals, are
assaulting China, which is depicted as a
prostrate dragon.
Answers will vary but should show recognition that this is an anti-imperialism cartoon, as indicated by the manner in which
the artist represents the imperialist countriesand helpless China.
that Germany needs to be involved in
trade and other activities overseas in order
to promote the development of German
agriculture and industry
by going overseas and serving as traders
or colonists, or by serving in the German
military to secure or protect Germany’s
colonies
He notes that it has destroyed parts of
Africa, dislocated Africans, worked many
of them to death, disrupted families and
social institutions, and has subjected
Africans to a sort of industrial slavery—
actions which he argues are worse than
actual murder.
Answers will vary but should recognize
that while Morel recognizes the evils of
capitalistic imperialism, he views Africans
as a simple people who cannot understand
or adapt to the European industrial system of routinized labor. Morel also views
Africans as victims of their climate and
particularly subject to melancholy.
that Africans were ignoring or wasting
valuable resources while Europeans were
in great need of them
The British built transportation systems;
made useful lands of swamps and deserts;
increased trade, prosperity, and wealth;
reduced famine and disease; and ended
the slave trade, human sacrifice, and warfare among Africans.
PART B
Essay Essays should identify the various forms
of imperialism—such as colonies, missions, and
political protectorates—as well as the cultural
(including the religious/racial), economic, and
nationalistic reasons that motivated it. The consequences of imperialism on subject peoples
should be described and evaluated. A judgment
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World History and Geography
6
Document-Based Questions Activities
on the overall policy and practice of imperialism should emanate from this discussion.
Information and arguments from at least four
of the documents should be apparent.
5a.
Activity 7: The Origins of
World War II
5b.
PART A
1a. Part of Germany’s territory was given to
1b.
2a.
2b.
3a.
3b.
4a.
4b.
6a.
the new country of Poland. Germany was
also divided into two parts.
Finland, Estonia, Latvia, Lithuania, and
parts of Poland and Romania
Article 51 returns to France the Alsace and
Lorraine regions, which Germany took
from France in 1871. Article 119 strips
Germany of all its overseas territories and
gives them to the Allied and Associated
Powers.
They assign blame and responsibility to
Germany and its allies for causing the war
and require that Germany pay reparations
to the Allied and Associated Powers for
the damage the war has done to those
countries and their people.
the reparations, or money, that the Treaty
of Versailles required Germany to pay the
Allies for the damage done to those countries and their people by World War I
that the reparations it requires are a
tremendous economic burden on
Germany; that the treaty has taken
Germany’s independence and made it a
“colony” of the Allies; that Germany has
been humiliated and dishonored; that the
treaty will hold Germany down for centuries; and that it was forced on the
German people by a government they did
not choose
Germany’s defeat (or surrender) in World
War I
(1) that a “folk-state’s” (Germany’s) foreign policy should be to expand its borders
to include all its people and to provide
land for its growing population; (2) that
Germany should regard the formation of
any new country on its borders as a threat
and should use all necessary means,
including force, to destroy it; Hitler’s occu-
6b.
7a.
7b.
8a.
8b.
pation of Austria and Czechoslovakia and
his attack on Poland
that Italy has been kept down by foreigners for centuries, but that under the
Fascists it is rising again to attain glory
and an empire
No. He glorifies war in this excerpt and
states that lasting peace is neither possible
nor useful and that pursuing it is an act of
cowardice.
A British official has delivered a strong
personal warning to a German official
about Britain’s probable reaction if
Germany attempts to seize any of
Czechoslovakia. The message was informal, private, and personal because
Chamberlain did not want to aggravate
Hitler with an official public warning.
He states that Hitler’s ally Mussolini will
strive to find a peaceful solution.
Japan, England, France, Italy, and the
United States are all singing the song of—
voicing support for—“everlasting peace.”
The conductor is pleased with their song
because he cannot see the guns most of
them are carrying in their back pockets.
The cartoonist appears to believe that lasting peace is unlikely. The guns in the characters’ pockets indicate his or her belief
that even as they “sing” of peace, these
countries are ready and willing to fight
again.
because doing so might anger Hitler and
make matters worse by causing him to
make a provocative public statement from
which he cannot gracefully retreat
Britain should tell Hitler clearly and
exactly where it stands on events in
Europe and should openly state that it is
prepared to go to war; he believes that this
would have a restraining effect on Hitler.
PART B
Essay Answers will vary. Students who sup-
port the position should note the effects of the
Treaty of Versailles on Germany and Hitler’s
reaction to it, even before he came to power.
Those who disagree may cite the mistakes
Britain made in dealing with Hitler and
Mussolini as the primary cause of World War
Copyright © by Holt, Rinehart and Winston. All rights reserved.
World History and Geography
7
Document-Based Questions Activities
II, or may attach more importance to effects of
the Great Depression, the rise of totalitarianism, or the agenda of Mussolini and the military leaders of Japan than to the Treaty of
Versailles. Students’ judgments should be well
reasoned and evidence from at least four of
the documents should be present.
7a.
Activity 8: New Directions
and New Nations
PART A
1a. He says that the function of an independ-
1b.
2a.
2b.
3a.
3b.
4a.
4b.
5a.
5b.
6a.
6b.
ent government is to serve the people,
unlike British colonial rule, which exploited
Burma and served British interests.
student unrest, demonstrations, etc.
because they are willing to support repressive dictators
He believes that Cuba will become a better
and more just country through a revolution by the downtrodden masses, who
have been betrayed by the government
and will fight with great courage for a
better life.
economic independence, freedom from
foreign pressure, freedom from domestic
inequality and oppression
by adopting elements of European and
American culture and civilization such
as systems of military, education, and
government
because an alien community within the
country may maintain political, economic,
and intellectual control of that country
to unite, achieve peace, and be a voice of
reason in the world; the strength of possessing over one half of the world’s population
colonies governed from abroad by a foreign country and colonies governed from
within by a foreign minority
Answers will vary but should show that
students recognize the connection between
suffrage and freedom from control by foreign minorities after independence.
men: colonialists or colonialism; elephant:
colonial regions such as Africa or
Southeast Asia
Answers will vary, but responses should
suggest that the peanuts represent what
7b.
8a.
8b.
colonialists perceived to be the benefits of
colonialism for subject peoples and that
without these benefits to offer, the colonialists will lose control of such regions
and people. Some students may note the
elephant’s expression and speculate that
the elephant will attack the men when the
“peanuts” are gone.
that people have a basic human right to
freedom and self-determination, that the
process of liberation is an irresistible and
irreversible force, and that continued colonialism poses a serious threat to world
peace
because the yearning for freedom will
cause conflicts between colonial peoples
and their foreign rulers
He is encouraged by the independence of
former European colonies and the continent’s wealth, but he is discouraged by the
fragmentation of African people as well as
by the weakness and low level of development of some new countries.
He notes the disparity among countries in
terms of potential wealth, levels of development, etc., and he asserts that only by
countries’ working together and helping
one another can the continent realize its
vast potential.
PART B
Essay Answers will vary, but human rights;
freedom; self-determination; and economic
or political exploitation or oppression may be
among the common themes students identify.
Essays should discuss two themes and should
focus on at least two world regions, as well as
on at least one newly independent country
and one established country that experienced
revolutionary unrest.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
World History and Geography
8
Document-Based Questions Activities