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Ap Us History Dbq Answers

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1.Page 11 notes,”Jeffersons plan for freeing his own slaves included an interim educational period in which they would have been half-taught, half-compelled to support themselves on rented land; for without guidance and preparation for self support, he believed, slaves could not be expected to become fit members of a republican society “. When I first red this a few questions popped up, why didn 't this plan ever follow through. I also would 've like to ask Jefferson what is his definition of fit and what requirements would have made a slave become a “fit” member of a republican society. Next on page 21, “We might go farther and say that it came without a decision. It came automatically as Virginians bought the cheapest labor they could get”. Everything you make is a decision. Whether you got up for school this morning or not was a decision you had to make. Buying labor is a decision Virginians had to make. Like modern day, most people buy the cheaper version of something. Slavering Negros didn 't not come automatically or without decision. Lastly, “ He attacked the Christian church not …show more content…

4. One law that intrigued me was the first law that appeared on the Virgina. An Act Concerning Servants and Slaves. Servants, who are christian and nineteen years of age, brought into the country without a contract must serve for a mandatory five years. Those servants who do not exceed the age of nineteen serve till they are twenty-four years of age. This shows that religion went hand and hand with indentured servitude. It indirectly tells the readers that potential indentured servitude owners were mostly likely christian. This helps reveal to the authors the main goal of the system, to convert more people to christianity. The indentured servitude system was well thought out. Not only were owners paying their servants very little to do their work for them, but they were continuously building the christian faith “army”. Which would eventually result in more people on their

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In Doc 1 written by the Roman historian, Florus in c.150 says that there should not be a war with slaves and men should not be forced to follow the rules of a cruel ruler. Also, he stated that since the rulers/masters were cruel to their people, the ones that escaped tried to take revenge. On the other hand, in Doc 2, written by Han fei tzu, a Legalist philosopher, believed that the kingdom would be weak if the laws were weak. To prevent this, he said that there should be one supreme ruler that has absolute control over everything in the way that he wants to so as to not lose power and authority. This is significant because these liabilities and benefits show how, depending on how the government was run, and how the rulers treated their people,

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Jefferson knew that Virginia had great lands to grow cotton and that this will help them grow economically. Jefferson states, “But we have an immensity of land courting the industry of the husbandman. Is it best then that all our citizens should be employed in its improvement”. Letting us understand how important the land is for them. It can provide them with great opportunities if all people in America work the land together.

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Comparing Indentured Servitude and Slavery in America Indentured servitude and slavery has been in America since about the 1600s to the late 1800s. These two forms of labor are different and alike in many ways. In this essay I will compare slavery and indentured servitude and also show how these two forms of labor differ from each other. Learning about slavery and indentured servitude does not only help us to learn about our country, but it also shows how lucky we are to live in a free country. It also helps us to understand and respect each other.

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In multiple letters and notes he wrote he expressed his guilt for the slaves and once the slaves paid off their debt and Jefferson’s he hoped to free them. Jefferson and his slaves remained in debt until the day he died. Jefferson believed that slavery not only deprived blacks of their liberty but had an “unhappy” influence on the masters and their children (Takaki 63). If a master is constantly punishing a slave and cannot restrain, the child’s master will imitate and master it, resulting in a nonstop cycle of slavery.

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By the end of the course, students should be able to identify significant events and themes in American History. Students will come away from the course with analytical skills, which will allow them to perform detailed historical research. The course will enable students to define distinct eras, which will allow them to evaluate the events that influenced American History. Doing this will enable students to answer and rationalize distinct inquiries that question the causes and effects of an event. Approaching history from a cultural perspective, students will come away from the class with an understanding of how cultural changes have progressed throughout American History.

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