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QUESTION

Analyze the extent to which the migration of slaves across the Atlantic Ocean changed social structures in Africa and the Americas from 1450 to 1850.

***Note: This tutorial should only show the student how to solve the problem or reach the answer themselves - not just give the answer. ***

Analyze the extent to which the migration of slaves across the Atlantic Ocean changed social structures in Africa and the Americas from 1450 to 1850.

Tackling Document Based Questions (DBQ) can be relatively easily if you just follow certain steps. Sometimes you can even excel without even having any previous knowledge of the subject matter, but just be reading quickly the documents given.

There are five steps: 

1.      Analyze the Question

2.      Take Notes

3.      Read the Documents

4.      Organize Your Information

5.      Write Your Essay

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Ioannis Tzortzakakis
Ioannis Tzortzakakis
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ANSWER

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*** ******* *** QuestionThe question ****** ********** the ****** ** ***** *** ********* of ****** ****** *** Atlantic ***** ******* ****** ********** ** ****** *** *** Americas **** **** ** 1850”“Using *** documents *** **** ********* ** ***** ********** ***** also ** ***** in *** ******* ** the ******** ** ** ***** *** ********** its ******* ************* find ****** *********** ********** *** ****** ** which”· ********* *************** ********* *** *** Americas” The ******** **** *** ****** ** consider:1 What ***** you *********** argue?2 **** three things do *** **** ** address ** **** ** **** ********** Extent ** ******* ** ******** ** Africab ** *** Americas  2 Take ******** **** step ***** ** ** take some ***** ***** ** the general ***** described: ***** is here “The Atlantic ***** trade” ***** ** *** ******** in ***** Historical ******** This is ***** for ************************ which will later **** * point ** **** ***** ********* **** *** **** the particular ******** ********* It ** **** ******** ** ***** ** ********** I ****** ******* Contextualization ** *** *************** ******** ******* here ***** ***** *** of ************* ********* Exchange· ********* ** ***** and *** *********** ****** ** ********* Mercantilism  3 **** *** ************ *** ******* the ********* *** *** ********* To ****** *********** ***** *** ***** and· ** gather evidence ** ***** **** *********** main question *** ****** have ** mind ** “What are *** main themes of the documents?” or else ******* is *** main purpose ** **** *********** or ******* **** it ****** or ******* **** ** ************ ******* *** ********* *** ********* will **** ** *** *** **** point *** ****** *** ** ***** * ********** * argue to *** *** * of ***** ** *** **** ******* should *** ********* ** ************** ** your ************ NEVER **** **** **** ***** * ******** **** NEVER DO NOT DO ** ********** ***** ALWAYS *** (doc #) at the *** ** * sentence referencing * document ** ***** ***** ******** ****** ********** *** will *** *** ****** *** ***** **** *************** points ** *** documents (in ** ************* 1: ******** ** **** ***** *************** ** Immigrant ********** ********* * ****** ** ********** ***** societyDocument 3: A ******** plead *** ************ ** ****** ******** ******* ** ****** *** *************** ** Ongoing psychological ******** ********** faceDocument 6: The ********* ********** ** *************** ** *** road of slavery ** ******* * no-class ticket **** ** ************* ******** Your ******************* development ** ******** ********** ***** ********** * ******** argument *********** *** ********** for ********** ************ Contradiction corroboration *********************** *** ********* ** point)YOU **** DO ANY ** ***** BUT * It ***** ** ****** * ***** in *** essayFour **** ** do ***** ******* *** ************ of: * Author’s ***** ** ***** Must explain *** ************ ** *** ********** ***** ** **** **** **** ******* *** the ********** ***** ** **** ****** or ******* *** ******* of *** ******** ** ********** ******** **** ******* *** SIGNIFICANCE of *** ********** ******** **** explain *** *** ********** ******* shapes or ******* *** content of *** ******** iii Historical context (not the kind *** did ** *** start ** *** ***** **** ** *** ******** ********* Must ******* *** SIGNIFICANCE of *** historical context2 Must ******* *** *** ******* **************** developments *** ********* ** the document) shapes ** ******* the ******* of *** ********* **** ******* ** ******* *** ******** ** ******** ********* **** ******* *** ************ ** *** ********* Must ******* *** *** audience ****** ** ******* *** ******* of *** ****************** ****** *** **** ** ****** Provides ** additional ******* ** ******** ** ** effect ** ********* ** ********* ********** ** explained ** a way **** ******* supports or ******* *** ************** ********** * **** that ******** ************** ** *** ***** without ********** *** ********** is *** ***************** ** ********* ********* part basically ******** ** a comparison ** *** **** ***** ** *** ******** ******* Atlantic ***** ********* **** * ********* period ********* era **** **** leads to analytical *********** *********** The connection **** be ******** plausible and ********* ****** * **** mention; *** ****** *** ****** ** just *** ******* ** similar ** ** *** ***** ******* how ** ** ************* about *** ***** ******** and ******* ****** ** ****** ********* - regarding *** ****** ********** ** ****** *** ***** **** ***** class ******** 2* ******* ****** by Steven Spielberg – ********* ******** 7  And now… *** final part…5 ***** **** Essay !!!!Following *** *** ***** ****** I **** **** would ** ** **** side! * ** *** ***** **** to ***** **** on ******* slaves ****** the ******** Ocean **** *** followingThe ******* ***** ***** from *** ********* ** the ********** ******** ******* *** papers of *** ******* ** experts organized ** UNESCO ** ************** ***** ** ******* to * February **** ***** ****** ******* may find **** meeting proceedings *************************************************************

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