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Course Description

The World History AP course goes tremendously further than traditional history courses in requiring students to interpret primary sources, draw inferences based on larger repetitive themes and, in a very real way, become historians. While this course offers an opportunity to learn how to think critically and interact with the world on new levels, it would be untrue to proclaim the course does not have  series of idiosyncrasies that make it a more challenging course…like teaching 10,000 years of history, test-taking and essay-writing skills. I believe, however, that with organization and preparation, with academic transparency and a commitment to joining this truly learning community,  the select few who have chosen to embark down this path this year will be forever changed by the experience. 

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WHAP REVIEW: Unit 5

Review Before You Review! Know the REQUISITE SKILLZ
  • Historical Thinking Skills: A Refresher
    • we are going to need all of these in our bag for the test, look it over
  • ​WHAP Course Themes
    • (S) Social Interactions - The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organizations.
    • (P) Governance - A variety of internal and external factors contribute to state formation expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.
    • (I) Humans & The Environment - The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.
    • (C) Cultural Developments & Interactions - The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social and cultural implications.
    • (E) Economic Systems - As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.
    • (T) Technology & Innovation - Human adaption and innovation have resulted in increased efficiency, comfort, and security & technological advances have shaped human development and interactions with both intended & unintended consequences.
​
Unit 5: The Industrial Era, c.1750 to 1900 CE
  • ​​College Board Unit 5 Standards - a MUST read before starting your review
    • ​Unit 5 Standards Summary
 
  • Standard-Specific ​Content Review Lesson Links
    • 5.1 The Enlightenment
      • Learning Objective: CUL Explain the intellectual and ideological context in which revolutions swept the Atlantic world from 1750 to 1900.
      • Required Knowledge:
        • Enlightenment new ways examine nature and people
        • Challenge public religion, emphasize reason
        • New political ideas incl natural rights and social contract
        • Leads to questioning tradition
      • Learning Objective: SOC Explain how the Enlightenment affected societies over time.
      • Required Knowledge:
        • Expansion rights: incr suffrage, abolitionism, end serfdom
        • Emerging feminism and women’s suffrage demands
      • ​​​​Suggestions:
        • Women: Wollstonecraft, Olympe de Gouges, or Seneca Falls Convention
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.1-2
        • Heimler’s History Review Lesson - 5.1
        • Jim Rhaodes Review Video Lesson - 5.1
    • 5.2 Nationalism and Revolutions in the Period from 1750 to 1900
      • Learning Objective: GOV Explain causes and effects of the various revolutions in the period from 1750 to 1900.
      • Required Knowledge:
        • Unity based language, religion, social custom, territory
        • Revolutions = new nation-states
        • Discontent with monarchs = democracy and 19th-century liberalism
        • American colonies: U.S. (inspire others), Haiti, Latin American
        • Enlightenment influence in Declaration of Independence, French Declaration of the Rights of Man and Citizen, and Bolivar’s Jamaica Letter
        • Nationalism challenges borders or seek unify territories
      • Suggestions:
        • Nationalism:
        • Propaganda Movement in Philippines
        • Maori & New Zealand wars
        • Puerto Rico: Lola Rodríguez de Tió
        • German and Italian unifications
        •  Balkan nationalism
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.1-2
        • Heimler’s History Review Lesson - 5.2
        • Jim Rhaodes Review Video Lesson - 5.2
    • 5.3 Industrial Revolution Begins
      • Learning Objective: ENV Explain how environmental factors contributed to industrialization from 1750 to 1900.
      • Required Knowledge:
        • Causes:
          • Proximity to waterways; access to rivers and canals
          • Geographical distribution of coal, iron, and timber
          • Urbanization
          • Improved agricultural productivity
          • Legal protection of private property
          • Access to foreign resources
          • Accumulation of capital
        • Factory system = specialization labor
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.3-6
        • Heimler’s History Review Lesson - 5.3
        • Jim Rhaodes Review Video Lesson - 5.3
    •  5.4 Industrialization Spreads in the Period from 1750 to 1900
      • Learning Objective: TECH Explain how different modes and locations of production have developed and changed over time
      • Required Knowledge:
        • Steam industry = growth Europe/US, decline Asia and Middle East
        • Diffusion from NW Europe to US, Russia, Japan and to other parts Europe
      • Suggestions:
        • Decline: shipbuilding India/SE Asia, iron in India, textiles in India and Egypt
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.3-6
        • Heimler’s History Review Lesson - 5.4
        • Jim Rhaodes Review Video Lesson - 5.4
    • 5.5 Technology of the Industrial Age
      • Learning Objective: TECH Explain how technology shaped economic production over time.
      • Required Knowledge:
        • Fossil Fuel revolution= coal, oil, steam engine, internal combustion engine
        • 2nd Industrial Revolution: steel, chemicals, electricity and precision machinery
        • Railroads, steam ships, telegraph incr communication, exploration, and development = more trade + migration
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.3-6
        • Heimler’s History Review Lesson - 5.5
        • Jim Rhaodes Review Video Lesson - 5.5
    •  ​5.6 Industrialization: Government’s Role from 1750 to 1900
      • Learning Objective: GOV Explain the causes and effects of economic strategies of different states and empires.
      • Required Knowledge:
        • Some states try to sponsor Industrial Rev
        • Meiji Restoration and industrialization
      • Suggestion:
        • States: Muhammad Ali’s cotton textiles in Egypt
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.3-6​
        • Heimler’s History Review Lesson - 5.6
        • Jim Rhaodes Review Video Lesson - 5.6
    • 5.7 Economic Developments and Innovations in the Industrial Age
      • Learning Objective: ECON Explain the development of economic systems, ideologies, and institutions and how they contributed to change in the period from 1750 to 1900.              
      • Required Knowledge:
        • European shift towards Adam Smith’s laissez-faire capitalism and free markets
        • Global trade = transnational businesses relying on new banking
        • Increased standards living for some, improved manufacturing, = more & cheaper consumer goods
      • Suggestion:
        • Transnational business: HSBC, Dutch-British Unilever in British West Africa and the Belgian Congo
        • Finance: stock markets, LLCs      
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.7-10
        • Heimler’s History Review Lesson - 5.7
        • Jim Rhaodes Review Video Lesson - 5.7
    •  ​5.8 Reactions to the Industrial Economy from 1750 to 1900
      • Learning Objective: SOC Explain the causes and effects of calls for changes in industrial societies from 1750 to 1900. Required Knowledge:
        • Responses include govt, orgs, and individuals try political, social, educational and urban reforms
        • Labor unions and parties: improve working conditions, hours, wages
        • Socialism, Communism, Marx
        • Ottoman, Qing & others in Asia/Africa try to modernize but meet elite resistance
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.7-10
        • Heimler’s History Review Lesson - 5.8
        • Jim Rhaodes Review Video Lesson - 5.8
    •  ​5.9 Society and the Industrial Age
      • Learning Objective: SOC Explain how industrialization caused change in existing social hierarchies and standards of living.
      • Required Knowledge:
        • New classes incl middle class & industrial working class
        • Poor women and children work, middle-class more restricted to home
        • Urbanization cause: pollution, poverty, crime, public health crises, housing shortage, lack infrastructure
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.7-10
        • Heimler’s History Review Lesson - 5.9
        • Jim Rhaodes Review Video Lesson - 5.9
    • 5.10 Continuity and Change in the Industrial Age
      • Learning Objective: Explain the extent to which industrialization brought changes from 1750 to 1900.
      • Review Lessons:
        • Official College Board Video Lesson - Unit 5.7-1 
 
  • ​​​​​Whole-Unit Content Review Lesson Links
    • Stephanie Gorges - Unit 5 Review
    • Jim Rhodes - ​Unit 5 Overview
    • Freemanpedia - Unit 5 Review
 
  • ​AP Test Information and DBQ Writing Skillz
    • ​Heimler's Guide to the 45-minute Mini-DBQ
    • Heimler's Guide to the shortened, 2020 AP World: Modern Exam
    • Heimler's Guide to Organizing Notes
    • Heimler's Guide to Document Interpretation
    • NEW - HOW TO ARGUE with DOCUMENTS
 
  • ​Other Resources:
    • Strayer ​chapter outlines
    • Strayer chapter note cards
    • Shererhistory.com (you're on it!)
    • Freemanpedia
    • Khan Academy
    • World History Connections
    • Crash Course
      • ​Crash Course World History
      • Crash Course European History
      • Crash Course American History
      • Crash Course World History 2.0 
        • ​really cool thematic approach; topics like war, disease, migration, etc.​
  • ​​Find a valuable resource? Email me and I will post links for everyone
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"There's no success like failure, and failure's no success at all" - Bob Dylan​
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