WHAP REVIEW: Unit 6

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 6: Consequences in Industrialization, c.1750 to 1900 CE  
  • Standard-Specific ​Content Review Lesson Links
    • 6.1 Rationales for Imperialism from 1750 to 1900
      • Learning Objective:
        • CUL Explain how ideologies contributed to the development of imperialism from 1750 to 1900.
      • Required Knowledge:
        • Cultural, religious & racial incl. Social Darwinism, nationalism, civilizing mission, missionary
      • Review Lessons:
    • 6.2 State Expansion from 1750 to 1900
      • Learning Objective:
        • GOV Compare processes by which state power shifted in various parts of the world from 1750-1900
      • Required Knowledge:
        • Some states incr control of colony and take from non-state owner
        • Europeans, US, Japan take Asian land; Spain, Portugal decline
        • Europeans use war and diplomacy in Africa
        • European settler colonies
        • US, Russia, Japan conquer neighboring land
      • Suggestions:
        • Non-state to state owners: Leopold II, VOC
        • Africa: Britain in West Africa, Belgian Congo, French West Africa
        • Settlers: New Zealand
      • Review Lessons:
    • 6.3 Indigenous Responses to State Expansion from 1750 to 1900
      • Learning Objective:
        • GOV Explain how and why internal and external factors have influenced the process of state building from 1750 to 1900.
      • Required Knowledge:
        • Anticolonial movements in part from nationalism
        • Anti-imperial resistance leads to direct resistance in empire and new states on peripheries
        • Some rebellions religious
      • Suggestions:
        • Direct resistance: Tupac Amaru, Samory Toure, Yaa Asantewaa War, 1857 Indian Rebellion
        • New states: Balkans, Sokoto Caliphate (Nigeria), Cherokee, Zulu
        • Rebellions: Ghost Dance, Xhosa Cattle-killing, Sudan Madhi
      • Review Lessons:
    • 6.4 Global Economic Development from 1750 to 1900
      • Learning Objective:
        • ENV Explain how various environmental factors contributed to the development of the global economy from 1750 to 1900.
      • Required Knowledge:
        • Ind. Rev. = demand natural resources and crops = new export economies
      • Suggestions:
        • Export: Egyptian cotton, Amazon and Congo rubber, W. Africa palm oil, guano Peru Chile, Argentinian meat, African diamonds
      • Review Lessons:
    • 6.5 Economic Imperialism from 1750 to 1900
      • Learning Objective:
        • ECON Explain how various economic factors contributed to the development of the global economy from 1750 to 1900.
      • Required Knowledge:
        • States and businesses carry out econ. Imperialism in Asia and Latin America
        • Structure some commodities benefit US & European companies
      • Suggestions:
        • Opium Wars
        • Construction Buenos Aires
        • Commodities: Opium, cotton, palm oil, copper
      • Review Lessons:
    • 6.6 Causes of Migration in an Interconnected World
      • Learning Objectives:
        • ENV Explain how various environmental factors contributed to the development of varied patterns of migration from 1750 to 1900.
      • Required Knowledge:
        • Due to changes in both industrialized and unindustrialized societies
        • Transportation = migrate to cities, but can also return home (periodic or permanent)
      • Suggestions:
        • Migrant return: Japanese agriculture in Pacific, Lebanese merchants Americas, Italian factory workers Argentina
      • Learning Objective:
        • ECN Explain how various economic factors contributed to the development of varied patterns of migration from 1750 to 1900.
      • Required Knowledge:
        • Some freely choose to go to find work
        • “The new global capitalist economy continued to rely on coerced & semi-coerced labor migration, including slavery, Chinese and Indian indentured servitude, and convict labor.”
      • Suggestions:
        • Irish to USA
        • British engineer & geologist to Africa and India
      • Review Lessons:
    • 6.7 Effects of Migration
      • Learning Objective:
        • SOC Explain how and why new patterns of migration affected society from 1750 to 1900.
      • Required Knowledge:
        • Men migrate more, so women at home new roles
        • Create ethnic enclaves
        • Rejection immigrants and laws restricting                      
      • Suggestions:
        • Ethnic enclaves: Chinese (SE Asia, Americas), Indians, Irish, Italians
        • Laws: Chinese Exclusion Act, White Australia Policy
      • Review Lessons:
    • 6.8 Causation in the Imperial Age
      • Learning Objective:
        • Explain the relative significance of the effects of imperialism from 1750 to 1900.
      • Review Lessons:
   
Picture
"There's no success like failure, and failure's no success at all" - Bob Dylan​