WHAP REVIEW: Unit 6
Review Before You Review! Know the REQUISITE SKILLZ
Unit 6: Consequences in Industrialization, c.1750 to 1900 CE
- 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
- College Board Unit 6 Standards - a MUST read before starting your review
- 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:
- Official College Board Video Lesson - Unit 6.1-3
- Heimler’s History Review Lesson - 6.1
- Jim Rhaodes Review Video Lesson - 6.1
- Learning Objective:
- 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:
- Official College Board Video Lesson - Unit 6.1-3
- Heimler’s History Review Lesson - 6.2
- Jim Rhaodes Review Video Lesson - 6.2
- Learning Objective:
- 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:
- Official College Board Video Lesson - Unit 6.1-3
- Heimler’s History Review Lesson - 6.3
- Jim Rhaodes Review Video Lesson - 6.3
- Learning Objective:
- 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:
- Official College Board Video Lesson - Unit 6.4-5
- Heimler’s History Review Lesson - 6.4
- Jim Rhaodes Review Video Lesson - 6.4
- Learning Objective:
- 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:
- Official College Board Video Lesson - Unit 6.4-5
- Heimler’s History Review Lesson - 6.5
- Learning Objective:
- 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:
- Official College Board Video Lesson - Unit 6.6-8
- Heimler’s History Review Lesson - 6.6
- Learning Objectives:
- 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:
- Official College Board Video Lesson - Unit 6.6-8
- Heimler’s History Review Lesson - 6.7
- Learning Objective:
- 6.8 Causation in the Imperial Age
- Learning Objective:
- Explain the relative significance of the effects of imperialism from 1750 to 1900.
- Review Lessons:
- Official College Board Video Lesson - Unit 6.6-8
- Learning Objective:
- 6.1 Rationales for Imperialism from 1750 to 1900
- Whole-Unit Content Review Lesson Links
- Stephanie Gorges - Unit 6 Review
- Jim Rhoades - Unit 6 Overview
- Freemanpedia - Unit 5 Review
- AP Test Information and DBQ Writing Skillz
- 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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