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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 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
  • ​​College Board Unit 6 Standards - a MUST read before starting your review
    • ​Unit 6 Standards Summary
 
  • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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
    • 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


  • ​​​​​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
    • ​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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