Era 1 Homework Packet Instructions.docx



AP World History

Unit 6: Consequences of Industrialization

c. 1750 – c. 1900

Study Guide

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Complete the below evaluation on the due date:

Student Evaluation

Read each description on the below rubric. Using the below rubric, please check the line next to the level where you believe your assignment falls. The percentage in parentheses is your expected score on the unit tests based on the quality of work included in this packet.

|(1) Beginning (50-70%): ______ |(2) Progressing (70-86%): ______ |(3) Excelling (87-100%): |

| | |______ |

|The assignment is either incomplete or there|The assignment shows the student understands |The assignment fully shows that the student has|

|are several parts/area that could use |the majority of the content, but there are a |spent a significant amount of time on the |

|further details. |few areas within the assignment that could use|assignment, completing each part thoroughly |

| |further details or explanation. |with little else that could be added |

Teacher Evaluation

| | | | |

|Beginning: ______ |Progressing: ______ |Excelling: ______ |Total:___________/25 |

Directions: In the following pages you will find your homework assignments for Unit 6. Use your class notes, readings, assignments, and resources both provided to you by your teacher and resources found on your own to complete the packet.

________ Part 1: Definitions of Key Terms, People, Events, etc. (understanding) (12 points)

This is where you will review key terms associated with this unit as well as provide the greater significance of the term and its importance to the unit itself.

________ Part 2: Themes, Objectives, and Historical Developments (organizing notes and looking at the bigger picture) (12 points)

This is where you will begin to organize the content from the chapter reading and your notes into specific themes and concepts. These themes and concepts are specifically given by the College Board. You are simply asked to read through the themes and concepts, and list content from your notes and reading as it corresponds with that theme and concept.

________ Part 3: Geographical Coverage (geographical knowledge and contextualization) (12 points)

On the map provided you will shade and label the regions and subregions of the world studied in Unit 5. You then will create a map key to signify which colors represent which region. Finally, you will consider what you have learned about each region and list the most significant events that occurred in each.

________ Part 4: Flow Chart (periodization and causation) (12 points)

Create a flow chart consisting of 10 annotations of significant events during the Modern Period. You will then answer the periodization and causation questions that follow. (All events must show analysis and thoughtful connections.)

PART 1: Unit 6 Key Terms

Directions: Define the terms/events/people listed below in the corresponding chart and then explain the significance of each term as it relates to world history. You can use the unit Quizlet to help you fill in the definition section of the chart.

|Key term/event |Definition (Who, What, When, Where…) |Significance (Why this term matters) |

|Social Darwinism | | |

|Spheres of Influence | | |

|Settler Colonies (New Zealand| | |

|and South Africa) | | |

|Sepoy Mutiny | | |

|Zulu Kingdom | | |

|Ghost Dance | | |

|Role of Cotton | | |

|Role of Opium | | |

|Economic Imperialism | | |

|Indentured Servitude | | |

|Convict Labor | | |

|Ethnic Enclaves | | |

|Chinese Exclusion Act | | |

|Consumer Goods | | |

|Dutch East India Company | | |

|British in West Africa | | |

|Belgium in the Congo | | |

|French in West Africa | | |

|British in India | | |

Part 2: Themes and Historical Developments

Directions: Using the content from the chart and what you have learned through reading the chapters, categorize specific historical content as it fits under each theme and historical development. You may use bullet points, but answers should be substantial.

|Topic 6.1: Rationales for Imperialism from 1750 to 1900 |

|Theme |Historical Developments |Response/Content to Support |

|Cultural |A range of cultural, religious, and racial ideologies were | |

|Development|used to justify imperialism, including Social Darwinism, | |

|s and |nationalism, the concept of the civilizing mission, and the | |

|Interaction|desire to religiously convert indigenous populations. | |

|s (CDI) | | |

|Topic 6.2 State Expansion from 1750 to 1900 |

|Governance |Some states with existing colonies strengthened their control | |

|(GOV) |over those colonies and in some cases assumed direct control | |

| |over colonies previously held by non-state entities. | |

| |European states as well as the United States and Japan | |

| |acquired territories throughout Asia and the Pacific, while | |

| |Spanish and Portuguese influence declined. | |

| |Many European states used both warfare and diplomacy to expand| |

| |their empires in Africa. | |

| | | |

| | | |

| |Europeans established settler colonies in some parts of their | |

| |empires. | |

| | | |

| | | |

| |The United States, Russia, and Japan expanded their land | |

| |holdings by conquering and settling neighboring territories. | |

| | | |

|Topic 6.3 Indigenous Responses to State Expansion from 1750 to 1900 |

|Governance |Increasing questions about political authority and growing | |

|(GOV) |nationalism contributed to anticolonial movements. | |

| | | |

| |Anti-imperial resistance took various forms, including direct | |

| |resistance within empires and the creation of new states on | |

| |the peripheries. | |

| | | |

|Topic 6.3 Indigenous Responses to State Expansion from 1750 to 1900 Continued |

|Theme |Historical Developments |Response/Content to Support |

|Governance |Increasing discontent with imperial rule led to rebellions, | |

|(GOV) |some of which were influenced by religious ideas. | |

| | | |

| | | |

|Topic 6.4 Global Economic Development from 1750 to 1900 |

|Humans and |The need for raw materials for factories and increased food | |

|the |supplies for the growing population in urban centers led to | |

|Environment|the growth of export economies around the world that | |

|(ENV) |specialized in commercial extraction of natural resources and | |

| |the production of food and industrial crops. The profits from | |

| |these raw materials were used to purchase finished goods. | |

|Topic 6.5 Economic Imperialism from 1750 to 1900 |

|Economic |Industrialized states and businesses within those states | |

|Systems |practiced economic imperialism primarily in Asia and Latin | |

|(ECN) |America. | |

| | | |

| |Trade in some commodities was organized in a way that gave | |

| |merchants and companies based in Europe and the U.S. a | |

| |distinct economic advantage. | |

|Topic 6.6 Causes of Migration in an Interconnected World |

|Humans and |Migration in many cases was influenced by changes in | |

|the |demographics in both industrialized and unindustrialized | |

|Environment|societies that presented challenges to existing patterns of | |

|(ENV) |living. | |

| |Because of the nature of new modes of transportation, both | |

| |internal and external migrants increasingly relocated to | |

| |cities. This pattern contributed to the significant global | |

| |urbanization of the 19th century. The new methods of | |

| |transportation also allowed for many migrants to return, | |

| |periodically or permanently, to their home societies. | |

|Economic |Many individuals chose to freely relocate, often in search of | |

|Systems |work. | |

|(ECN) | | |

| | | |

| | | |

| |The new global capitalist economy continued to rely on coerced| |

| |and semicoerced labor migration, including slavery, Chinese | |

| |and Indian indentured servitude, and convict labor. | |

|Topic 6.7 Effects of Migration |

|Theme |Historical Developments |Response/Content to Support |

|Social |Migrants tended to be male, leaving women to take on new roles| |

|Interaction|in the home society that had been formerly occupied by men. | |

|s and | | |

|Organizatio| | |

|n (SIO) | | |

| |Migrants often created ethnic enclaves in different parts of | |

| |the world that helped transplant their culture into new | |

| |environments. | |

| |Receiving societies did not always embrace immigrants, as seen| |

| |in the various degrees of ethnic and racial prejudice and the | |

| |ways states attempted to regulate the increased flow of people| |

| |across their borders. | |

|Topic 6.8 Causation in the Imperial Age |

|Unit 6 Key |The development of industrial capitalism led to increased | |

|Concepts |standards of living for some, and to continued improvement in | |

| |manufacturing methods that increased the availability, | |

| |affordability, and variety of consumer goods. | |

| | | |

| | | |

| |As states industrialized, they also expanded existing overseas| |

| |empires and established new colonies and transoceanic | |

| |relationships. | |

| | | |

| | | |

| | | |

| | | |

| |The 18th century marked the beginning of an intense period of | |

| |revolution and rebellion against existing governments, leading| |

| |to the establishment of new nation-states around the world. | |

| | | |

| | | |

| |As a result of the emergence of transoceanic empires and a | |

| |global capitalist economy, migration patterns changed | |

| |dramatically, and the numbers of migrants increased | |

| |significantly | |

| | | |

| | | |

| | | |

PART 3: Regional Geography and Contextualization

Directions: Using the content from your reading and note taking to shade the regions and label the cities listed in the key. Add the major trade routes of the era to the map and key.

[pic]

PART 4: Periodization and Causation

Directions: Using the content from your reading and note taking create a flow chart of at least 10 annotated events (description of the event using more than 5 words) for this unit. Be sure to include all of the major states/empires and any significant events, discoveries, interactions, and/or achievements. Be sure to include the date/date range with your events as well.

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Name: ___________________________________________ Period: ______

Trade Routes and States/Cities Key:

□ Great Britain and colonies

□ France and colonies

□ Netherlands and colonies

□ Belgium and colonies

□ Germany and colonies

□ Portugal and colonies

□ Italy and colonies

□ Qing China

□ Japan

□ United States

□ Australia

□ New Zealand

□ Map major migrations of the period

Contextualization: Explain how European imperialism changed the map of the world as well as the societies affected.

Periodization and Causation Questions:

What are the specific dates/years chosen to begin and end the period? Why were these dates chosen?

How might the chain of cause and effect have changed and at what point?

What causes were contingent on previous effects?

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