George Westinghouse College Prep



Six Suggestions for how to review for the AP World History Exam

1) Make flashcards—you can either write these out on note cards or do them online at (hundreds of terms, fun games) or (helpful ways of keeping track of what you don’t know). List of terms and people can be taken from past study guides, review books or online sources. You can also use the Barron’s flashcards in Mr. O’Brien’s room (make a game out of it—Trivial Pursuit or something else).

You can quiz yourself with your flashcards or have somebody else quiz you.

2) Use review book—there are so many ways to use this resource it will be hard to summarize here. But the typical uses of the book include:

■ read their advice on multiple choice strategy and practice on questions included in the book

■ read their advice on how to approach DBQs, C/C and CCOT FRQs, then practice on the questions included in their practice tests

■ take their practice tests at the end of the book! Time yourself, grade yourself and read their explanations for why the right answers are the right answers

■ read their unit reviews. As you read, if you recognize you need more information on a particular place, era or event, then reread that section in your Strayer book

3) Visit the website for Ways of the World. Take the chapter quizzes, review the outlines, do the practice map activities, etc.



4) Visit the AP World History website and review past FRQs. Here you can also access samples of student essays that scored really well, well and not so well, along with explanations of why they got the scores they did. This is an excellent review activity for the FRQs.



5) Cut up regions (Western Europe, Subsaharan Africa, etc) and time periods (1450-1750) and mix them up in 2 piles. Choose a time and place and quiz yourself on what was happening, using the SPRITE categories. For example, you might pull out South Asia in 500 BCE to 500 CE, and you would recognize this as the time period when the Gupta Empire was thriving. You would go on to write out (or say out loud) everything you know about the Gupta Empire, again using the SPRITE categories to guide you.

6) Web resources: It is not hard to find websites devoted to AP World History review. Some are very good, some are not. For those of you with a photographic memory, you may want to try a website like . This nice teacher has condensed a lot of information into reasonable “cram packets.” You can also try a site like . I don’t really recommend spending a lot of time browsing the Internet, since most of the suggestions above will get you better results, but if you do find a site that you think is really useful, please let me know!

AP World History Study Guide

Unit 1: 8000 BCE-600 BCE

Key dates: be able to put the following dates in order and have approximate dates memorized for each:

Beginnings of agriculture Beginnings of Bronze Age

Sumerian civilization develops Egyptian/Nile Valley civilization develops

Olmec civilization develops Shang dynasty develops

Iron Age

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Key Concept 1.1. Big Geography and the Peopling of the Earth

I. Archeological evidence indicates that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas, adapting their technology and cultures to new climate regions.

A. What were the impacts of fire? (3 impacts)

1) 2) 3)

B. What tools were necessary for humans to adapt to environments as extreme as the tropics and the tundra?

C. Describe the economic and social structures of Paleolithic hunting-foraging bands.

economic:

social:

Key Concept 1.2. The Neolithic Revolution and Early Agricultural Societies

I. Archeological evidence indicates that during the Paleolithic era, hunting-foraging bands of humans gradually migrated from their origin in East Africa to Eurasia, Australia, and the Americas, adapting their technology and cultures to new climate regions.

A. Where (8 locations) and why did agriculture develop (draw arrows pointing from the name to the location)?

1) 2) 3) 4)

5) 6) 7) 8)

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B. Where did pastoralism develop (identify on map above)? Compare and contrast key aspects of pastoralism with sedentary agriculture.

|Agricultural societies |Pastoral societies |

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C. Provide examples of different crops and animals that were domesticated in different places (and draw arrows to the map above).

D. In what ways did agriculture require new levels of cooperation in agricultural communities?

E. Describe how pastoralism and agriculture affected the environment.

II. Agriculture and pastoralism began to transform human societies.

A. How and why did pastoralism and agriculture affect population sizes?

B. How and why did pastoralism and agriculture lead to social stratification and social hierarchies?

C. Describe technological innovations that led to improvements in agriculture, trade and transportation (include plows, pottery, woven textiles, metallurgy, wheels/wheeled vehicles)

plows:

pottery:

metallurgy:

wheels/wheeled vehicles:

D. How did agriculture help lead to the beginnings of patriarchy?

Key Concept 1.3. The Development and Interactions of Early Agricultural, Pastoral, and Urban Societies

I. Core and foundational civilizations developed in a variety of geographical and environmental settings where agriculture flourished.

A. Identify (be able to list and identify on a map) the six foundational civilizations.

1) 2) 3)

4) 5) 6)

[pic]

II. The first states emerged within core civilizations.

A. How were early states governed?

B. Why were some early states able to carry out conquests and expand their territory? Why did they feel the need to expand? What regions experienced early empires?

C. Why were pastoralists often the developers and transmitters of new weapons and modes of transportation? Provide two examples of each.

1)

2)

III. Culture played a significant role in unifying states through laws, language, literature, religion, myths, and monumental art.

A. What evidence do we have of early states creating monumental architecture and using urban planning (at least 3 examples)?

1) 2) 3)

B. How and why did political and religious elites promote arts and artisanship?

C. What evidence do we have of early civilizations independently developing systems of record keeping (at least 3 examples)?

1)

2)

3)

D. What roles did legal codes play in the governing of early states?

E. Identify three examples of belief systems that developed during this period that would continue to have strong influences in later periods.

1)

2)

3)

F. Provide 2 examples of trade moving from being primarily regional to increasingly transregional during this period.

1)

2)

Unit 2: Classical Era (600 BCE-600 CE)

Key dates: be able to put the following dates in order and have approximate dates memorized for each:

Alexander the Great’s empire building Beginnings of Christianity

End of Han Dynasty Pax Romana

Fall of Rome Greek Golden Age (philosophers, drama, Periclean democracy, etc)

Qin unification of China Life of Buddha, Confucius, Law Tsu (beginnings of Confucianism, Buddhism, Taoism)

Roman capital moved to Constantinople

Big Picture/Periodization: What major changes took place between unit 1 and unit 2? In what ways was the Classical Era different? What makes this the ‘Classical’ Era?

Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions

I. Codifications and further developments of existing religious traditions provided a bond among the people and an ethical code to live by.

A. How did the history of the Hebrew people influence the development of Judaism as a religion? What are the key tenets and beliefs of Judaism?

|History |Tenets |

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B. Describe the core beliefs of the Vedic religions (later known as Hinduism). How does the caste system fit in with the religion?

|Core beliefs/tenets |Caste system |

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II. New belief systems and cultural traditions emerged and spread, often asserting universal truths.

A. Describe the key tenets and beliefs of Buddhism (primarily the Four Noble Truths and the Eightfold Path). In what way was Buddhism a reaction to Hinduism? How and why did Buddhism spread throughout India and into China?

|Core beliefs/tenets |Relevant history (origins, spread) |

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A. Describe the key tenets of Confucianism. What role did Confucianism play in Chinese society and government?

|Core beliefs/tenets |Relevant history, connections to Chinese government |

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B. How did Daoism influence both Chinese government and culture (for example metallurgy, poetry and architecture?

|Core beliefs/tenets |Relevant history, connections to Chinese government/culture |

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C. Describe the key tenets and beliefs of Christianity. How and why did Christianity spread throughout the Mediterranean world?

|Core beliefs/tenets |Relevant history, spread |

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D. What were the key ideas of Greco-Roman philosophy and learning?

III. Belief systems affected gender roles. Buddhism and Christianity encouraged monastic life and Confucianism emphasized filial piety. (be able to explain this idea)

IV. Other religious and cultural traditions continued parallel to the codified, written belief systems in core civilizations.

A-B. Why and where did traditions such as shamanism, animism and ancestor veneration continue?

V. Artistic expressions, including literature and drama, architecture, and sculpture, show distinctive cultural developments.

A. What was the significance of Greek plays and Indian epics created during this period?

B. Describe the distinctive architecture created in Greece, Rome and India during this period.

Key Concept 2.2. The Development of States and Empires

I. The number and size of key states and empires grew dramatically by imposing political unity on areas where previously there had been competing states:

Be able to identify on a map (be labeling or drawing arrows) and discuss the FOG RED (founding, organization, government, religion, economy, decline) characteristics of each of the following:

|Southwest Asia: Persian |East Asia: Qin and Han |South Asia: Maurya and |Mediterranean region: |Mesoamerica: Teotihuacan, |Andean South America: |

|Empires |Empire |Gupta Empires |Phoenicia and its |Maya city-states |Moche |

| | | |colonies, Greek | | |

| | | |city-states and colonies, | | |

| | | |and Hellenistic and Roman | | |

| | | |Empires | | |

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[pic]

II. Empires and states developed new techniques of imperial administration based, in part, on the success of earlier political forms.

A. Where did rulers create administrative institutions (such as centralized governents, bureaucracies, legal systems) to govern their empires?

B. What techniques did imperial governments use to project military power over larger areas?

C. How did these empires utilize trade to build and maintain their empires?

III. Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas.

A. What roles did cities in the Classical Era play (Persepolis, Athens, Rome, Alexandria, Teotihuacan)?

B. Describe the social hierarchies that developed in Greece, Rome and Han China:

D. How did patriarchy shape gender and family relationships in Han China, Athens and Sparta?

IV. The Roman, Han, Persian, Mauryan, and Gupta empires created political, cultural, and administrative difficulties that they could not manage, which eventually led to their decline, collapse, and transformation into successor empires or states.

|A. Describe how internal challenges (environmental damage, social tensions, |B. Describe how external challenges (security on their frontiers, disease |

|economic difficulties) led to the decline of empires during the Classical Era: |outbreaks, threats of invasion) led to the decline of empires during the |

| |Classical Era: |

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Key Concept 2.3. Emergence of Transregional Networks of Communication and Exchange

I. Land and water routes became the basis for transregional trade, communication, and exchange networks in the Eastern Hemisphere.

A. For each of the following Classical trade routes, describe what was traded, which ethnicities were involved, and which empire(s) benefitted:

• Eurasian Silk Roads • Trans-Saharan caravan routes • Indian Ocean sea lanes • Mediterranean sea lanes

[pic]

II. New technologies facilitated long-distance communication and exchange.

|A. What impact did the following developments have on land-based, |B. How did innovations in maritime technologies stimulate exchanges along |

|long-distance trade |maritime routes from East Africa to East Asia? |

|• saddle |• arab dhow |

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|• stirrup |lateen sail |

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|• domestication of the camel |knowledge of monsoon winds |

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|• domestication of the horse | |

III. Alongside the trade in goods, the exchange of people, technology, religious and cultural beliefs, food crops, domesticated animals, and disease pathogens developed across far-flung networks of communication and exchange.

A. How did the spread of crops, including rice and cotton from South Asia to the Middle East, encourage changes in farming and irrigation techniques?

C. Describe how the following religions spread, and what changes went along with the spread:

-- Christianity -- Buddhism -- Hinduism

[pic]

Unit 3: 600-1450: Regional and Transregional Interactions

Key dates: be able to put the following dates in order and have approximate dates memorized for each:

1st Schism in Christian Church 1st Crusade

Battle of Tours (end of Muslim expansion in Europe) Bubonic plague

End of Zheng He’s voyages Mansa Musa’s pilgrimage

Marco Polo’s travels Mongols sack Baghdad

Norman conquest of England Rise of Ottomans

Rise of Islam Travels of Ibn Battuta

Key Concept 3.1. Expansion and Intensification of Communication and Exchange Networks

I. Improved transportation technologies and commercial practices led to an increased volume of trade, and expanded the geographical range of existing and newly active trade networks.

A. Existing trade routes flourished and promoted the growth of powerful new trading cities.

|City |Location (region and trade route) |Role on the trade route (goods traded, ethnicities involved) |

|Timbuktu | | |

|Swahili city-states | | |

|Hangzhou | | |

|Melaka | | |

|Venice | | |

B. Describe the new trade routes centering on Mesoamerica and the Andes:

C-D. How did the following affect the growth in interregional trade in luxury (such as silk, porcelain, spices, slaves, etc.) and non-luxury goods?

|Advance |Where was it used? |Impact on trade? |

|Caravan organization (caravanserai) | | |

|astrolabe | | |

|compass | | |

|credit/money/bills of exchange | | |

|Minting of money/paper money | | |

|Trading organizations (such as Hanseatic| | |

|League) | | |

|State-sponsored infrastructure (Grand | | |

|Canal) | | |

E. How did the expansion of empires facilitate Trans-Eurasian trade and communication?

|China (Sui, Tang, Song) |The Byzantine Empire |The Caliphates (Umayyad and Abassid) |The Mongols |

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II. The movement of peoples caused environmental and linguistic effects.

A. How did the following groups use environmental knowledge and technological adaptations to expand long-distance trade routes?

Vikings:

Arabs/Berbers:

Central Asian pastoral nomads

B. Describe the environmental and/or cultural/linguistic impacts of the following migrations:

Bantu migrations:

maritime migration of Polynesian peoples:

Turkic/Arab migrations:

III. Cross-cultural exchanges were fostered by the intensification of existing, or the creation of new, networks of trade and communication.

A. Islam:

|Key tenets: |C/C with Christ/Judaism |Spread (how and where) |

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B. Identify examples of merchants setting up diasporic communities where they introduced their own cultural traditions into the indigenous culture along important trade routes:

1) Muslim merchant communities in the Indian Ocean region

2)

C-D. How did increased cross-cultural interactions result in the diffusion of:

|literary, artistic, and cultural traditions |scientific and technological traditions |

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|1) Neoconfucianism and Buddhism spread throughout East Asia |1) gunpowder weapons and the printing press spread from E. Asia to Islamic |

| |empires and W. Europe |

|2) | |

| |2) |

|3) | |

IV. There was continued diffusion of crops and pathogens (diseases) throughout the Eastern Hemisphere along the trade routes.

A-B. How did the following crops and diseases spread, and what was the impact?

| |Where/how did it spread? |Impact? |

|bananas | | |

|new rice varieties | | |

|cotton and sugar | | |

|Black Death | | |

Key Concept 3.2. Continuity and Innovation of State Forms and Their Interactions

I. Empires collapsed and were reconstituted; in some regions new state forms emerged.

A. Existing empires collapsed and were recreated:

| |Changes (political/economic) |Continuities (political/economic) |

|Sui/Tang/Song China | | |

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|Byzantine Empire | | |

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B. Describe the new forms of governance that emerged in:

|Abbasid dynasty |Delhi Sultanate |Mongol Khanates |

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C. Describe the governments and empires that emerged in the Americas:

|Maya |Aztec |Inca |

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D. How did the following contacts and conflicts between states and empires encourage

significant technological and cultural transfers?

|Contact |Technological and/or cultural transfers |

|Between Abbasids and Tang China | |

|During the Crusades | |

|Across the Mongol empire | |

Key Concept 3.3. Increased Economic Productive Capacity and Its Consequences

I. Innovations stimulated agricultural and industrial production in many regions.

A. What technological innovations led to increased agricultural productivity during this period?

II. The fate of cities varied greatly, with periods of significant decline, and with periods of increased urbanization buoyed by rising productivity and expanding trade networks.

A-B. Urban decline and revival:

|What factors that contributed to declines of urban areas in this period? Which|What factors contributed to urban revival? Which cities grew? |

|cities declined? | |

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III. Despite significant continuities in social structures and in methods of production, there were also some important changes in labor management and in the effect of religious conversion on gender relations and family life.

|A. As in the previous period, there were many forms of labor organization, such as: |

|Type of labor organization |Where it was used |How it worked |

|Free peasant agriculture | | |

|Nomadic pastoralism | | |

|Craft production and guild organization | | |

|Various forms of coerced and unfree labor | | |

|Government-imposed labor taxes | | |

|Military obligations | | |

B. Provide 2 examples of places where the roles, power and influence of women was different than in most patriarchal societies:

1)

2)

Period 4: Global Interactions, c. 1450 to c. 1750

Key dates: be able to put the following dates in order and have approximate dates memorized for each:

30 years war Beginning of Tokugawa Shogunate

Columbus / Reconquista of Spain Cortez conquered the Aztecs

Defeat of the Spanish Armada by the British Dias rounded Cape of Good Hope

Foundation of Jamestown Glorious Revolution/English Bill of Rights

Martin Luther/95 theses Ottomans capture Constantinople

Pizarro toppled the Inca 1st Slaves to Americas

Unsuccessful Ottoman siege of Vienna

Key Concept 4.1. Globalizing Networks of Communication and Exchange

I. There was an expansion of all existing regional trade networks that brought prosperity and economic disruption to the merchants and governments in the trading regions of the Indian Ocean, Mediterranean, Sahara, and overland Eurasia.

II. European technological developments in cartography and navigation built on previous knowledge developed in the classical, Islamic, and Asian worlds, and included the production of new tools, innovations in ship designs, and an improved understanding of global wind and currents patterns — all of which made transoceanic travel and trade possible.

Examples that support this idea:

III. Remarkable new transoceanic maritime reconnaissance occurred in this period.

|Maritime explorers from: |Key explorers |Motives |Results |

|China | | | |

|Spain | | | |

|Portugal | | | |

|Britain/France | | | |

IV. The new global circulation of goods was facilitated by royal chartered European monopoly companies that took silver from Spanish colonies in the Americas to purchase Asian goods for the Atlantic markets, but regional markets continued to flourish in Afro-Eurasia by using established commercial practices and new transoceanic shipping services developed by European merchants.

A. Describe the role of European merchants in Asian trade:

B. Draw a diagram showing the global flow of silver during this period. How did it change the relationship between European nations and China?

C. What role did the following joint-stock companies play in the global trade of the 1600s and 1700s?

British East India Company:

Dutch East India Company:

D. On the map below, show the movement of goods, wealth, and free and unfree laborers. How did this lead to the mixing of African, American, and European cultures and peoples?

[pic]

V. The new connections between the Eastern and Western hemispheres resulted in the Columbian Exchange.

Show the major crops, diseases and animals transferred in the Columbian Exchange:

[pic]

A-D. What impact did American foods have on various parts of Europe, Asia, and Africa?

|Staple crops that impacted population sizes in West Africa and China: |Cash crops (mostly grown by slaves and indentured servants) that impacted |

| |lifestyles in Europe: |

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E. What was the environmental impact of European colonization and the introduction of European agriculture in the Americas?

VI. The increase in interactions between newly connected hemispheres and intensification of connections within hemispheres expanded the spread and reform of existing religions and created syncretic belief systems and practices.

A-D: How were the following religions affected as a result of new contacts, syncretism and/or internal divisions:

|Islam |Christianity |Buddhism |Vodun |

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VII. As merchants’ profits increased and governments collected more taxes, funding for the visual and performing arts, even for popular audiences, increased.

A-B: Describe the changes in European art and literature during the Renaissance:

|Renaissance art (famous artists and key characteristics): |Renaissance literature (famous authors/playwrights and key characteristics): |

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Key Concept 4.2. New Forms of Social Organization and Modes of Production

I. Traditional peasant agriculture increased and changed, plantations expanded, and demand for labor increased. These changes both fed and responded to growing global demand for raw materials and finished products.

A. Why did peasant labor intensify in regions such as India, China and Russia?

B. In what ways did slavery in Africa show evidence of both change and continuity during this period:

|Continuity (from previous periods): |Changes during this time period: |

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D. What forms of coerced labor were used in the Americas as a result of Europeans’ dependence on coerced labor.

| |Where it was used: |Who was used as laborers? |Characteristics (types of labor, treatment, |

| | | |etc.) |

|chattel slavery | | | |

|indentured servants | | | |

|mita system | | | |

|encomienda system | | | |

II. As new social and political elites changed, they also restructured new ethnic, racial, and gender hierarchies.

A. How did imperial conquests and widening global economic opportunities contribute to the formation of new political and economic elites?

Manchus in China:

creole elites in the Spanish Americas:

B. How was the power of existing political and economic elites affected by changing political realities in Europe and Asia?

Mughal elites:

European nobles:

Japanese daimyos:

D. Describe the new ethnic and racial classifications that were created in the Americas as a result of demographic shifts (in the form of a hierarchy):

Key Concept 4.3. State Consolidation and Imperial Expansion

I. Rulers used a variety of methods to legitimize and consolidate their power.

A. How did rulers use the arts to display political power and to legitimize their rule? Give 1 example for each:

monumental architecture:

urban design:

B. How did rulers continue to use religious ideas to legitimize their rule?

in Europe:

in the Aztec Empire:

in China:

C. How did states treat different ethnic and religious groups in ways that utilized their economic contributions while limiting their ability to challenge the authority of the state.

Ottoman treatment of non-Muslims:

Manchu treatment of Chinese:

D. How did rulers recruit and use bureaucratic elites and military professionals to maintain centralized control over their populations?

in China:

in the Ottoman Empire:

in Japan:

II. Imperial expansion relied on the increased use of gunpowder, cannons, and armed trade to establish large empires in both hemispheres.

A. What does it mean to say that “Europeans established new trading-post empires in Africa and Asia?”

Who benefitted from these trading posts? How did it affect the power of states in interior West and Central Africa?

B. How, where and why did the following land-based empires expand during this ear?

|Ottoman |Qing (Manchu) |Mughal |Russian |

|Where? |Where? |Where? |Where? |

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|How? |How? |How? |How? |

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C. Where did the following countries establish maritime empires in the Americas and Asia, and what were their economies based on?

|Portuguese |Spanish |French |British |Dutch |

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Period 5: Industrialization and Global Integration, c. 1750 to c. 1900

Key Concept 5.1. Industrialization and Global Capitalism

I. Industrialization fundamentally changed how goods were produced.

II. New patterns of global trade and production developed and further integrated the global economy as industrialists sought raw materials and new markets for the increasing amount and array of goods produced in their factories.

III. To facilitate investments at all levels of industrial production, financiers developed and expanded various financial institutions.

IV. There were major developments in transportation and communication.

V. The development and spread of global capitalism led to a variety of responses.

VI. The ways in which people organized themselves into societies also underwent significant transformations in industrialized states due to the fundamental restructuring of the global economy.

Key Concept 5.2. Imperialism and Nation-State Formation

I. Industrializing powers established transoceanic empires.

II. Imperialism influenced state formation and contraction around the world.

III. New racial ideologies, especially Social Darwinism, facilitated and justified imperialism.

Key Concept 5.3. Nationalism, Revolution, and Reform

I. The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded the revolutions and rebellions against existing governments.

II. Beginning in the eighteenth century, peoples around the world developed a new sense of commonality based on language, religion, social customs and territory. These newly imagined national communities linked this identity with the borders of the state, while governments used this idea to unite diverse populations.

III. Increasing discontent with imperial rule propelled reformist and revolutionary movements.

IV. The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities.

Key Concept 5.4. Global Migration

I. Migration in many cases was influenced by changes in demography in both industrialized and unindustrialized societies that presented challenges to existing patterns of living.

II. Migrants relocated for a variety of reasons.

III. The large-scale nature of migration, especially in the nineteenth century, produced a variety of consequences and reactions to the increasingly diverse societies on the part of migrants and the existing populations.

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