AP U6 Guide
Unit 6 Guide
2Unit 6: Consequences of Industrialization c. 1750 to 1900 CEArmed with new industrial technologies and ideas like nationalism, modern nation-states colonized billions of people and built vast empires. New ideas about social and political life—plus new technologies for producing and distributing goods to a rapidly growing population—turned much of the world into a competitive arena for resource-hungry industrialized states. The desire for raw materials and cheap labor led to violent conquests that exploited and often dehumanized local people. But colonized peoples everywhere developed novel strategies to resist foreign rule.
Unit 6 Learning Objectives and Unit Problem1.Explain the origins of the new imperialism of the late nineteenth and early twentieth century.2.Compare how power shifted among different states in various regions of the world from 1750 to 1900 CE.3.Analyze how various environmental and economic factors affected the development of the global economy during this period.4.Understand and evaluate how communities responded to increased industrialization and the expansion of empires.5.Assess strategies employed by different communities and individuals to resist imperialism and colonialism in this period.6.Explain the economic and environmental factors that shaped global patterns of migration and how these new patterns of migration affected society from 1750 to 1900 CE.7.Use historical thinking skills and reasoning processes such as contextualization, sourcing, and causation to evaluate historicalevents and processes.For individual lesson learning objectives, please review the lesson teaching guides.In this unit, students will consider this Unit Problem: What were the effects of imperialism, and how did communities try to manage or resist those effects from c. 1750 to 1900 CE?
Lessons OverviewLesson 6.0 Consequences of IndustrializationLesson 6.1 Rationales for Imperialism from 1750 to 1900 CELesson 6.2 State Expansion from 1750 to 1900 CE Lesson 6.3 Indigenous Responses to State Expansion from 1750 to 1900 CE Lesson 6.4 Global Economic Development from 1750 to 1900 CELesson 6.5 Economic Imperialism from 1750 to 1900 CEFollow the links above to explore each lesson in this unit. Look for this symbol to find the lesson guides, which provide teacher guidance, including sample answers. Lesson 6.6 Causes of Migration in an Interconnected World Lesson 6.7 Effects of MigrationLesson 6.8 Causation in the Imperial Age
About OER Project: World History AP®World History AP (WH AP) is a free, College-Board-approved world-history course. Precisely aligned to the AP®World History: Modern Course and Exam Description (CED), WH AP can serve as a textbook for AP®World History: Modern classrooms.College Board has approved the WH AP course materials as a college textbook, and has approved the WH AP syllabus as well. Teachers can submit the WH AP syllabus to College Board during the audit process. The OER Project team conducted a materials assessment to ensure that WH AP course materials align with the AP®World History: Modern CED. The CED identifies historical developments within each unit. WH AP has content material to address each of these topics. As a result, each article, video, and activity in the course aligns with specific historical developments, themes, and illustrative examples in the CED.
6Teaching Tips
Historical Thinking Skills and Reasoning Processes The integration of skills and content is foundational to OER Project courses. Skills development is just as important—if not more—than content knowledge for student thinking and learning in social studies classes. Throughout this course, students encounter numerous scaffolded opportunities to practice causation, comparison, continuity and change over time, contextualization, sourcing, and making and testing claims. Practice progressions are made up of three categories: progression activities, thinking tools, and feedback forms. Each step in a progression is more sophisticated than the one before, challenging students along the way but also supporting them as they do this work. In Unit 6, you’ll find the following progression activities:•Sourcing: Differing Perspectives on Imperialism•Causation: Indian Uprising•Contextualization: Opium WarsLearn more in our Historical Thinking Skills Guideand see where all the progression activities live in the World History AP Practice Progressions Placement document.
AP®Themes in Unit 6Five of the six AP®themes are featured in this unit, with the main focus on economics and the environment as imperial states (GOV) expanded their control over regions to extract natural resources (ENV) for the benefit of imperial capitalist systems (ECN). Students will also focus on the rationales used predominantly by European states to justify this “new” imperialism (CDI). While the technology and innovation theme isn’t checked off on the themes chart for this unit, it’s helpful for students to understand how new weapons and transportation systems (TEC), which were a result of industrialization, allowed imperial powers to move deeper into Africa. Finally, as students assess the push and pull factors that caused migration, they’ll also evaluate the effects of migration, including changes to social organization and interactions (SIO).Check out the Unit 6 Themes Notebook.
VideosWe use videos as a visually engaging approach to course material. While students are often excited to learn that they’ll be watching a video in class, video-watching is a skill, just like reading an article. Here are a couple of quick strategies to get you started:•We suggest students first read the video description and Guiding Questions, or even skim the video transcript. We’ve provided you with time stamps and sample answers, which students will not see. •We recommend chunking the videos using the Key Ideas feature, which pauses the video at the specific times of the corresponding Guiding Questions and provides an opportunity for discussion or note-taking.•You can also play the video twice: once straight through and once with pauses at key ideas.•Check out How to Watch Videos as a great way to introduce instructional videos in your classroom. For more information, see our Video Guide.
ActivitiesActivities are an important part of OER Project lessons and serve to build student understanding and engagement. Activities provide an opportunity to get students moving and “doing” history through exercises like informal writing, group work, simulations, and debates.Progression activities appear in multiple units and are based on historical thinking skills like sourcing and contextualization. Each activity in a progression is meant to be more sophisticated than the one before, challenging students but also supporting them as they do this work.For all activities in OER Project—except for some openers and closers—teachers can find directions and sample answers in the accompanying lesson guides.Click here to learn more about activities.Click here to learn more about historical thinking skills.
ReadingsOER Project includes primary sources and articles written by a diverse group of scholars and OER Project staff. Some of the reading involved in OER Project courses can be challenging, but it is vital for engaging with the course content. OER Project provides Guiding Questions alongside each reading. These questions encourage students to approach the text at three levels—first by skimming the text, next by reading to answer Key Idea questions (“While You Read”), and finally by evaluating the text through “After You Read” questions that encourage connection and synthesis. The “After You Read” questions have been aligned to those found in the AP World History Modern CED. As a reminder, you can always have students complete the Three-Step Reading worksheetto replace or supplement the Guiding Questions that are included with each reading.For more information, see our Reading Guide.
Graphic BiographiesOER Project’s graphic biographies are one-page histories of people. Whether they’re “important” or “everyday,” each of these individuals has their own story, their own history, and those stories weave in and out of the global themes of their era. Their experiences highlight, and sometimes bring into question, developments on a global scale that students are studying as part of the frame narratives presented in the course. These biographies are one of the best ways for students to zoom in, and doing so helps bring nuance to their understanding of history. In some cases, the biographies will complicate the frame narratives—the experience of an individual will not necessarily fit with the global experience—but they don’t invalidate the frames; they just deepen and enrich them.Check out How to Read Comics for an introduction to reading graphic biographies. Click here to learn more about our Graphic Biographies.
WritingAt OER Project, we encourage students to write. A lot. At times, we want them to write informally, in order to express their initial understandings. Other times, we have them write formally, to solidify their thinking and refine their arguments. They will write, review, and refine their work multiple times. This isn’t easy for most students. However, our research has shown that this hard work makes a real difference in the quality of their writing—a terribly unsurprising conclusion. Clear, consistent expectations, frequently revisited, is not a magic formula; it’s just good teaching.In each unit of this course, there are opportunities for students to participate in a formal writing activity that results in an essay. Unit 6 offers an LEQ writing opportunity in which students respond to this prompt: Develop an argument that evaluates the extent to which Indigenous responses to colonial rule were effective c. 1750 to 1900 CE.Click here to learn more about our writing approach.Click here for informal writing routines.
SAQsThe WH AP course offers students practice in constructing concise and detailed responses to prompts that are similar to those they’ll experience on the AP®World History exam. These practice SAQs guide students to analyze the prompts, gather evidence from the primary or secondary sources or their background knowledge, and then write a two-or three-sentence response to the prompt. These practice SAQs target students’ mastery of the historical content for each WH AP unit. Some of the SAQ prompts involve historical content across several units, however. Those prompts take more of a continuity-and-change-over-time approach to world history, which is a historical-reasoning skill students will need to employ on the exam. Please note that the SAQs used in the SAQ Practice series may have been taken from previously released AP exams, meaning students can find answers online. Since the purpose of these activities is to provide practice in preparation for the exam, we suggest that you NOT use these assessments for grades in your gradebook. If you’re looking to assess students using SAQs, we recommend using the released SAQs available in AP®Classroom.