AP U5 Guide
Unit 5 Guide
2Unit 5: Revolutions c. 1750 to 1900 CEIt might seem that nation-states, with their flags, laws, and borders, have been around forever, but they’re a pretty recent development. During the long nineteenth century, revolutions rocked the world. New forms of government developed based on changing notions of what sovereignty is and what freedoms people deserve. About the same time, new nation-states formed as novel ideas about nationalism transformed how people thought about their states and societies. But not all revolutions are political. At the same time revolutionaries stormed the Bastille, humanity was beginning a revolution in production and distribution. The Industrial Revolution fundamentally changed the ways we made, used, and moved goods. In so doing, it also reshaped our relationships to each other and the organization of societies.
Unit 5 Learning Objectives and Unit Problem1.Assess the intellectual, economic, and ideological origins of the political revolutions of the long nineteenth century. 2.Explain the causes and effects of industrial transformations in the period from 1750 to 1900 CE. 3.Assess the impact of the Industrial Revolution in different regions of the world in terms of economic, social, technological, and cultural transformation. 4.Analyze how economic systems, ideologies, and institutions contributed to change from 1750 to 1900 CE.5.Investigate the causes and effects of calls for reform in industrial societies during this period.6.Use historical thinking skills and reasoning processes such as causation, sourcing, claim testing, contextualization, and continuity and change over time to evaluate historical events and processes. For individual lesson learning objectives, please review the lesson teaching guides.In this unit, students will consider this Unit Problem: How did different parts of the world experience the revolutionary transformations that occurred from c. 1750 to 1900 CE?
Lessons OverviewLesson 5.0 Revolutions c. 1750 to 1900 CELesson 5.1 The EnlightenmentLesson 5.2 Nationalism and Revolutions in the Period from c. 1750 to 1900 CE Lesson 5.3 The Industrial Revolution Begins Lesson 5.4 Industrialization Spreads in the Period from 1750 to 1900 CE Lesson 5.5 Technology of the Industrial Age Follow 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 5.6 Industrialization: Government’s Role from 1750 to 1900 CE Lesson 5.7 Economic Developments and Innovations in the Industrial AgeLesson 5.8 Reactions to the Industrial Economy from 1750 to 1900 CE Lesson 5.9 Society and the Industrial Age Lesson 5.10 Continuity and Change in the Industrial 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 5, you’ll find the following progression activities:•Causation: Recipe for a Revolution•Sourcing: Reactions to Industrialization•Claim Testing: Social Class and Gender•Contextualization: Child Labor•CCOT: Transoceanic Interconnections to RevolutionsLearn 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 5It isn’t surprising that all six AP®themes are featured in this unit, considering the immense changes that these revolutions caused. Students start by investigating how new ideas (CDI) led to novel ways of thinking about the role of government (GOV) and the rights of members of society (SIO). Government (GOV) takes center stage as students first investigate the role of nationalism in political revolutions, and then envision themselves as members of an imagined community residing within the political boundaries of a nation-state (CDI/SIO). Beginning with Lesson 5.3 and the origins of the Industrial Revolution, the theme of technology and innovation (TEC) is highlighted as new energy sources (ENV) led to the creation of machines and the factory system. As the use of fossil fuels and factories transformed society and humans’ connection to and impact on the environment (ENV), capitalism became the dominant global economic system (ECN). Factory owners and imperial nations attempted to expand their wealth and their control over regions with the raw materials needed to keep machines and factories humming (ECN). While industrial capitalists greatly benefited from these new systems of production and distribution, those working in the factories, mines, and on plantations did not. As a result, workers began demanding reforms, including improved labor conditions, an end to slavery, and expanded rights, including suffrage (SIO). Some workers banded together to propose a new economic system that they believed was more egalitarian than capitalism: socialism (ECN).Check out the Unit 5 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 5 offers a DBQ writing opportunity in which students respond to this prompt: Evaluate the extent to which industrialization brought change to Britain and India during the period from 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.