AP WORLD HISTORY: MODERN

(SECONDARY)

ESSENTIAL UNIT 6

(1750-1900: Consequences of Industrialization)

(July 2019)

Unit Statement: During the period from 1750 to 1900 CE as the world industrialized there
were many consequences that were both positive and negative. In this unit, the students will
examine the effects of industrialization on patterns of migration, imperialistic ventures, state
building, the environment and the world economy. It is important to approach instruction
through the emphasis of the themes in AP World History Modern while also integrating
historical thinking skills in daily lessons.

In Unit 6 of the AP World History Modern course the AP exam weighting is 12-15% while it
is suggested by the College Board that anywhere between 12 and 15 class periods are used to
cover the material outlined below.

Essential Outcomes: (assessed for mastery)

1. The Student Will explain how ideologies contributed to the development of
imperialism from 1750 to 1900 CE. (LO 6A; KC 5.2.III)
2. TSW compare processes by which state power shifted in various parts of the world
from 1750-1900 CE. (LO 6B; KC 5.2.I.A, 5.2.I.B, 5.2.I.C, 5.2.I.D, 5.2.II.B)
3. TSW analyze internal and external factors have influenced the process of state
building from 1750-1900 CE. (LO 6C; KC 5.3.III.D, 5.2.II.C, 5.3.III.E)
4. TSW describe various environmental factors that contributed to the development of
global economy from 1750-1900 CE. (LO 6D; KC 5.1.II.A)
5. TSW explain how various economic factors contributed to the development of the
global economy from 1750-1900 CE. (LO 6E; KC 5.2.I.E and 5.1.II.C)
6. TSW outline how various environmental factors contributed to the development of
varied patterns of migration from 1750-1900 CE. (LO 6F; KC 5.4.I and 5.4.I.B)
7. TSW outline how various economic factors contributed to the development of varied
patterns of migration from 1750-1900 CE. (LO 6G; KC 5.4.II.A and 5.4.II.B)
8. TSW analyze the effect of new patterns of migration on society from 1750 to 1900
CE. (LO 6H; KC 5.4.III.A, 5.4.III.B, and 5.4.III.C)
9. TSW evaluate the relative significance of the effects of imperialism from 1750-1900
CE. (LO 6I; KC 5.1-5.4)
Practiced/Ongoing Outcomes: (not assessed for mastery)
1. TSW identify and apply course themes across periods and regions. (Humans and
Environment [ENV], Cultural Developments and Interactions [CDI], Governance

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 [GOV], Economic Systems [ECN], Social Interactions and Organization [SIO],
and Technology and Innovation [TEC])
2. TSW identify and explain historical developments and processes.
3. TSW analyze sourcing and situation of primary and secondary sources.
4. TSW analyze arguments in primary and secondary sources.
5. TSW analyze the context of historical events, developments, or processes.
6. TSW use historical reasoning (comparison, causation, change over time) to analyze
patterns and connections between and among historical developments and
processes.
7. TSW develop arguments based on historical claims and evidence.
Key Terms and Concepts:
Push and Pull Factors Imperialism Social Darwinism
Imperialism King Leopold II Tupac Amaru II
Zulu Kingdom Xhosa Mahdist Wars
Samory Toure Yaa Asantewaa War Opium Wars
Mangal Pandey Chinese Exclusion Act White Australia Party

Suggested Materials: (provided by school)

• Traditions and Encounters: A Global Perspective on the Past, publisher: McGraw
Hill, 2007 by Jerry Bentley and Herbert Ziegler.
Chapters 29, 31 and 32
• 1200 Update Ways of the World, publisher: Bedford St. Martins 2019 by Robert W.
Strayer and Eric W. Nelson
Chapters 10 and 11
• Documents in World History: The Human Record: Volume II
Additional Resources:
AP Course Review Books:

• Cracking the AP World History: Modern Exam 2020 Edition (available in November
2019)
• AMSCO® Advanced Placement® World History: Modern. Perfection Learning Corp,
2019.

Suggested Activities:
• Personal Progress Check: Have students make a habit of completing the Personal
Progress Check on the AP College Board website; it will give them feedback related
to their readiness and mastery of the content in this unit. It is comprised of 20

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 Stimulus Based Multiple Choice questions (SBMC’s), 2 Short Answer Questions
(SAQ’s), and 1 Free Response Question that is Document Based.
https://apcentral.collegeboard.org/courses/ap-world-history/exam
• SOAPSTONE: This method is used to analyze documents. There are many teacher
created worksheets available online or you can make your own. The pneumonic
device represents: Speaker, Occasion, Audience, Purpose, Subject and Tone.
• Notetaking Method: It is important that students adopt a method that is used
consistently for taking notes. Here are two methods that are used by many AP
teachers:
• Cornell Notes are created by dividing the paper in three sections, each section
includes: key points, notes, and summary.
• InSPECT is an acronym used as a device for students to remember the AP
themes and use them to take effective notes (Interactions with the
environment, Social interactions, Political systems and ideology, Economic
systems, Culture and interactions, and Technology and innovations). You can
either create note sheets of your own to assign, find one online created by
other teachers, or have the students create them by themselves.
• Discussion Groups: Divide the class into groups of eight. Provide each group
member with the documents from the 2009 AP Exam document-based question on
imperialism in Africa. Model how to explain the historical significance of purpose for
document 1. Assign each student one of the remaining documents. Ask students to
read their document and write a paragraph explaining the relative historical
significance of the source’s point of view, purpose, historical situation, or audience.
Then have them take turns leading a group discussion about the significance of their
document’s point of view, purpose, situation, or audience.
• Fast Write: After a lesson or reading on Topic 6.6, ask students to write a few
paragraphs responding to the following question: How do economic, environmental,
and technological factors converge to cause migration? Ask students to peer review a
classmate’s work to ensure that they have accurately connected the economy,
environment, technology, and migration. Have students discuss possible revisions to
improve their work.
• Fast write prompts should be formulated using “task verbs” designated and
used by the AP College Board in their free response questions. The task verbs
and their descriptions can be found on page 200 of the Course and Exam
Description; they are: compare, describe, evaluate, explain, identify, and
support an argument.
• Fast write prompts should be completed under given time constraints like the
Free Response questions on the AP exam.
• DBQ: 15-minute reading time and 45-minute writing time
• LEQ: 40 minutes
• Create Representations: Give students a set of data, such as the migration rates by
place of origin and destination and have them create a graph that best shows the data
and the trends.

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 • Critique Reasoning: Through collaborative discussion, students critique the
arguments of others, questioning the author’s perspective, evidence presented, and
reasoning behind the argument.
• Debate: Students present an informal or formal argument that defends a claim with
reasons, while others defend different claims about the same topic or issue. The goal
is to debate ideas without attacking the people who defend those ideas.
• Debriefing: Students participate in a facilitated discussion that leads to consensus
understanding or helps students identify the key conclusions or takeaways.
• Fishbowl: Some students form an inner circle and model appropriate discussion
techniques, while an outer circle of students listens, responds, and evaluates.
• Jigsaw: Each student in a group actively reads a different text or different passage
from a single text, taking on the role of “expert” on what was read. Students share the
information from that reading with students from other groups and then return to their
original groups to share their new knowledge.
• Look for a Pattern: Students evaluate data or create visual representations to find a
trend.
• Making Connections: Write concepts related to one of the course themes on cards,
place them into a box, and have students pick a concept at random. Give students a
few minutes to gather and recall information about the term and then pair students and
ask them to find the connection between their concepts. Finally, ask the pairs to write
a brief explanation of how the concepts are related.
• Match Claims and Evidence: Students are given sample claims (most of which can
be improved upon) to evaluate and revise. Then students match their revised claims
with pieces of evidence that can be used to support the claims. Once matched,
students write a statement explaining how and why the evidence supports the claim.
• Self/Peer Revision: Have students perform self- and peer revisions of their practice
document-based and long essay questions so that they have the opportunity to review
and revise their practice claims, supporting evidence, sourcing, and analysis and
reasoning.
• Shared Inquiry: Students actively read a provocative text, asking interpretive
questions (questions for which there are no predetermined right answers) before and
during reading. After reading the text, students engage with their peers to make
meaning from the text, offer different answers to the questions, and debate one
another, supporting their positions with specific evidence from the text.
• Socratic Seminar: Students engage in a focused discussion tied to a topic, essential
question, or selected text in which they ask questions of one another. The questions
initiate a conversation that continues with a series of responses and additional
questions.
• Guided Discussion: Have students work in groups to list four effects of imperialism
across the top of a sheet of paper. Under each effect, have students list as many things
that they can think of that changed as a result. Ask them to rank the effects from most
significant to least based on the amount of change each caused. Then, have the groups
circle the three changes that they believe are most important and then revise their

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 ranking to take this into account. Individually, have students complete the following
sentence frame:
• While imperialism in the 19th century had many effects, including________  ,
the most significant was____________ because________________ .

Technology Links:
• Destiny Discover (see Librarian) Use this search engine to find age-appropriate
websites that align with your unit.
• Crash Course World History episodes:
https://www.youtube.com/watch?v=Yocja_N5s1I&list=PLBDA2E52FB1EF80C9
https://www.youtube.com/watch?v=F6Su3rBxea8
• Facebook: Join the AP World History teacher community on Facebook, you will gain
access to the Google Drive that contains hundreds of lessons, articles and ideas from
other AP World History teachers. www.facebook.com
• Internet History Sourcebook: Fordham University has catalogued primary source
documents available for use by history teachers and students. All of the sources
needed for this unit can be found here: https://sourcebooks.fordham.edu/index.asp
• World History Archives: This website offers documents to support the study of
world history. http://www.hartford-hwp.com/archives/
• SOAPSTONE: https://apcentral.collegeboard.org/courses/resources/soapstone-
strategy-reading-and-writing
• Khan Academy: Sal Khan and the team have created a collection of lectures and
sources to support the AP World History curriculum:
https://www.khanacademy.org/humanities/ap-world-history

Suggested Assessment Tools and Strategies:

• Teachers should remember that even at the ‘B’ level, students are expected to be able
to produce work independently or display engagement with the material. Copying a
list or definition from a book should not be considered mastery of a TSW. To display
mastery at the ‘A’ level, the student is expected to exhibit higher order thinking skills.
The student must independently assess, evaluate, interpret, or infer, rather than repeat
a memorized response.
• Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred to throughout the unit, and used to assess at the end.
Students will collaborate with peers and the teacher to assess mastery of the
unit with final judgment by the teacher.
• Students must be required to write frequently as more than half the AP exam requires
historical writing skills. It is highly suggested that in every unit, students complete the
following forms of writing:
• Short Answer Questions (SAQ’s): on the exam students are required to
respond to 3 SAQ’s. The “ACE” method is a good one to use to ensure that
students earn an optimum score.
• Document Based Question (DBQ): on the exam there is 1 DBQ. Students will
need to be able to analyze documents quickly and use a given set of
documents in an essay.
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 • Long Essay Question (LEQ): on the exam the students must respond to 1 LEQ
prompt from a choice of three.
• Rubrics for these free response questions can be found below, it is important
that the students are familiar with the rubric requirements.
• https://apcentral.collegeboard.org/pdf/rubrics-ap-histories.pdf
• Grade student essays from past exams provided by the AP College Board; compare
grades assigned by the student to those assigned by the AP readers.
• Teacher made exams that mirror the AP exam: it should include Stimulus Based
Multiple Choice Questions (SBMCQ’s), Shorth Answer Questions (SAQ’s),
Document Based Questions (DBQ’s) and Long Essay Questions (LEQ’s).
• A selective unit could run concurrently with this unit adding enrichment to the
content, they include: Book Review, Media Analysis, or Creating a DBQ. However,
each unit must be assessed separately.

RUBRIC FOUND ON THE FOLLOWING PAGES…. …. …. …. ….

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 AP WORLD HISTORY: MODERN
Suggested Rubric E06: 1750-1900- Consequences of Industrialization
Name______________________________ Class _____________Date______________________
• All TSWs must be mastered for a ‘B’.
• 3 of 4 ‘A’ level TSWs should be met to receive an ‘A’.
TSW- B level A level Comments
1) I can explain how ideologies
contributed to the development
of imperialism from 1750 to
1900 CE.
2) I can compare processes by My comparison includes multiple
which state power shifted in similarities and differences in the
various parts of the world from shift of state power in many regions
1750-1900 CE. of the world.
3) I can analyze internal and My analysis identifies multiple
external factors have internal and external factors that
influenced the process of state influenced state building and
building from 1750-1900 CE. explains how and why at least two of
those factors impacted the process.
4) I can describe various
environmental factors that
contributed to the development
of global economy from 1750-
1900 CE.
5) I can explain how various
economic factors contributed
to the development of the
global economy from 1750-
1900 CE.
6) I can outline how various
environmental factors
contributed to the development
of varied patterns of migration
from 1750-1900 CE.
7) I can outline how various
economic factors contributed
to the development of varied
patterns of migration from
1750-1900 CE.
8) I can analyze the effect of My analysis identifies new patterns
new patterns of migration on of migration and I can explain how
society from 1750 to 1900 CE. and why they effected societies in
multiple regions of the world.
9) I can evaluate the relative My evaluation considers multiple
significance of the effects of effects of imperialism and makes a
imperialism from 1750-1900 claim supported by historical
CE. evidence identifying the most
significant effect.

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