GRADE: AP World History (WHAP)                                                  AUTHORS: FLHS AP teachers
UNIT TITLE/FOCUS:  Period 5: Industrialization and Global Integration (1750-1900 CE)
UNIT LENGTH: 5-6 weeks


Essential Question: To what extent did industrialization facilitate both state and regional developments?

Enduring Understanding:  Students understand …

1. How industrialization fundamentally changed the way goods were produced.
   
2. Why industrialization prompted the emergence of both imperialism and nationalism
   
3. Migration both transformed and increased significantly following the spread of capitalism.
   

Guiding Questions: (content, process, metacognitive)

Content:

1. How did industrialization change the way goods were produced? (5.1.I)
   
2. Why did new patterns of trade and production emerge following the introduction of industrialization to the global economy? (5.1.II)
   
3. Why did financiers develop new economic institutions? (5.1.III)
   
4. To what extent did new technological developments facilitate the imperialistic era? (5.1.IV)
   
5. Why did the spread of global capitalism lead to wide variety of responses? (5.1.V)
   
6. How did the global economy influence the transformation of social organization in industrialized states? (5.1.VI)
   
7. How did industrialized powers establish transoceanic empires? (5.2.I)
   
8. To what extend did imperialism influence the formation of new states and decline of previously existing states? (5.2.II)
   
9. How was imperialism justified? (5.2.III)
   
10. How did the Enlightenment influence global rebellions and revolutions? (5.3.I)
    
11. To what extent were national and international communities created in the early 18th century? (5.3.II)
    
12. How did discontent with imperial rule propel revolutionary movements? (5.3.III)
    
13. How did the influence of the Enlightenment and revolutions impact transnational movements? (5.3.IV)
    
14. Why did new patterns of migration emerge after the Industrial Revolution? (5.4.I, II)
    
15. How did individuals and states to react to the increasing trend of diversity prompted by new patterns of migration? (5.4.III)
    

Process:

1. How does understanding the author’s point of view (POV) provide context in analyzing a primary source?
   
2. Why is understanding primary sources useful in answering historical questions?
   
3. To what extent does evaluating a historian’s argument help in the analysis of different interpretations of historical events?
   
4. How does comparing and contrasting events, individuals and processes over time and across time periods help us to construct a better understanding of historic developments?
   
5. Why is chronology and geography essential to contextualizing history?
   
6. To what extent does understanding a historical issue provide insight to events that occurring today?
   
7. Can evaluating causation provide an opportunity for historical contingency?
   
8. How does evaluating the process of continuity and change over time relate to bigger historical questions?
   
9. To what extent can history be organized into discrete periods of time?
   
10. How does a student’s ability to develop an argument demonstrate the application of historical thinking?
    
11. How can relevant evidence help to drive an argument?
    

Metacognitive:

1. Was the Harkness discussion a positive or negative learning style for you?
   
2. What were your difficulties in separating continuity from change?
   
3. How did utilizing maps of trade routes impact your context of the period between 600-1450?
   
4. How did evaluating primary sources assist your understanding of the time period?
   

Standards: KEY CONCEPTS

5.1 Industrialization and Global Capitalism

1. Industrialization fundamentally changed how goods were produced
   
2. 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
   
3. To facilitate investments at all levels of industrial production, financiers developed and expanded various financial institutions.
   
4. There were many developments in transportation and communication, including railroads, steamships, telegraphs and canals.
   
5. The developments and spread of global capitalism led to a variety of responses.
   
6. 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.
   

5.2 Imperialism and Nation State Formation

1. Industrializing powers established transoceanic empires.
   
2. Imperialism influenced state formation and contraction around the world.
   
3. New racial ideologies, especially Social Darwinism, facilitated and justified imperialism.
   

5.3 Nationalism, Revolution, Reform

1. The rise and diffusion of Enlightenment thought that questioned established traditions in all areas of life often preceded revolutions and rebellions against existing governments.
   
2. Beginning in the 18th century, people around the world developed a new sense of commonality based on language, religions, 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.
   
3. Increasing discontent with imperial rule propelled reformist and revolutionary movements.
   
4. The global spread of European political and social thought and the increasing number of rebellions stimulated new transnational ideologies and solidarities.
   

5.4 Global Migration

1. Migration in many cases was influenced by changes in demographics in both industrialized and unindustrialized societies that presented challenges to existing patterns of living.
   
2. Migrants relocated for a variety of reasons.
   
3. The large-scale nature of migration, especially in the 19th century, produced a variety of consequences and reactions to the increasingly diverse societies on the part of migrants and the existing populations.
   

ASSESSMENTS


Authentic Performance Task(s):

• CCOT essay: Analyze changes and continuities in long-distance migrations in the period from 1700 to 1900. Be sure to include specific examples from at least TWO different world regions.
  
• DBQ essay: Using the documents, analyze African actions and reactions in response to the European Scramble for Africa. Identify an additional type of document and explain how it would help in assessing African actions and reactions.
  
• Comparative essay: Analyze similarities and differences in the causes of TWO of the following revolutions: American Revolution (1775-1781), Haitian Revolution (1791-1803), French Revolutions (1789-1799)
  

Other Assessments (Diagnostic, Formative, Summative):
Formative: Chapter quizzes, thesis statement writing, Recipe for a Revolution activity, Be Like Bill Activity, Venn Diagram on Declaration of Rights of Man and Declaration of Independence
Summative: Multiple Choice Test and Performance Tasks




                                   TEACHING AND LEARNING PLAN


Teaching and Learning Activities:
Activities and tasks, Linked to guiding questions and standards, Describe what the students will do and why…
Students will…
1. Create thesis statements based off prompts provided in DO NOW activities.
2. Create “Recipe for Revolution”: students create recipes and directions for mixing the recipe for distinct global revolutions.
3. Complete a “Be Like Bill” activity on the Latin American revolutionary leaders and perform a document/gallery walk to gather information about the revolutionaries.
4. Compare and contrast the process of Westernization in two of the following areas: Turkey, Russia, Japan and/or China using a Venn Diagram and writing a thesis statement.
5. POV Comparison about the “burdens of imperialism”- Compare Primary Source “White Man’s Burden” to the journal about the “Black Man’s Burden” and discuss context and periodization of POV.
6. Communist vs. Capitalist activity- students decide whether a given scenario or simulation describes a communist/socialist or capitalist system.
7. Students will complete a Venn Diagram comparing and contrasting the Declaration of Independence to the Declaration of the Rights of Man and later synthesizing a thesis statement comparing and contrasting the two.

Resources and Technologies Needed:
ACORN Book
Crash Course World History- John Green YouTube series

Text:  Stearns World History
         Primary Sources- Andrea book
         Rudyard Kipling’s “White Man’s Burden”
         The Black Man’s Burden article
         Excerpts from the Declaration of Independence
         Excerpts from the Declaration of Rights of Man
         Primary Source- account of Captain Cook
         Simon Bolivar’s “Letter from Jamaica” (1815)
         Excerpts from Communist Manifesto, Das Capital
        “Vindication of the Rights of Woman”- Mary Wollstonecraft
        “Declaration of the Rights of Women and the Female Citizen”- Olympe de Gouge