Transcript Slide 1

Review of Unit 3: 1450 - 1750
Directions: Put the
following events,
ideas, or movements
in order from most
important to least
important and defend
your “top ten list for
the Early Modern
Period”
1. Columbian voyages
2. Ming voyages
3. Vasco da Gama’s
voyages
4. Magellan’s voyages
5. Cabot’s voyages
6. Italian Renaissance
7. Protestant Reformation
8. Reconquista completion
9. Ottoman domination of
Mediterranean region
10. Heliocentrism
Period 5: Industrialization and Global
Integration c. 1750 to c. 1900
• 5.3. Nationalism, Revolution, and Reform
• 5.2. Imperialism and Nation-State
Formation
• 5.1 Industrialization and Global Capitalism
• 5.4. Global Migration
Unit 5 Outline
• 19th c. Reforms in Social Structures and
Gender Structures
• Hyde Park debates
• Chart for comparing 19th century
revolutions
• Silent Discussion on Nationalism
• Imperialism images
• Unit Review idea
Rank the
processes
shown on
the map
from
most
important
to least
important
.
Unit #4:
1750 - 1914
Who
are
these
men?
Unit #4: 1750 – 1914, p. 62
Six Weeks: Industrialization, Modernization, and Reactions
Week One: Enlightenment, John Locke, American, French, Haitian, and Latin
American Revolutions, and Napoleon
Week Two: British Industrial Revolution and De-Industrialization of India and
Egypt
Week Three: Imperialism and Industrialization
Timed writing: Compare Chinese and Japanese Reactions to Western
Imperialism (2002 exam)
Week Four: Nationalism and Modernization
Week Five: Anti-Slavery, Suffrage, Labor, and Anti-Imperialist movements as
Reactions to Industrialization and Modernization
Timed Writing: DBQ on Asian Indentured Labor in the 19th century (2003
exam)
Week Six: Chinese, Mexican, and Russian Revolutions as Reactions to
Industrialization and Modernization
Map Quiz: Imperialism
Unit Test
Comparative and CCOT Chart for
19th Century Revolutions, p. 85
Nineteenth Century Reforms in
Social and Gender Structures,
p. 86
Hyde Park Project: Reform
Movements in 19th Century
England, p. 87
Silent Discussion on
Nationalism, pp. 89-90
Pacific Century
• Video critique
Skill Focus: Historical Causation,
Tab 2, p. 11
• Identify, analyze, and evaluate the
relationships between multiple historical
causes and effects, distinguishing
between those that are long-term and
proximate, and among coincidence,
causation, and correlation.
Sample Multiple-Choice Question,
Tab 2, p. 97
Which of the following factors represents
the most significant cause of the growth of
cities in Afro-Eurasia in the period 10001450?
(A) Climate change
(B) Increased interregional trade
(C) Decreased agricultural productivity
(D) Increased invasions
Rationale for Correct Answer
(B) Best answer. The
increased volume of
interregional trade had
the most significant
effect on the increase
in the size and number
of cities in AfroEurasia from 1000 to
1450.
Rationales for Wrong Answers
(A) Incorrect. Climate change was not a factor that consistently
favored the growth of cities in this period; in fact, the period’s
major instance of climate change — the beginning of the Little
Ice Age in the mid-1300s — probably discouraged urban
growth, especially in Europe.
(C) Incorrect. Agricultural productivity actually increased in many
parts of Afro-Eurasia in this period as a result of the spread of
unique crops from South and Southeast Asia, and more
efficient agricultural techniques to East Asia, Southwest Asia
and the Mediterranean regions.
(D) Incorrect. Increased invasions due to nomadic incursions or
imperial wars of expansions likely would have decreased the
number and size of cities at least during the times of conflict.
Focus: Causation Skills Activity, Tab 1, p. 16
Directions
In pairs or small groups, discuss the difference
between long term and short term causes and
effects. Then examine the items listed and sort them
into the appropriate columns for causes and effects
of the Meiji Restoration. ‹#›
Hint: use highlighters.
Focus: Causation Skills Activity,
Tab 1, p. 16
Directions
In pairs or small groups, discuss
the difference between long term
and short term causes and
effects. Then examine the items
listed and sort them into the
appropriate columns for causes
and effects of the Meiji
Restoration. Hint: use
highlighters.
17
Strategies for Historical Thinking
Skills
Reflect on Activity
• Discuss use of
activity with your
students
• Share more best
practices for
teaching
causation skill
Resistance to Imperialism
• POV of images, p. 93
• DBQ 2009, CB Handbook, pp.
• DBQ 2010, Exam Materials packet
Migrations Special Focus Book
• Read either the Marcus Garvey or the
Patrice Lumumba/Salvador Allende lesson
and decide how you might use it in your
class.
Review for Unit 4, p. 94