Review of Unit 3: 1450 - 1750

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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

• Columbian voyages
• Ming voyages
• Vasco da Gamas voyages
• Magellans voyages
• Cabots voyages
• Italian Renaissance
• Protestant Reformation
• Reconquista completion
• Ottoman domination of Mediterranean region
• Heliocentrism

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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

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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

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Rank the processes shown on the map from most
important to least important.
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Unit 4 1750 - 1914
Who are these men?
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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

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Comparative and CCOT Chart for 19th Century
Revolutions, p. 85
8
Nineteenth Century Reforms in Social and Gender
Structures, p. 86
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Hyde Park Project Reform Movements in 19th
Century England, p. 87
10
Silent Discussion on Nationalism, pp. 89-90
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Pacific Century

• Video critique

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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.

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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 1000-1450?
• (A) Climate change
• (B) Increased interregional trade
• (C) Decreased agricultural productivity
• (D) Increased invasions

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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 Afro-Eurasia from 1000 to 1450.

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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 periods 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.

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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.
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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.

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Strategies for Historical Thinking Skills

• Reflect on Activity
• Discuss use of activity with your students
• Share more best practices for teaching causation
  skill

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Resistance to Imperialism

• POV of images, p. 93
• DBQ 2009, CB Handbook, pp.
• DBQ 2010, Exam Materials packet

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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.

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Review for Unit 4, p. 94