Course Content
Lesson Plans
World Civilizations: The Global Experience ©2001
by Stearns, Adas, Schwartz, and Gilbert
Focus Lesson 16
Chapter 29: "The Industrialization of the West: 1760–1914"
Chapter 30: "Industrialization and Imperialism: The Making of the European Global Order"
AP* Course Description
1750–1914
Major Developments
- Changes in global commerce, communications, and technology
- Changes in patterns of world trade
- Industrial Revolution (transformative effects on and differential timing in different societies)
- Demographic and environmental changes
- Changes in social and gender structure (Industrial Revolution)
- Political revolutions and independence movements; new political ideas
- Revolutions
- Rise of nationalism, nation-states, and movements of political reform
- Rise of Western dominance
Key Components
- Instructor's Manual:
Chapter 29, pp. 215–225
Chapter 30, pp. 226–232 - Study Guide, Vol. II:
Chapter 29, pp. 72–83
Chapter 30, pp. 84–93 - Test Bank:
Chapter 29, pp. 377–390
Chapter 30, pp. 390–404
Key Web Sites Listed in the Student Text
Given the changing nature of the Internet, you may wish to preview these sites.
- Chapter 29: pp. 724–725
- Chapter 30: p. 753
Key Words and Terms
Chapter 29
- population revolution
- guillotine
- French Revolution of 1830
- factory system
- Benjamin Disraeli
- revisionism
- Romanticism
- Louis XVI
- nationalism
- James Watt
- Louis Pasteur
- the social question
- Albert Einstein
- American Revolution
- liberals
- Reform Bill of 1832
- Chartist movement
- Otto von Bismarck
- mass leisure culture
- French Revolution
- radicals
- Industrial Revolution
- French Revolution of 1848
- American Civil War
- Charles Darwin
- proto-industrialization
- Napoleon Bonaparte
- Belgian Revolution
- Luddites
- Count Camillo di Cavour
- feminist movement
- Triple Alliance
- Declaration of the Rights of Man
- Greek Revolution
- demographic transition
- Triple Entente
- Karl Marx
- Sigmund Freud
Chapter 30
- Mataram
- Princely States
- contested settler colonies
- Boer War
- sepoys
- nabobs
- miscegenation
- Captain James Cook
- Presidencies
- White Dominions
- Cecil Rhodes
- Plassey
- Isandhlwana
- Natal
- Great Mahele
- Robert Clive
- true colonies
- Boer Republics
- British Raj
- Lord Charles Cornwallis
- white racial supremacy
- King Kamehameha
Suggested Pacing
Allow two weeks to teach Chapters 29 and 30. The Acorn book indicates that students should know the French Revolution of 1789 and the Jacobins; they do not need to know the French Revolution of 1830 or Robespierre.
Test Strategy
The best situation is when a student reads a question stem and the answer choices and knows the correct answer immediately. This may not always happen and students need a strategy for dealing with a difficult question. As they read through the answer choices, they should eliminate any that are obviously incorrect. Then they should go back and reconsider the remaining choices carefully. If they know something about the content and can eliminate one or two choices, they should guess—even the College Board suggests this. You can reassure them that they would need to guess incorrectly four times in order to get a full-point deduction on their raw score, but a single correct guess will give them a full-point addition to their raw score.
Key Concepts
- The beginnings of colonialism
From the late 1700s on, western Europe and the 13 British colonies—soon to be the United States—experienced dramatic changes in political structure and philosophy, intellectual developments, and economic activity. The Industrial Revolution spurred the changes in the economies of these nations and directly affected other regions in the world as European nations and the United States sought raw materials to feed their industries and new markets for their increased output. - Imperialism
At the beginning of the race for resources and markets, conversion to Christianity played a role in what nations did. Once industrialism had taken hold in Europe, missionary work ceased to be an important factor in European plans. European colonial policy turned toward seizing territory and establishing empires. Asian and African nations were not strong enough to resist the armed forces of European nations. Racism also played a part in how Europeans thought about and dealt with local peoples. - German and Italian unification
Point out to students that German unification, led by the wily Otto von Bismarck, forever changed the balance of power in Europe. This unification was not the result of a movement among liberals but was conservative in origin. Italian unification, led by Mazzini, Cavour, Garibaldi, and Victor Emmanuel II, was less focused than German unification, but was also more of a reflection of conservative ideology than of any liberal desire for true constitutionalism.
Summing Up Student Understanding
Have students create a table comparing the American and French Revolutions. They should consider such things as the origins of the two revolutions, the major figures, the methods, and the outcomes. Once the table has been completed, have students write three statements each comparing information on the table. Use these statements as the basis for a class discussion.
ADDITIONAL RESOURCES
You might also find these additional readings useful to develop students' background knowledge or for DBQ activities:
- Aspects of Western Civilization, Vol. II, edited by Rogers—Chapters 2, 3, 4, and 5
- Sources of the West, Vol. II, edited by Kishlausky—Parts IV and V
- The Global Experience, Vol. II, edited by Schwartz, Wimmer, and Wolfe—Chapters 19, 20, 21, and 22
- Documents in World History, Vol. II, edited by Stearns, Gosch, and Grieshaber—Section Two