Today we reviewed changes in the period from 1750 to 1900 and we practiced writing arguments using historical reasoning to explain relationships among pieces of historical evidence. We developed historical arguments based on causation, change & continuity over time, and comparison.

Industrialization between 1750-1900 gave rise to new economic needs and many of the solutions were found abroad. Also, industrialized nations produced more than their own populations could consume, so they needed a larger base to sell their goods. In the last quarter of the 19th century, nationalism encouraged imperialism. Nations began to compete for overseas colonies on Asia, Africa, and Pacific Oceania. Imperialism seemed an international game of power politics. The Suez Canal was complete in 1869. We looked at a new kind of racism called "scientific racism.

Joshua had to complete the written portion of his Chapter 9 test in class today. He had trouble concentrating and couldn't complete the four short answer questions and one essay question. He may complete the written portion of the test at home this weekend. It is due on Monday, 1/30.

Today Joshua worked on his Chap. 9 test. He completed the multiple choice/objective question portion of the test in class. Tomorrow he will complete the writing portion which contains 4 short answer and one essay question. Joshua has another night to study and prepare for this portion of his exam.

Today we reviewed for Joshua's Chap.9 Test on the Industrial Age from 1750-1900 scheduled for tomorrow and Friday. Joshua was given one essay and four short writing answers in advance so he may prepare stellar answers. We reviewed how industrialization differed and affected Britain, the U.S., Russia and Latin America. What factors influenced the growth of Marxism and socialism in some nations, but not others? We also reviewed how social class affected how women experienced the Industrial Revolution and the role that Latin American countries played in the 19 century's global economy. Because Joshua qualifies for extended time on tests, he always spends two class periods on his AP social science tests.

Today we went onto the AP Central approved test bank to evaluate the kind of questions a student is expected to answer for this chapter on industrialization from 1750-1900. Joshua evaluated the questions and participated to a certain degree in helping to construct his next test that will be on 1/26.

Today we began by examining the causes and effects of of Industrial Age from 1750 - 1900. We have reviewed many of the causes for changes in industrial societies. Today, we practiced the skill of explaining and the analysis of a source. When writing a DBQ, a student must refer to at least three documents and must consider: 1) historical context & situation, 2) intended audience. 3) What is the authors' POV? 4) Purpose - what did the author intend to accomplish with this writing? A student should refer to 3 or more documents to construct and write a solid DBQ. We Are continuing to work on Joshua's comfort and effectiveness with this skill as we learn and analyze the course content.

Another impact of the Industrial Revolution is its transformative global impact, temporarily increasing Europe's share of the world's population and scattering Europeans around the world. Australia and New Zealand became outposts of European civilization in the South Pacific. The Americas felt the brunt of huge movements of people. Latin America received European immigrants, and the US welcomed the largest number of immigrants: approx. 32 million between 1860-1931. We discussed the differences between Industrialization in the United States and Russia. While examining the spread of industrialization to new places, we practiced the skill of identifying patterns and connections among historical developments and processes.

How can we embrace the wealth and improvement in human life and universally associated with industrialization while protecting this fragile planet that sustains us? That profound dilemma has its origins in the enormously transformative process of the Industrial Revolution which took place initially in Europe between 1700-1900. We first looked at the global context of industrialization. Then we looked at how it spread beyond Great Britain to Western Europe, the U.S., Russia and Japan. We also looked at the Industrial Revolution's impact on building a distinctly middle class society. Life for the laboring classes was entirely different from the aristocracy and middle class. We began to look at Marxian theory, and the growth of the Labor movement.

There is a voluminous AP World History: Modern digital guide (over 200 pps.) on the AP website for both teachers and students. We use it to review the test times, procedures and time allotted for each section of the 3.25 hour AP exam. There are also 20 years of previous AP exam questions in this document! Today, we viewed a DBQ question from the 2021 AP Exam and it was, "Evaluate the extent to which economic factors led to the outbreak of the Mexican Revolution (1910–1920)." There are three student essay examples ranging from one that scored the full 7 points, one that scored 4 points and one that scored 1 point. We focused on the lowest scoring one in class today. Joshua immediately recognized its weaknesses, which is great! For HW tonight, Joshua is to review pp. 1 -20 regarding the process for evaluating a DBQ and what comprises a strong vs. a weak response. I sent Joshua the website and he confirmed receiving it.