AP®︎ World History: Unit 6 Practice Test
Prepare for your quiz, test, or the AP exam with focused practice questions on Unit 6 of AP World History – Consequences of Industrialization.
Questions List
Unit 6 (All Topics)
Question 1 Topic 6.1Easy
"Is it not obvious that great ships cannot be sent to ports where there is nothing to do? ... The policy of colonial expansion is a political and economic system; I will say that this system is connected with three orders of ideas: economic ideas, the most far-reaching ideas of civilization, and ideas of a political and patriotic sort. In the economic order, I ask you to consider the following fact: at the present time, as you know, the great movement of prices, the movement of production, is dominated by a small number of industrial countries — England, which has a head start on all others; Germany; the United States. These countries are saturating their home markets and are seeking to export their surplus production to other parts of the world. ... A colonial policy is, for industrial countries, a necessary outlet [for their goods]."
— Jules Ferry, speech to the French Chamber of Deputies, 1884 Adapted from the original source for clarity and length. Wording may differ slightly from the original text.
Ferry's arguments most directly contributed to which of the following developments?
What You’re Being Tested On:
Explore the learning objectives taken directly from the College Board’s AP® World History: Modern Curriculum. Ensure you’re prepared for the exact topics covered on the AP® exam, in-class tests, and quizzes, and gain confidence in your mastery of the material.
Unit 6: Consequences of Industrialization
This unit focuses on the global consequences of industrialization, particularly the rise of imperialism and its impact on economies, societies, and environments. It also covers the causes and effects of global migration during the 19th century.
Topic 6.1: Rationales for Imperialism from 1750 to 1900
Thematic Focus: Cultural Developments and InteractionsCDI
The development of ideas, beliefs, and religions illustrates how groups in society view themselves, and the interactions of societies and their beliefs often have political, social, and cultural implications.
Learning Objective: Unit 6: Learning Objective A
Explain how ideologies contributed to the development of imperialism from 1750 to 1900.
Historical Developments: KC-5.2.III
A range of cultural, religious, and racial ideologies were used to justify imperialism, including Social Darwinism, nationalism, the concept of the civilizing mission, and the desire to religiously convert indigenous populations.
Topic 6.2: State Expansion from 1750 to 1900
Thematic Focus: GovernanceGOV
A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.
Learning Objective: Unit 6: Learning Objective B
Compare processes by which state power shifted in various parts of the world from 1750 to 1900.
Historical Developments: KC-5.2.I.A
Some states with existing colonies strengthened their control over those colonies and in some cases assumed direct control over colonies previously held by non-state entities.
Historical Developments: KC-5.2.I.B
European states as well as the United States and Japan acquired territories throughout Asia and the Pacific, while Spanish and Portuguese influence declined.
Historical Developments: KC-5.2.I.C
Many European states used both warfare and diplomacy to expand their empires in Africa.
Historical Developments: KC-5.2.I.D
Europeans established settler colonies in some parts of their empires.
Historical Developments: KC-5.2.II.B
The United States, Russia, and Japan expanded their land holdings by conquering and settling neighboring territories.
Illustrative Examples specific knowledge students should know & demonstrate
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Topic 6.3: Indigenous Responses to State Expansion from 1750 to 1900
Thematic Focus: GovernanceGOV
A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.
Learning Objective: Unit 6: Learning Objective C
Explain how and why internal and external factors have influenced the process of state building from 1750 to 1900.
Historical Developments: KC-5.3.III.D
Increasing questions about political authority and growing nationalism contributed to anticolonial movements.
Historical Developments: KC-5.2.II.C
Anti-imperial resistance took various forms, including direct resistance within empires and the creation of new states on the peripheries.
Historical Developments: KC-5.3.III.E
Increasing discontent with imperial rule led to rebellions, some of which were influenced by religious ideas.
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Topic 6.4: Global Economic Development from 1750 to 1900
Thematic Focus: Humans and the EnvironmentsENV
The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.
Learning Objective: Unit 6: Learning Objective D
Explain how various environmental factors contributed to the development of the global economy from 1750 to 1900.
Historical Developments: KC-5.1.II.A
The need for raw materials for factories and increased food supplies for the growing population in urban centers led to the growth of export economies around the world that specialized in commercial extraction of natural resources and the production of food and industrial crops. The profits from these raw materials were used to purchase finished goods.
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Topic 6.5: Economic Imperialism from 1750 to 1900
Thematic Focus: Economics SystemsECN
As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.
Learning Objective: Unit 6: Learning Objective E
Explain how various economic factors contributed to the development of the global economy from 1750 to 1900.
Historical Developments: KC-5.2.I.E
Industrialized states and businesses within those states practiced economic imperialism primarily in Asia and Latin America.
Historical Developments: KC-5.1.II.C
Trade in some commodities was organized in a way that gave merchants and companies based in Europe and the U.S. a distinct economic advantage.
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Topic 6.6: Causes of Migration in an Interconnected World
Thematic Focus: Humans and the EnvironmentsENV
The environment shapes human societies, and as populations grow and change, these populations in turn shape their environments.
Learning Objective: Unit 6: Learning Objective F
Explain how various environmental factors contributed to the development of varied patterns of migration from 1750 to 1900.
Historical Developments: KC-5.4.I
Migration in many cases was influenced by changes in demographics in both industrialized and unindustrialized societies that presented challenges to existing patterns of living.
Historical Developments: KC-5.4.I.B
Because of the nature of new modes of transportation, both internal and external migrants increasingly relocated to cities. This pattern contributed to the significant global urbanization of the 19th century. The new methods of transportation also allowed for many migrants to return, periodically or permanently, to their home societies.
Thematic Focus: Economics SystemsECN
As societies develop, they affect and are affected by the ways that they produce, exchange, and consume goods and services.
Learning Objective: Unit 6: Learning Objective G
Explain how various economic factors contributed to the development of varied patterns of migration from 1750 to 1900.
Historical Developments: KC-5.4.II.A
Many individuals chose freely to relocate, often in search of work.
Historical Developments: KC-5.4.II.B
The new global capitalist economy continued to rely on coerced and semicoerced labor migration, including enslavement Chinese and Indian indentured servitude, and convict labor.
Illustrative Examples specific knowledge students should know & demonstrate
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Topic 6.7: Effects of Migration
Thematic Focus: Social Interactions and OrganizationSIO
The process by which societies group their members and the norms that govern the interactions between these groups and between individuals influence political, economic, and cultural institutions and organization.
Learning Objective: Unit 6: Learning Objective H
Explain how and why new patterns of migration affected society from 1750 to 1900.
Historical Developments: KC-5.4.III.A
Migrants tended to be male, leaving women to take on new roles in the home society that had been formerly occupied by men.
Historical Developments: KC-5.4.III.B
Migrants often created ethnic enclaves in different parts of the world that helped transplant their culture into new environments.
Historical Developments: KC-5.4.III.C
Receiving societies did not always embrace immigrants, as seen in the various degrees of ethnic and racial prejudice and the ways states attempted to regulate the increased flow of people across their borders.
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Topic 6.8: Causation in the Imperial Age
Learning Objective: Unit 6: Learning Objective I
Explain the relative significance of the effects of imperialism from 1750 to 1900.
Review: KC-5.1
The development of industrial capitalism led to increased standards of living for some, and to continued improvement in manufacturing methods that increased the availability, affordability, and variety of consumer goods.
Review: KC-5.2
As states industrialized, they also expanded existing overseas empires and established new colonies and transoceanic relationships.
Review: KC-5.3
The 18th century marked the beginning of an intense period of revolution and rebellion against existing governments, leading to the establishment of new nation-states around the world.
Review: KC-5.4
As a result of the emergence of transoceanic empires and a global capitalist economy, migration patterns changed dramatically, and the numbers of migrants increased significantly.
