The Industrial Revolution was the most dramatic change in how we produced and distributed goods since farming. It transformed communities and networks around the world.

Industrialization changed the way people lived. But not everyone benefitted, and not everyone felt these changes in the same way.

The Industrial Revolution was a shift in the way people produced and distributed goods, but it also had a deep impact on concepts of identity and rights.

Orient yourself in time and space as you begin Unit 5, by using maps to make predictions about industrialization and urbanization in the long nineteenth century.

A full-color political map of the world in 1750 CE, highlighting the major states, communities, and cities you’ll learn about in WHP.

A black and white version of the world in 1871 CE, that can be cropped to specific regions and easily printed.

A full-color political map of the world in 1871 CE, highlighting the major states, communities, and cities you’ll learn about in WHP.

An individualized tracker for new words encountered in Unit 4. Add to it as the unit progresses.

In Unit 5, continue the routine of building a class word wall, an important visual cue and literacy support.

This vocab guide provides a summary of the key vocabulary for the unit.

Vocab cards for each of the key words in this unit.

Here’s the new Unit Problem! Respond to this based on what you currently know… don’t worry if it’s not much—you’re going to learn a lot more!

Children have always worked. During the nineteenth and twentieth century, reform movements sought to limit this, but even today, 265 million children still work.

This activity will introduce students to the concept of urbanization, both as a shift in demographics and as a shift in the physical environment resulting from the rise of industrialization.

During the long nineteenth century, Britain had several advantages that allowed it to industrialize first. What were they? Nick Dennis travels to England to mine for answers.

The Scientific Revolution does indeed include everything from Copernicus to Newton. But the story also extends beyond Europe and the sixteenth and seventeenth centuries.

Abundant fossil fuels like coal led to innovations like engines. These inventions launched an era of accelerated change that continues to transform human society today.

In 1793, the global economy was centered in East and South Asia, not in Europe. The British embassy led by Lord Macartney wanted to change that. The results of this expedition may surprise you.

Explore pre- and post-industrialization images to identify changes in communities, networks, and production and distribution.

All aboard! Learn how trains changed how humans understood travel and work. It’s trains not TARDIS, but they transformed our ideas about time and space.

Remember drawing the frames in Unit 1? Time to do it again! How has your understanding of the frames changed?

Students use the Gapminder tool to assess standard of living and income for a variety of nations in order to analyze the historical and modern effects of industrialization.

The Industrial Revolution transformed life in Britain first. But it didn’t stop there. The Industrial Revolution had consequences for people in every corner of the world.

The modernization of Japan can best be expressed in the following haiku: You threaten us with / Industrialization? / We can play that game

In this activity, students are asked to take context clues to help them figure out a vocabulary word from this era in order to strengthen their understanding.

The Shoguns provided Japan with hundreds of years of stability, but a new era required a new kind of government, one fronted by the emperor but driven by modernizers.

A petty samurai by birth, Iwasaki Yatar­­ō seized the opportunities of industrialization to create the Mitsubishi corporation and to help industrialize the city of Nagasaki.

During the nineteenth century, Egypt became a major producer of cotton and started building an industrialized economy. But Egypt’s industrialization failed. Why?

In this activity, students will examine the similarities and differences between how Egypt and Japan industrialized.

How did India go from producing clothing, to producing cotton? Doing business with Britain seemed like a good idea at the time, but it led to India’s de-industrialization.

In this era, people moved around a lot. Some migration was local; some was long distance. Many migrated voluntarily, but millions were forced to leave their homes.

It's time to make some more claims! This time industrialization is the focus.

Gain insight into two economic systems that will play a big role in this unit. More importantly, get some treats while you’re at it!

Capitalism and the Industrial Revolution each contributed to the growth of the other. But their combined effects created socialism as people struggled to respond to changes.

The Industrial Revolution and capitalism helped to create a whole new class of people. The proletariat were urban workers who had nothing to sell but their own labor.

What did it feel like to work on an assembly line in the 1800s? Why did business owners prefer assembly lines? Explore these questions AND make some greeting cards!

Industrialization and the rise of the proletariat created a lot of social problems. But it also helped launch a lot of attempts to solve those problems.

Ottilie Baader became a leader of the German labor reform movement, but she also lived a life of work, not unlike many industrial workers of her time.

The abolition of the legal enslavement of human beings seems like a huge change. But changes can sometimes hid continuities like racialized inequality and exploitation.

Harriet Forten Purvis was an African-American woman who fought against slavery while pioneering the struggle for women’s suffrage.

Abolition brought to an end a large and profitable system of enslavement that stretched across the Americas and beyond. So why did abolition succeed?

Analyze a variety of sources in order to dig into an important question—why was slavery abolished?

The idea of childhood did not always exist. How did industrialization change ideas of childhood and child labor?

Work, school, or being ignored—what is a modern child to do? That’s what reformers wanted to know.

The fight for suffrage was different in every region of the world. Find out how achieving suffrage was both similar and different across regions in this activity.

Voting rights are often taken for granted. Yet women had to fight hard for suffrage in a battle spread unevenly across decades and continents.

How has your understanding changed since the beginning of the unit? Time to revisit the Unit Notebook!

Empire, nationalism, and industrialization both defined the roles of men and women and created spaces where these new definitions were contested around the world.

Time to test some claims – this time about social class and gender.

Continue developing your understanding of CCOT, this time looking at the changes and continuities which occurred in Unit 5.

It’s time review the map predictions you made at the beginning of the unit, as you examine a series of new maps to help you think about the unit problem.

A full-color political map of the world in 1871 CE, highlighting the major states, communities, and cities you’ll learn about in WHP.

A full-color thematic map of Industrialization and Imperialism in 1871 CE, meant to help you support, extend, and challenge the frame narratives.

Yes, we are returning to the Claim and Focus row, and don’t argue about it. Wait… DO argue! Or at least figure out how well this writer constructed their argument.

In this DBQ you’ll take on industrialization—more specifically, you’ll assess and compare the impact of the Industrial Revolution on Britain and India c. 1750–1914.

These DBQ writing samples provide example essays to help support writing instruction in different ways—use as you see fit in your classroom!