In the mid-nineteenth century, industrial empires spread their conquests across new regions of the world, creating new and unequal social hierarchies.

Empires seem to contradict the trends of the long nineteenth century: no democratic rights, few factories, few reforms. Was this a bug, or a feature, of the revolutionary era?

Empires seem to contradict the trends we have seen in the frames so far. Were these contradictions an intended feature of empires, or some kind of glitch?

Orient yourself in time and space as you begin Unit 6, by using maps to make predictions about how empire changed over the course of the long nineteenth century.

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.

Time to track! Add new words to your individualized tracker as you move through Unit 6.

In Unit 6, 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!

Students apply what they learned in Making a Prediction Part 1, but this time they make predictions about future population growth by synthesizing information from several different charts.

Students apply what they learned in Making a Prediction Part 1, but this time they make predictions about future population growth by synthesizing information from several different charts.

It’s getting hot out there, folks. These charts provide an overview of historic changes in average temperature and greenhouse gas emissions—with an eye toward the future.

Revisit the Question Parsing Tool and improve your ability to figure out what you are being asked in writing prompts.

What was “new” about the imperialism of the late nineteenth century? The Industrial Revolution is part of the answer to that question.

Empires weren’t a new invention, but why were there suddenly so many large ones in the late nineteenth century?

What do an elephant, a lion, and a jungle full of animals have to do with colonialism? Analyze a fable as a starting point for your study of this complicated topic.

Imperialism was an idea, a belief. But how did imperial powers actually make it a reality? What were the tools they used to build empires?

Imperialism isn’t funny, but these cartoons will give you insights into the thinking of imperialists and those who rejected imperial control.

Imperialism had very different impacts for different groups of people. These sources explore some of the justifications behind imperialism.

Colonialism was inherently violent for several reasons, some of which might be unexpected.

Yaa Asantewaa, the Queen Mother of Ejisu in Asante, was a leader of resistance to British conquest. Her actions demonstrate one strategy of resistance to colonialism.

What was it like to live as a colonial subject? Of course, there many differing experiences, but we can get some answers by looking closely at Ghana as a case study.

How did Indigenous communities respond to imperial expansion? Use the Quick-Sourcing Tool to assess the primary sources in this collection to find out!

How did Indigenous communities respond to imperial expansion? The primary sources in this collection will help you formulate a response to this question.

In the face of imperialism, Chinese leaders struggled to modernize and reinforce traditional values at the same time.

In this activity, students will continue to work on their contextualization skills by analyzing the conditions that led to the Opium Wars.

The Opium Wars pitted the world’s two strongest economies against each other: the British Empire and Qing Dynasty China. The results transformed the global economy.

You’ve learned a lot since Unit 1! How has your understanding of the frames changed?

In this activity, students will analyze the causes of the 1857 Indian uprising to investigate how and why this rebellion took place when and where it did.

In 1857, uprisings and rebellions ended the East India Company’s (EIC) rule in India. Only British military force could put them down. Why did this happen?

Azizun was a nineteenth-century courtesan (Tawa’if) turned anti-colonial fighter in northern India. She became a leader in the Indian Uprising of 1857.

The average peasant could not withstand a constant battle to fight colonialism. However, colonial subjects did find creative ways to resist and survive.

In this activity, students write and evaluate supporting and refuting statements for claims about imperialism.

As European-dominated empires spread, people in Asia re-imagined and tried to engineer their way through this changing world.

Dadabhai Naoroji was born in India under British Colonial rule. As a successful businessman and political leader, he helped paved the way for eventual Indian independence.

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

Colonialism wasn’t just economic exploitation. It was about living in a world made to suit other people. W.E.B. DuBois explained this in The Souls of Black Folk.

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 1750 CE, highlighting the major states, communities, and cities you’ll learn about in WHP.

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 political map of the world in 1914 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.

Another opportunity to show your understanding of the WHP Writing Rubric! Identify and revise a sample essay, focusing specifically on Analysis and Evidence and WHP Concepts.

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

The initial resistance to colonialism in Africa often took the form of military confrontations. This article discusses three of these campaigns, which had different results.

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

The Berlin Conference gathered a bunch of Europeans to plot ways to divide up Africa. It may not have been the “start” of colonialism, but it sure accelerated the process.

As you know, there were multiple causes of World War I. In this LEQ, it’s your turn to take on a complex historical argument—which were the most significant causes?