Industrialization came at a cost. Imperialist nations conquered new colonies rich in raw materials to fuel their factories and expand their economies.

The features of the revolutionary era—more democracy, factories, and reforms—seem like the opposite of empire. Still, empire spread like a bug during this time... or was it another feature?

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 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 5. Add to it as the unit progresses.

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.

In this activity, students examine some common graph shapes and learn how these shapes can help them make predictions about the future.

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.

What themes will be featured in this unit? Evaluate the statements and try your best to figure it out!

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.

Imperialism was only truly new 4,500 years ago (shout out to the Akkadians). But it got a surprising revival when some parts of the world industrialized. Several factors led to this “new” imperialism.

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

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?

Time for some more quick-sourcing practice! Assess individual sources and then decide which texts can be grouped together to help you answer the guiding question for the source collection.

How did industrialization help empires expand both territorially and economically? Use the sources in this collection to formulate an answer 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.

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

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

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

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.

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.

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.

Time for some more quick-sourcing practice! Assess individual sources and then decide which texts can be grouped together to help you answer the guiding question for the source collection.

How did Indigenous people respond to increased imperial expansion? Read about these responses and compare how different societies tried to counteract this expansion.

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

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

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.

The world between 1880 and 1950 was a “world on the move.” Men and women—workers, merchants, officials, and more—crisscrossed the planet. This history of massive movement and migration was intricately tied to empire.

Time for some more quick-sourcing practice! Assess individual sources and then decide which texts can be grouped together to help you answer the guiding question for the source collection.

In the era from 1750 to 1900 people packed up and moved from Europe and Asia to the Americas. But what were the causes and effects of this migration? These primary sources should help you answer that question.

It’s time to revisit the themes and see how your thinking changed from the start of this unit to the end. (Hint: We know you’ve learned a lot, now it’s time to show your teacher!)

It’s time to 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.

It’s time to practice more techniques for responding to short-answer questions. You well on your way to acing this section of the AP exam!

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

As you’ve learned, people found many different ways to respond to colonialism. Put all that knowledge to use and craft an argument evaluating responses to colonialism.