In this activity, you will analyze and then create cartoons about imperialism. This will help reinforce what you’ve already learned about imperialism in this lesson and will give you more insight into both the minds of the imperialists as well as those who rejected this type of domination. Additionally, engaging in image analysis will continue to help you build this important analytical skill, and producing an image will help build your visual presentation skills.

In this activity, you will first analyze political cartoons about imperialism, and then create your own anti-imperialist cartoon.

Take out the Imperialism Cartoons Worksheet and either individually or in small groups, look at the pictures and answer the questions to determine what these cartoons tell us about the era of imperialism. You will probably need to use the links or conduct additional research to find the information to answer these questions.

Once you’re done analyzing the images, be prepared to have a discussion about what you learned. What was the overall sentiment of the cartoons?

Now, it’s time to come up with your own anti-imperialist cartoon to share with the class. Get into small groups, and make sure to think about the following as you plan your cartoon:

• Whom or what did you include or leave out of the image?
• What imperialist practices are you rallying against (taking of raw materials, manipulation of trade, colonialism, violence, etc.)?
• What are the motivations/justifications for this anti-imperialism?

You may need to do some research to complete these cartoons, so make sure you keep a list of any articles or pictures you referenced in creating your cartoon. Be prepared to share your final products with the class.

Lots of people moved to lots of new places during the long nineteenth century. Many of them were enslaved people, forced to cross oceans and work under horrible conditions for no pay. Many Europeans, Chinese, and Indians also chose to migrate to the Americas from Southeast Asia as populations in their home countries increased and economic opportunities decreased. These, and other migrations, add up to perhaps the greatest migration event in history. It effectively increased urbanization all over the world as people moved to cities. This article explores the larger patterns of these migrations.

This article provides evidence to respond to the Unit 6 learning objective (Explain the economic and environmental factors that shaped global patterns of migration and how these new patterns of migration affected society from 1750 to 1900 CE) by considering the experiences of people who moved during this era. In addition, this article invites you to explore data that may support, extend, or contest the narrative of increased populations and interconnectedness. As you read, think about how industrialization changed global demographics.

Think about the following question as you read the article: To what extent does this article explain how economic and environmental factors impacted global migration patterns and social structures? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How did industrialization influence migration?
2. How did industrialization drive urbanization?
3. What are some major factors that the author gives to explain international migration?
4. Why does the author say that more Chinese and Indian migrants didn’t move to the Americas?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain how economic and environmental factors impacted global migration patterns and social structures?
2. This article gives a lot of economic reasons for why people migrated. In the previous unit, you learned about a bunch of political changes that were happening at the same time. What are some political “push” and “pull” factors from the political revolutions that resulted in migration?
3. Is this history of migration in the nineteenth century “usable” in evaluating and thinking about migration today (meaning can you see similarities between migration then and now)? How, or why not?

The late nineteenth and early twentieth centuries were a period of massive and shifting human migration. Each migrant had her or his own set of considerations in deciding to move to another place, whether permanently or just for a while. Some made the decision freely, others were coerced (forced). Some were driven to find new opportunities; others were driven out of their homes. Together, their stories form patterns that help us understand the history of this period and the history of empire.

This is a unit on empire, so why is there this reading on migration? It turns out that the movement of people in this period was closely tied to empire and to colonialism. Through this article, you will explore the factors that pushed or pulled people to move in the later years of this period, and that shaped their lives in new places. In the process, you will analyze the connections between migration and empire.

Think about the following question as you read the article: To what extent does this article explain how various economic, social, and cultural factors contributed to the development of varied patterns of migration from 1750 to 1900? Write this question at the top of the Three Close Reads worksheet. You will be asked to respond to this question again after the third read in the Evaluating and Corroborating section of the worksheet.

Read 1 – Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Read 2 – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. What technologies helped to promote migration beginning around the end of the nineteenth century?
2. What were some factors that prompted migration from Europe in the nineteenth century?
3. How did the abolition of slavery shift patterns of migration to the Caribbean?
4. What factors limited Asian settlement in Australasia and the Americas in the early 20th century?
5. Why did many people from the Caribbean move to Britain in the period after the Second World War?
6. What factors led to mass migration of Japanese civilians to Manchuria, Taiwan, and Micronesia in the 1930s?

Read 3 – Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. To what extent does this article explain how various economic, social, and cultural factors contributed to the development of varied patterns of migration from 1750 to 1900?
2. Do you think empire was an important factor in causing and shaping patterns of migration in this period? Why or why not?

3x5 note cards or cut up paper

This sourcing collection, along with the Quick-Sourcing Tool, gives you an opportunity to practice a quicker kind of sourcing than you do in the sourcing practice progression. The tool and the process for using it—specifically designed for unpacking document collections—will help you be successful on both the SAQ and DBQ portions of the AP^® World History: Modern exam.

If you are unfamiliar with the Quick-Sourcing Tool or the process for using it, we recommend reviewing the Quick-Sourcing Introduction activity in Lesson 1.4.

The Quick-Sourcing Tool can be used any time you encounter a set of sources and are trying to respond to a prompt or question, as opposed to the deeper analysis you do when using the HAPPY tool that is part of the sourcing progression.

First, take out or download the sourcing collection and review the guiding question that appears on the first page. Then, take out or download the Quick-Sourcing Tool and review the directions. For Part 1, you’ll write a quick summary of each source in terms of how it relates to the guiding question (we recommend using one note card or scrap of paper for each source).

For Part 2, which uses the first four letters of the acronym from the HAPPY tool, you only have to respond to one of these four questions. This will get you a partial point on the AP^® World History: Modern exam. You should always include the historical significance or “why” (the “Y” in “HAPPY”) for any of the four questions you choose to respond to.

In Part 3, you’ll gather the evidence you found in each document and add it to your note cards so you can include it in a response later. Once each document is analyzed, look at your note cards and try to categorize the cards. There might be a group of documents that support the claim you want to make in your response, and another group that will help you consider counterclaims, for example.

To wrap up, try to respond to the guiding question.

New technologies and labor demands led to waves of migration. For some the Americas was the land of opportunity, but for others moving was a necessity if they were to feed their families. How did migrants cope with the challenges? This collection explores the movement of people from Europe and Asia to the Americas from 1750 to 1900.

The AP^® World History: Modern CED suggests that you make connections by “identifying patterns among or connections between historical developments and processes” and develop your sourcing skills in line with certain topics. For Unit 6, we’ve compiled a number of primary source excerpts to help you develop these skills for the topics “Causes of Migration in an Interconnected World” and “Effects of Migration”. This should help prepare you to be successful on the AP exam.

We recommend using the accompanying Quick Sourcing activity (above) to help you analyze these sources.

Make sure you have the Unit 6 Themes Notebook worksheet that you partially filled out earlier in the unit.

This is a continuation of the Themes Notebook activity that you started earlier in this unit. As part of WHP AP, you are asked to revisit the AP themes in order to maintain a connection to the core themes of the course. Because this is the second time you’re working with the themes questions, you’re asked to explain how your understanding of the unit’s themes has changed since you began the unit. Make sure you use evidence from this unit and sound reasoning in your answers.

Fill out the second table on your partially completed worksheet from earlier in Unit 6. Be prepared to talk about your ideas with your class.

This activity will provide additional evidence to help you respond to the Unit Problem: What were the effects of imperialism, and how did communities try to manage or resist those effects from c. 1750 to 1900 CE? You will reflect on what you’ve learned during this unit by exploring the geography of industrialization and empire. You will evaluate three political maps to evaluate change and continuity over time and review your predictions from the Part 1 activity. Finally, you’ll investigate a map highlighting connections between industrialization and imperialism as you discuss how these connections reshaped our world.

This activity begins with an identification opening in which you’ll identify 10 colonies of industrial empires in the year 1914 CE. Next, you will compare political maps for the years 1750, 1871, and 1914, evaluating how empires changed through the long nineteenth century. Finally, you will reflect on your guesses and predictions from the Part 1 activity and write a response to a prompt about the connections between empires and industrialization.

Step 1

Identify the colonies associated with the numbers on the black-and-white map of the world in 1914 CE and record your answers on the worksheet. Be sure to indicate both the name of the colony and the empire that controlled it.

Step 2

In small groups, examine the 1750, 1871 and 1914 Political Maps. Compare these three maps and provide three examples of how empires changed over the long nineteenth century. Pay special attention to the changes in the two particular empires for which you made predictions in the Part 1 activity. How close were your predictions?

Step 3

Now, look at the Industrialization and Imperialism Thematic Map. You saw this map in a previous mapping activity, but this time around you should pay special attention to the annotations on the map, which make explicit connections between industrialization and imperialism. As a group, discuss something you’ve learned in this unit that could be added as an annotation on this map, connecting industrialization and imperialism.

Finally, in small groups, prepare a short paragraph or bullet list in response to the prompt below: The industrial imperialism of the long nineteenth century is often referred to as “the new imperialism.” Using the maps you encountered in this unit as evidence, explain how industrialization created a new kind of imperialism. Provide at least two specific historical examples of significant changes during the long nineteenth century.

So far in the SAQ practice activities, you’ve tried a variety of strategies to help you better understand and respond to SAQs. These include identifying and responding to specific task verbs, rewriting prompts to make them more understandable, using specific methods to analyze documents and images, and using the ACE process to help you construct SAQ responses. In this activity, you’ll practice using these strategies to respond to two SAQs, which will help you internalize these strategies so you can successfully respond to the SAQs on the AP^® World History: Modern exam.

In this activity, you’re going to use the strategies you’ve learned so far to respond to two SAQs. Your teacher may have you do this in groups, in pairs, or individually. Be sure to listen for their directions. First, take out or download the SAQ Practice—Unit 6 worksheet and think about the four-step process you’ve been using to help you expertly respond to SAQs. The steps of the process are:

1. Rewrite the prompts.
2. Review the content.
3. Analyze and annotate.
4. Answer the prompts. (Remember that for SAQs without a source, you would just skip the third step; however, note that the SAQs in this activity both have sources.)

Once you’ve responded to the SAQs, be prepared to discuss your responses with the class!

As you did in the last writing activity, you will identify and revise aspects of a student-written essay to improve it. Specifically, you’ll look at the Evidence and Historical Reasoning rows of the WHP LEQ Writing Rubric. As with all the writing progression activities, the goal is to help you improve your writing skills so you are able to clearly communicate your position on different topics. This should also help prepare you for the AP^® World History: Modern exam.

Here we go again! In this writing activity, you will again analyze and revise a student essay to improve it. Today, you will be focusing in on the use of evidence and historical reasoning in an essay that was the response to the following prompt: Develop an argument that evaluates the extent to which the effects of the reform movements of the long nineteenth century impacted society on a global scale. As needed, review the criteria for these sections of the rubric with your class.

Then, take out the Writing – LEQ Evidence and Historical Reasoning Part 2 worksheet and annotate and revise the essay according to the worksheet instructions. As usual, first find the major claim or thesis statement. Then, look for evidence, note where it could be improved, and revise those areas. Then, grade and comment upon the use of historical reasoning in the essay. Be prepared to share your answers with the class!

• Have the Comparison, CCOT, and Causation tools available (find all resources on the Student Resources page)

At this point in the course, you should be well-versed in responding to LEQ prompts. This is another opportunity for you to engage in deliberate practice writing essays that make a strong and defensible historical claim, in order to succeed on the AP^® World History: Modern exam.

Day 1

Time for another LEQ! The prompt is: Develop an argument that evaluates the extent to which indigenous responses to colonial rule were effective c. 1750 to 1900 CE. To make sure you’re clear on what the prompt is asking, take out the Question Parsing Tool and deconstruct the prompt. Once you have deconstructed the prompt, choose the relevant historical thinking tool to help you organize your research findings.

Next up—research. You can use materials from the course and conduct further research online for additional evidence. Then, use the evidence you gathered to help you form a thesis statement that directly responds to the question. As always, wrap up by figuring out how to appropriately contextualize your response.

Day 2

This second day is your writing day. Feel free to use your tools and notes from any prewriting work you completed as you craft your essay response. Make sure you have a copy of the WHP LEQ Writing Rubric available to remind you of what’s important to include in your essay. And don’t forget to contextualize! Your teacher will give you a time limit for completing your five- to six-paragraph essay responding to the LEQ.

Note: Please save your essay, it will be used again in Unit 8 for a peer editing activity.