Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.

At New Visions we are committed to continuously improving our curriculum to ensure it reflects current scholarship, pedagogical advancements, and the needs of our NYC community and beyond. As part of this commitment we have revised Unit 10.07.D, which explores the historical and political context of West Asia. These updates were informed by feedback from external partners, and we are now seeking input from educators who will pilot the materials in their classrooms

Interested in accessing the revised materials so you can try them out in your classroom? We’d love for you to join us!

Register here for the April 2nd in-person workshop or complete this Interest Form for a Virtual Webinar (TBD)
Attend the workshop or webinar to deepen your understanding of the updated materials.
Implement the materials in your classroom, making an effort to implement them completely and as written.
Share your feedback with us between May 1st and June 27th.

Your input will help us refine these materials before a broader release in SY 25-26.

Email socialstudiesteam@newvisions.org for more information.

A - Intro and Vocab See 2 itemsHide 2 items

These resources introduce students to the concepts and vocabulary they will encounter in the unit.

Introduction to Decolonization & Nationalism
Resource:
10.07 - Introduction to Decolonization & Nationalism
Global History II
10.07: Decolonization & Nationalism
10.07.A Unit Intro and Vocab: Introduction to Decolonization & Nationalism
Inquiry Question
What does decolonization mean? Where did decolonization occur?
Learning Objective
Students will review timelines, maps, and vocabulary terms in order to be better prepared for using disciplinary language appropriate for the following unit.
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Type
lesson
File
Google Doc
Tags
decolonization, colonialism, world war ii
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7, 10.7a, 10.7b, 10.7c…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7
KEY IDEA: DECOLONIZATION AND NATIONALISM (1900–2000): Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.
10.7a
CONCEPTUAL UNDERSTANDING: Independence movements in India and Indochina developed in response to European control.
10.7b
CONCEPTUAL UNDERSTANDING: African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful.
10.7c
CONCEPTUAL UNDERSTANDING: Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
10.07
Decolonization & Nationalism
What does decolonization mean? Where did decolonization occur?
1 day
Vocabulary & Terms Index: Decolonization & Nationalism
Resource:
10.07 - Vocabulary & Terms Index: Decolonization & Nationalism
Global History II
10.07: Decolonization & Nationalism
10.07.A Unit Intro and Vocab: Vocabulary & Terms Index: Decolonization & Nationalism
Index of all the vocabulary used in 10.07.
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Tags
vocabulary
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7, 10.7a, 10.7b, 10.7c…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7
KEY IDEA: DECOLONIZATION AND NATIONALISM (1900–2000): Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.
10.7a
CONCEPTUAL UNDERSTANDING: Independence movements in India and Indochina developed in response to European control.
10.7b
CONCEPTUAL UNDERSTANDING: African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful.
10.7c
CONCEPTUAL UNDERSTANDING: Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
10.07
Decolonization & Nationalism

B - South & Southeast Asian Independence Movements See 5 itemsHide 5 items

Independence movements in India and Indochina developed in response to European control.

1 - Indian Nationalist Movements (1857-1919)
Resource:
10.07.A.1 - Indian Nationalist Movements (1857-1919)
Global History II
10.07: Decolonization & Nationalism
10.07.B - South & Southeast Asian Independence Movements: 1 - Indian Nationalist Movements (1857-1919)
Inquiry Question
What historical context led to the Indian Independence Movement?
Learning Objective
Students will practice writing a historical essay by reading several essay style texts describing British rule in India and Indian resistances.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7a1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7a1
CONTENT SPECIFICATION: Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent.
Teacher Feedback
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All Resources From:
10.07
Decolonization & Nationalism
What historical context led to the Indian Independence Movement?
1 day
2 - Gandhi & the Nonviolence Movement (1915-1947)
Resource:
10.07.A.2 - Gandhi & the Nonviolence Movement (1915-1947)
Global History II
10.07: Decolonization & Nationalism
10.07.B - South & Southeast Asian Independence Movements: 2 - Gandhi & the Nonviolence Movement (1915-1947)
Inquiry Question
Why was Nonviolence an effective tactic to use against British colonial control of India?
Learning Objective
Students will examine several quotes, video clips, and primary sources in order to evaluate the effectiveness of nonviolence as a tactic to resist colonial rule.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7a1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7a1
CONTENT SPECIFICATION: Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
10.07
Decolonization & Nationalism
Why was Nonviolence an effective tactic to use against British colonial control of India?
1 day
3 - Partition & Independence of India & Pakistan (1906-1947)
Resource:
10.07.A.3 - Partition & Independence of India & Pakistan (1906-1947)
Global History II
10.07: Decolonization & Nationalism
10.07.B - South & Southeast Asian Independence Movements: 3 - Partition & Independence of India & Pakistan (1906-1947)
Inquiry Question
What were the causes and effects of partition on the independence of India and Pakistan?
Learning Objective
Students will compare and analyze maps and primary sources describing the events leading up to and immediately following the partition and independence of India and Pakistan in order to understand the cause and effects of partition on newly decolonized nations.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7a1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7a1
CONTENT SPECIFICATION: Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
10.07
Decolonization & Nationalism
What were the causes and effects of partition on the independence of India and Pakistan?
1 day
4 - French Indochina, the Vietnam War, & Hồ Chí Minh (1858-1979)
Resource:
10.07.A.4 - French Indochina, the Vietnam War, & Hồ Chí Minh (1858-1979)
Global History II
10.07: Decolonization & Nationalism
10.07.B - South & Southeast Asian Independence Movements: 4 - French Indochina, the Vietnam War, & Hồ Chí Minh (1858-1979)
Inquiry Question
Why was Hồ Chí Minh and the Vietnamese resistance successful?
How was Hồ Chí Minh’s methods and ideas different from other decolonization movements?
Learning Objective
Students will analyze the events leading to and methods used in achieving Vietnamese independence in order to compare and contrast Hồ Chí Minh with Gandhi.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.6b1, 10.7a, 10.7a2 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.6b1
CONTENT SPECIFICATION: Students will investigate the efforts to expand and contain communism in Cuba, Vietnam, and Afghanistan from multiple perspectives.
10.7a
CONCEPTUAL UNDERSTANDING: Independence movements in India and Indochina developed in response to European control.
10.7a2
CONTENT SPECIFICATION: Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders.
Teacher Feedback
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All Resources From:
10.07
Decolonization & Nationalism
Why was Hồ Chí Minh and the Vietnamese resistance successful? How was Hồ Chí Minh’s methods and ideas different from other decolonization movements?
1-2 day(s)
Bonus: Indian Independence Timeline Overview
Resource:
10.7 SQ 4. What led to Indian Independence from Great Britain?
Global History II
10.07: Decolonization & Nationalism
10.07.B - South & Southeast Asian Independence Movements: Bonus: Indian Independence Timeline Overview
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All Resources From:
10.07
Decolonization & Nationalism

C - African Independence Movements See 2 itemsHide 2 items

Through these resources, students will explore African independence movements in Ghana, Kenya, and Algeria.

1 - Pan-Africanism and Independence (1847-1990)
Resource:
10.07.B.1 - Pan-Africanism and Independence (1847-1990)
Global History II
10.07: Decolonization & Nationalism
10.07.C - African Independence Movements: 1 - Pan-Africanism and Independence (1847-1990)
Inquiry Question
How was Pan-Africanism influential for African independence movements?
Learning Objective
Students will examine the origins and ideas of Pan-Africanism in order to better explain the motivations and goals of the African Independence Movement.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7b, 10.7b1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7b
CONCEPTUAL UNDERSTANDING: African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful.
10.7b1
CONTENT SPECIFICATION: Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.
Teacher Feedback
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All Resources From:
10.07
Decolonization & Nationalism
How was Pan-Africanism influential for African independence movements?
1 day
2 - African Independence Movements: Ghana, Algeria, & Kenya
Resource:
10.07.B.2 - African Independence Movements: Ghana, Algeria, & Kenya
Global History II
10.07: Decolonization & Nationalism
10.07.C - African Independence Movements: 2 - African Independence Movements: Ghana, Algeria, & Kenya
Inquiry Question
How did African countries gain independence in the second half of the 20th century?
Learning Objective
Students will be able to explain why and how African countries like Ghana, Algeria, and Kenya gained their independence by presenting symbols and key events.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7b, 10.7b1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7b
CONCEPTUAL UNDERSTANDING: African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful.
10.7b1
CONTENT SPECIFICATION: Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
All Resources From:
10.07
Decolonization & Nationalism
How did African countries gain independence in the second half of the 20th century?
2-3 days

R - Review & Assessment See 4 itemsHide 4 items

These resources provide students with an opportunity to synthesize what they learned in the unit before completing the End of Unit Assessment.

This resource will be added in the 2017-2018 school year.

End of Unit Assessment- Global II Exam Aligned
Resource:
10.7 End of Unit Assessment- Global II Exam Aligned
Global History II
10.07: Decolonization & Nationalism
10.07.R - Review & Assessment: End of Unit Assessment- Global II Exam Aligned
We have restricted access to assessments to EDUCATORS ONLY.
If you click on the "Open in Google Docs" button below and can view the document, then you already have access.
If you do not have access to the assessments,
please fill out the form linked here.
You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
Preview Resource Add a Copy of Resource to my Google Drive
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7, 10.7a, 10.7a1, 10.7…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7
KEY IDEA: DECOLONIZATION AND NATIONALISM (1900–2000): Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.
10.7a
CONCEPTUAL UNDERSTANDING: Independence movements in India and Indochina developed in response to European control.
10.7a1
CONTENT SPECIFICATION: Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent.
10.7a2
CONTENT SPECIFICATION: Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders.
10.7b
CONCEPTUAL UNDERSTANDING: African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful.
10.7b1
CONTENT SPECIFICATION: Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.
10.7c
CONCEPTUAL UNDERSTANDING: Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.
10.7c1
CONTENT SPECIFICATION: Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism.
10.7c2
CONTENT SPECIFICATION: Students will examine the creation of the State of Israel and the Arab-Israeli conflict.
10.7d
CONCEPTUAL UNDERSTANDING: Nationalism in China influenced the removal of the imperial regime, led to numerous conflicts, and resulted in the formation of the communist People’s Republic of China.
10.7d1
CONTENT SPECIFICATION: Students will trace the Chinese Civil War, including the role of warlords, nationalists, communists, and the world wars that resulted in the division of China into a communist-run People’s Republic of China and a nationalist-run Taiwan.
10.7d2
CONTENT SPECIFICATION: Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
Aligned to the Global History and Geography II exam, administered June 2019 onwards
End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Resource:
10.7 End of Unit Assessment -Global II Exam Aligned-Multiple Choice Teacher Materials
Global History II
10.07: Decolonization & Nationalism
10.07.R - Review & Assessment: End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
We have restricted access to assessments to EDUCATORS ONLY.
If you click on the "Open in Google Docs" button below and can view the document, then you already have access.
If you do not have access to the assessments,
please fill out the form linked here.
You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.
After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments.
We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.
Preview Resource Add a Copy of Resource to my Google Drive
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7, 10.7a, 10.7a1, 10.7…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7
KEY IDEA: DECOLONIZATION AND NATIONALISM (1900–2000): Nationalist and decolonization movements employed a variety of methods, including nonviolent resistance and armed struggle. Tensions and conflicts often continued after independence as new challenges arose.
10.7a
CONCEPTUAL UNDERSTANDING: Independence movements in India and Indochina developed in response to European control.
10.7a1
CONTENT SPECIFICATION: Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent.
10.7a2
CONTENT SPECIFICATION: Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders.
10.7b
CONCEPTUAL UNDERSTANDING: African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful.
10.7b1
CONTENT SPECIFICATION: Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.
10.7c
CONCEPTUAL UNDERSTANDING: Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.
10.7c1
CONTENT SPECIFICATION: Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism.
10.7c2
CONTENT SPECIFICATION: Students will examine the creation of the State of Israel and the Arab-Israeli conflict.
10.7d
CONCEPTUAL UNDERSTANDING: Nationalism in China influenced the removal of the imperial regime, led to numerous conflicts, and resulted in the formation of the communist People’s Republic of China.
10.7d1
CONTENT SPECIFICATION: Students will trace the Chinese Civil War, including the role of warlords, nationalists, communists, and the world wars that resulted in the division of China into a communist-run People’s Republic of China and a nationalist-run Taiwan.
10.7d2
CONTENT SPECIFICATION: Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies.
Teacher Feedback
Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.
If you found an error in the resource, please let us know so we can correct it by filling out this form.
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.7 Enduring Issues Check-in
Resource:
10.7 Enduring Issue Check-In
Getting Started
Getting Started: Instructional Routines
Enduring Issues Check-In: Enduring Issues Check-Ins
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New York State Enduring Issues Essay Rubric Separated By Category
Resource:
New York State Enduring Issues Essay Rubric Separated By Category
Global History I
Unit 9.3: Classical Civilizations: Golden & Iron Ages
9.3.R - Unit Review & Assessments: New York State Enduring Issues Essay Rubric Separated By Category
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