These documents include a unit plan and may also include recommended primary sources; the unit plan is designed to be copied and modified by teachers for their own use.

10.8 Unit Plan
Guide and planning document for Unit 10.8
Resource:
10.8 Unit Plan
Guide and planning document for Unit 10.8
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Unit Plan
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.8, 10.8a, 10.8a1, 10.8…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.8
KEY IDEA: TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
10.8a
CONCEPTUAL UNDERSTANDING: Cultures and countries experience and view modernization differently. For some, it is a change from a traditional rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others as an opportunity to be met.
10.8a1
CONTENT SPECIFICATION: Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).
10.8b
CONCEPTUAL UNDERSTANDING: Tensions between agents of modernization and traditional cultures have resulted in ongoing debates within affected societies regarding social norms, gender roles, and the role of authorities and institutions.
10.8b1
CONTENT SPECIFICATION: Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs.
10.8b2
CONTENT SPECIFICATION: Students will explore how changes in technology, such as communication and transportation, have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic).
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New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
Resource:
New Visions Global II Review Sheets and Concept Maps for the Full Course
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
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Unit Outline

15 Components

Unit Synthesis Task See 1 itemHide 1 item

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

New Visions Global II Review Sheets and Concept Maps for the Full Course
Resource:
New Visions Global II Review Sheets and Concept Maps for the Full Course
Global History II
Unit 10.1: The World in 1750 C.E.
Unit Synthesis Task: New Visions Global II Review Sheets and Concept Maps for the Full Course
Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
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File
Google Doc
Teacher Feedback
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Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
Ongoing

End of Unit Assessments See 4 itemsHide 4 items

Our units are developed through a backwards design process in which we start with the summative assessments and then create resources and formative assessments based on the content and skills students will need to be successful (See Understanding by Designby Grant Wiggins and Jay McTighe). We encourage teachers to start their planning by looking first at the end of unit assessments and then at specific resources.

End of Unit Assessment- Global II Exam Aligned
Resource:
10.8 End of Unit Assessment- Global II Exam Aligned
Global History II
Unit 10.8: Cultural Traditions and Modernization
End of Unit 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 ( 10.8, 10.8a, 10.8a1, 10.8…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.8
KEY IDEA: TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
10.8a
CONCEPTUAL UNDERSTANDING: Cultures and countries experience and view modernization differently. For some, it is a change from a traditional rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others as an opportunity to be met.
10.8a1
CONTENT SPECIFICATION: Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).
10.8b
CONCEPTUAL UNDERSTANDING: Tensions between agents of modernization and traditional cultures have resulted in ongoing debates within affected societies regarding social norms, gender roles, and the role of authorities and institutions.
10.8b1
CONTENT SPECIFICATION: Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs.
10.8b2
CONTENT SPECIFICATION: Students will explore how changes in technology, such as communication and transportation, have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic).
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- Global II Exam Aligned- Teacher Materials
Resource:
10.8 End of Unit Assessment -Global II Exam Aligned-Teacher Materials
Global History II
Unit 10.8: Cultural Traditions and Modernization
End of Unit Assessment: End of Unit Assessment- 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 ( 10.8, 10.8a, 10.8a1, 10.8…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.8
KEY IDEA: TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
10.8a
CONCEPTUAL UNDERSTANDING: Cultures and countries experience and view modernization differently. For some, it is a change from a traditional rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others as an opportunity to be met.
10.8a1
CONTENT SPECIFICATION: Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).
10.8b
CONCEPTUAL UNDERSTANDING: Tensions between agents of modernization and traditional cultures have resulted in ongoing debates within affected societies regarding social norms, gender roles, and the role of authorities and institutions.
10.8b1
CONTENT SPECIFICATION: Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs.
10.8b2
CONTENT SPECIFICATION: Students will explore how changes in technology, such as communication and transportation, have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic).
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
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
End of Unit Assessment: New York State Enduring Issues Essay Rubric Separated By Category
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Supplemental Writing and Regents Prep Resources

Unit Introduction and Vocabulary See 1 itemHide 1 item

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

Vocabulary Opener
Resource:
10.8 Vocabulary Introduction
Global History II
Unit 10.8: Cultural Traditions and Modernization
Unit Introduction and Vocabulary: Vocabulary Opener
Students will recall prior knowledge of, define, and use key vocabulary words in the unit.
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All Resources From:
Unit 10.8
Cultural Traditions and Modernization

Chinese Communist Revolution See 6 itemsHide 6 items

Through these resources, 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.

SQ 12. What led to the establishment of the People's Republic of China?
Resource:
10.7 SQ 12. What led to the establishment of the People's Republic of China?
Global History II
Unit 10.8: Cultural Traditions and Modernization
Chinese Communist Revolution: SQ 12. What led to the establishment of the People's Republic of China?
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All Resources From:
Unit 10.8
Cultural Traditions and Modernization
SQ 13. How did Mao Zedong and the Communist Party of China gain, consolidate, and maintain power?
Resource:
10.7 SQ 13. How did Mao Zedong and the Communist Party of China gain, consolidate, and maintain power?
Global History II
Unit 10.8: Cultural Traditions and Modernization
Chinese Communist Revolution: SQ 13. How did Mao Zedong and the Communist Party of China gain, consolidate, and maintain power?
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Unit 10.8
Cultural Traditions and Modernization
SQ 14. How were the policies of Mao Zedong and Deng Xiaoping similar and how were they different?
Resource:
10.7 SQ 14. How were the policies of Mao Zedong and Deng Xiaoping similar and how were they different?
Global History II
Unit 10.8: Cultural Traditions and Modernization
Chinese Communist Revolution: SQ 14. How were the policies of Mao Zedong and Deng Xiaoping similar and how were they different?
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All Resources From:
Unit 10.8
Cultural Traditions and Modernization
Chinese Civil War
Resource:
10.7 Chinese Civil War
Global History II
Unit 10.8: Cultural Traditions and Modernization
Chinese Communist Revolution: Chinese Civil War
Students will explain what led to the overthrow of the Qing and the start of the Chinese Civil War.
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Tags
china, chinese civil war, communism, taiwan
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Unit 10.8
Cultural Traditions and Modernization
Mao Zedong, the Great Leap Forward and Cultural Revolution
Resource:
10.7 Mao Zedong, the Great Leap Forward and Cultural Revolution
Global History II
Unit 10.8: Cultural Traditions and Modernization
Chinese Communist Revolution: Mao Zedong, the Great Leap Forward and Cultural Revolution
Students will identify methods Mao Zedong used to gain, consolidate, and maintain power in China.
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Tags
china, communism, mao zedong, deng xiaoping
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Unit 10.8
Cultural Traditions and Modernization
Deng Xiaoping, Four Modernizations and Tiananmen Square
Resource:
10.7 Deng Xiaoping, Four Modernizations and Tiananmen Square
Global History II
Unit 10.8: Cultural Traditions and Modernization
Chinese Communist Revolution: Deng Xiaoping, Four Modernizations and Tiananmen Square
Students will compare and contrast the policies of Mao Zedong and Deng Xiaoping.
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Tags
china, communism, mao zedong, deng xiaoping
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All Resources From:
Unit 10.8
Cultural Traditions and Modernization

Kemal Ataturk and Turkey See 1 itemHide 1 item

Through these resources, students will investigate tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk.

Kemal Atatürk and Turkey
Resource:
10.8 Kemal Ataturk and Turkey
Students will explain the effects of the Ataturk?s reforms on Turkey.
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Tags
turkey, kemal ataturk
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Iranian Revolution See 2 itemsHide 2 items

Through these resources, students will investigate tensions between modernization and traditional culture in Iran under the Pahlavis and the Ayatollahs.

Iranian Revolution & Islamic Republic
Resource:
Iranian Revolution & Islamic Republic
Global History II
Unit 10.8: Cultural Traditions and Modernization
Iranian Revolution: Iranian Revolution & Islamic Republic
Inquiry Question
What were the crucial turning points that led to the Iranian Revolution of 1979 and the formation of an Islamic Republic?
Learning Objective
Students will examine an overview of the geography, history, and political context of Iran leading to the Iranian Revolution of 1979 and formation of the Islamic Republic.
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lesson
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Tags
iran, ayatollah
Standards
New York State Grades 9-12 Social Studies Framework ( 10.8, 10.8b, 10.8b1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.8
KEY IDEA: TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
10.8b
CONCEPTUAL UNDERSTANDING: Tensions between agents of modernization and traditional cultures have resulted in ongoing debates within affected societies regarding social norms, gender roles, and the role of authorities and institutions.
10.8b1
CONTENT SPECIFICATION: Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs.
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:
Unit 10.8
Cultural Traditions and Modernization
What were the crucial turning points that led to the Iranian Revolution of 1979 and the formation of an Islamic Republic?
1 day
Iran & Women's Rights
Resource:
Iran & Women's Rights
Global History II
Unit 10.8: Cultural Traditions and Modernization
Iranian Revolution: Iran & Women's Rights
Inquiry Question
How have women in Iran resisted the restrictions placed on them after the Iranian Revolution?
Learning Objective
Students will compare different women’s protests that occurred in Iran after the 1979 revolution in order to determine enduring issues concerning women’s rights.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.8b1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.8b1
CONTENT SPECIFICATION: Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs.
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:
Unit 10.8
Cultural Traditions and Modernization
How have women in Iran resisted the restrictions placed on them after the Iranian Revolution?
1 day