- New Visions Social Studies Curriculum
- NV Social Studies Team
- Getting Started
- Global History I
- Unit 9.0: Global 1 Introduction
- Unit 9.1: First Civilizations: Stone & Bronze Ages
- Unit 9.3: Classical Civilizations: Golden & Iron Ages
- Unit 9.4: Political Powers and Achievements
- Unit 9.5: Social and Cultural Growth and Conflict
- Unit 9.6: Ottoman and Ming Pre-1600
- Unit 9.7: Transformations in Europe
- Unit 9.8: Africa and the Americas Pre-1600
- Unit 9.9: Interactions and Disruptions
- Global History II
- 10.0: Global 2 Introduction
- 10.01: Early Modern Era
- 10.02: Enlightenment, Revolution, & Nationalism
- 10.03: Industrial Revolution
- 10.04: Imperialism & Colonization
- 10.05: World Wars
- 10.06: Cold War
- 10.07: Decolonization & Nationalism
- 10.08: Cultural Traditions & Modernization
- 10.09: Globalization & Changing Environment
- 10.10: Human Rights Violations
- U.S. History
- Unit 11.0: US History Introduction
- Unit 11.01: Colonial Foundations
- Unit 11.02: American Revolution
- Unit 11.03A: Building a Nation
- Unit 11.03B: Sectionalism & Civil War
- Unit 11.04: Reconstruction Era
- Unit 11.05: Gilded Age & Progressive Era
- Unit 11.06: Rise of American Power
- Unit 11.07: Prosperity & Depression
- Unit 11.08: World War II
- Unit 11.09: Cold War
- Unit 11.10: Social & Economic Change
- Regents Readiness
- Find Resources
7 Components
Global History and Geography I Baseline Assessment
Global History and Geography II Baseline Assessment
US History and Government Baseline Assessment
Global History and Geography I Baseline Assessment
Global History and Geography II Baseline Assessment
US History and Government Baseline Assessment
Getting Started:
Baseline Assessments
How can I assess literacy skills at the start of the school year?
7
Components
A diagnostic baseline assessment provides teachers with valuable information on what skills their students enter the class with and what they struggle with. The student work from this assessment should be examined to provide baseline data on students and to establish which literacy skills need to be focused on in upcoming coursework. Teachers should take this opportunity to set instructional/learning goals and to identify the evidence they will need to collect in service of those goals.
Global History and Geography I Baseline Assessment See 2 items
The purpose of this task is to assess students’ writing skills in general, and specifically their ability to use documents to compose a well constructed paragraph given a Regents-like prompt.
- Global History and Geography I Baseline AssessmentResource:Global History and Geography I Baseline Assessment
The purpose of this task is to assess students’ writing skills in general, and specifically their ability to use documents to compose a well constructed response given Regents-like prompts. The resultant student writing should be used to set student learning targets that influence the instructional strategies teachers use in their classrooms in later units.
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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.
Teacher and student facing documents - Global History and Geography I Baseline Assessment - RubricResource:Global History and Geography I Baseline Assessment - Rubric
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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:![None]()
Getting StartedBaseline Assessments
Rubric for assessment and student feedback
Global History and Geography II Baseline Assessment See 2 items
The purpose of this task is to assess students’ writing skills in general, and specifically their ability to use documents to compose a well constructed paragraph given a Regents-like prompt.
- Global History and Geography II Baseline AssessmentResource:Global History and Geography II Baseline Assessment
The purpose of this task is to assess students’ writing skills in general, and specifically their ability to use documents to compose a well constructed response given Regents-like prompts. The resultant student writing should be used to set student learning targets that influence the instructional strategies teachers use in their classrooms in later units.
![]()
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.
Teacher and Student Facing documents - Global History and Geography II Baseline Assessment - RubricResource:Global History and Geography II - Baseline Rubric
Rubric for baseline assessment
![]()
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:![None]()
Getting StartedBaseline Assessments
Rubric for assessment and student feedback
US History and Government Baseline Assessment See 3 items
The baseline, or diagnostic, assessment is meant to engage students in historical thinking, reading, writing, reasoning, and investigation. Students are asked to read and analyze two documents that account for Columbus’s explorations of the “New World”. Then, students are asked to write a response to a prompt that asks them to think about the two documents together.
- US History and Government Baseline AssessmentResource:NV US History Baseline - Organizational Document
Students are asked to read and analyze two documents that account for Columbus’s explorations of the “New World”. Then, students are asked to write a response to a prompt that asks them to think about the two documents together.
![]()
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:![None]()
Getting StartedBaseline Assessments
Components include: baseline assessment, rubric, student and teacher reflection, data analysis spreadsheet - Student Facing Baseline AssessmentResource:US History Baseline Assessment - Student Facing
Student facing baseline assessment for USH teachers to use with their students. Materials included are:
Warm-up activity / Brain Dump
Primary source document reading and analysis
Written Task
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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:![None]()
Getting StartedBaseline Assessments
Assessment for teachers to administer - US History Baseline Assessment - RubricResource:US History Baseline - Rubric
Rubric for teachers to assess student work in response to the US History and Government baseline assessment.
![]()
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:![None]()
Getting StartedBaseline Assessments
Rubric for teachers to provide feedback to students
