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  • New York State Grades 9-12 Social Studies Framework
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10.07.A.1 - Indian Nationalist Movements (1857-1919)
Global History II
10.07: Decolonization & Nationalism
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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lesson
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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.

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10.07.A.2 - Gandhi & the Nonviolence Movement (1915-1947)
Global History II
10.07: Decolonization & Nationalism
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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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.

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10.07.A.3 - Partition & Independence of India & Pakistan (1906-1947)
Global History II
10.07: Decolonization & Nationalism
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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lesson
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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.

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10.07.A.4 - French Indochina, the Vietnam War, & Hồ Chí Minh (1858-1979)
Global History II
10.07: Decolonization & Nationalism
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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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.

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10.07.B.1 - Pan-Africanism and Independence (1847-1990)
Global History II
10.07: Decolonization & Nationalism
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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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.

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10.07.B.2 - African Independence Movements: Ghana, Algeria, & Kenya
Global History II
10.07: Decolonization & Nationalism
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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lesson
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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.

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10.07 - Introduction to Decolonization & Nationalism
Global History II
10.07: 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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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.

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10.07 - Vocabulary & Terms Index: Decolonization & Nationalism
Global History II
10.07: 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.

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10.7 End of Unit Assessment- Global II Exam Aligned
Global History II
10.07: Decolonization & Nationalism
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.

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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.

10.7 End of Unit Assessment -Global II Exam Aligned-Multiple Choice Teacher Materials
Global History II
10.07: Decolonization & Nationalism
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 ResourceAdd 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.

10.7 Enduring Issue Check-In
Global History II
10.07: Decolonization & Nationalism
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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10.7 SQ 4. What led to Indian Independence from Great Britain?
Global History II
10.07: Decolonization & Nationalism
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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