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10.10 End of Unit Assessment- Global II Exam Aligned
Global History II
10.10: Human Rights Violations
Resource:
10.10 End of Unit Assessment- Global II Exam Aligned

Global History II

10.10: Human Rights Violations

R - Review & Assessments: End of Unit Assessment- Global II Exam Aligned

We have restricted access to assessments to EDUCATORS ONLY. 

If you do not have access to the assessments, 

please fill out the form linked here. 

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

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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10.10 End of Unit Assessment- Global II Exam Aligned- Teacher Materials
Global History II
10.10: Human Rights Violations
Resource:
10.10 End of Unit Assessment- Global II Exam Aligned- Teacher Materials

Global History II

10.10: Human Rights Violations

R - Review & Assessments: End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

We have restricted access to assessments to EDUCATORS ONLY. 

If you do not have access to the assessments, 

please fill out the form linked here. 

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

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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10.10 Enduring Issues Check-In
Regents Readiness
Resources: Regents Prep: Global 2 Exam
Resource:
10.10 Enduring Issues Check-In

Getting Started

Getting Started: Instructional Routines

Enduring Issues Check-In: Enduring Issues Check-Ins

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10.1 End of Unit Assessment- NEW Global II Exam Aligned
Global History II
10.01: Early Modern Era
Resource:
10.1 End of Unit Assessment- NEW Global II Exam Aligned

Global History II

10.01: Early Modern Era

10.01.R - Review & Assessment: End of Unit Assessment- NEW 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 ( 10.1, 10.1a, 10.1a1, 10.1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.1

KEY IDEA: THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.

10.1a

CONCEPTUAL UNDERSTANDING: Powerful Eurasian states and empires faced and responded to challenges ca. 1750.

10.1a1

CONTENT SPECIFICATION: Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity.

10.1a2

CONTENT SPECIFICATION: Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.

10.1a3

CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.

10.1b

CONCEPTUAL UNDERSTANDING: Perceptions of outsiders and interactions with them varied across Eurasia.

10.1b1

CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions.

10.1b2

Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750.

10.1b3

Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.

10.1 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Global History II
10.01: Early Modern Era
Resource:
10.1 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

Global History II

10.01: Early Modern Era

10.01.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 ( 10.1, 10.1a, 10.1a1, 10.1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.1

KEY IDEA: THE WORLD in 1750: The world in 1750 was marked by powerful Eurasian states and empires, coastal African kingdoms, and growing European maritime empires. The interactions of these states, empires, and kingdoms disrupted regional trade networks and influenced the development of new global trade networks.

10.1a

CONCEPTUAL UNDERSTANDING: Powerful Eurasian states and empires faced and responded to challenges ca. 1750.

10.1a1

CONTENT SPECIFICATION: Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity.

10.1a2

CONTENT SPECIFICATION: Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.

10.1a3

CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.

10.1b

CONCEPTUAL UNDERSTANDING: Perceptions of outsiders and interactions with them varied across Eurasia.

10.1b1

CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions.

10.1b2

Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750.

10.1b3

Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.

10.2 End of Unit Assessment- NEW Global II Exam Aligned
Global History II
10.02: Enlightenment, Revolution, & Nationalism
Resource:
10.2 End of Unit Assessment- NEW Global II Exam Aligned

Global History II

10.02: Enlightenment, Revolution, & Nationalism

10.02.R - Review & Assessment: End of Unit Assessment- NEW 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 ResourceAdd a Copy of Resource to my Google Drive
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.2, 10.2a, 10.2a1, 10.2…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.2

KEY IDEA: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.

10.2a

CONCEPTUAL UNDERSTANDING: Enlightenment thinkers developed political philosophies based on natural laws, which included the concepts of social contract, consent of the governed, and the rights of citizens.

10.2a1

CONTENT SPECIFICATION: Students will examine at least three Enlightenment thinkers, including John Locke, Baron de Montesquieu, and Jean-Jacques Rousseau, and key ideas from their written works

10.2b

CONCEPTUAL UNDERSTANDING: Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements, such as women’s rights and abolition; some leaders may be considered enlightened despots.

10.2b1

CONTENT SPECIFICATION: Students will explore the influence of Enlightenment ideals on issues of gender and abolition by examining the ideas of individuals such as Mary Wollstonecraft and William Wilberforce.

10.2b2

CONCEPT SPECIFICATION: Students will examine enlightened despots including Catherine the Great.

10.2c

CONCEPTUAL UNDERSTANDING: Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas.

10.2c1

CONTENT SPECIFICATION: Students will examine evidence related to the preconditions of the French Revolution and the course of the revolution, noting the roles of Olympe de Gouges, Maximilien Robespierre, and Napoleon Bonaparte.

10.2c2

CONTENT SPECIFICATION: Students will examine the evidence related to the impacts of the French Revolution on resistance and revolutionary movements, noting the roles of Toussaint L’Ouverture and Simon Bolivar.

10.2d

CONCEPTUAL UNDERSTANDING: Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states.

10.2d1

CONCEPT SPECIFICATION: Students will investigate the role of cultural identity and nationalism in the unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires.

10.2 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Global History II
10.02: Enlightenment, Revolution, & Nationalism
Resource:
10.2 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

Global History II

10.02: Enlightenment, Revolution, & Nationalism

10.02.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 ( 10.2, 10.2a, 10.2a1, 10.2…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.2

KEY IDEA: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.

10.2a

CONCEPTUAL UNDERSTANDING: Enlightenment thinkers developed political philosophies based on natural laws, which included the concepts of social contract, consent of the governed, and the rights of citizens.

10.2a1

CONTENT SPECIFICATION: Students will examine at least three Enlightenment thinkers, including John Locke, Baron de Montesquieu, and Jean-Jacques Rousseau, and key ideas from their written works

10.2b

CONCEPTUAL UNDERSTANDING: Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements, such as women’s rights and abolition; some leaders may be considered enlightened despots.

10.2b1

CONTENT SPECIFICATION: Students will explore the influence of Enlightenment ideals on issues of gender and abolition by examining the ideas of individuals such as Mary Wollstonecraft and William Wilberforce.

10.2b2

CONCEPT SPECIFICATION: Students will examine enlightened despots including Catherine the Great.

10.2c

CONCEPTUAL UNDERSTANDING: Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas.

10.2c1

CONTENT SPECIFICATION: Students will examine evidence related to the preconditions of the French Revolution and the course of the revolution, noting the roles of Olympe de Gouges, Maximilien Robespierre, and Napoleon Bonaparte.

10.2c2

CONTENT SPECIFICATION: Students will examine the evidence related to the impacts of the French Revolution on resistance and revolutionary movements, noting the roles of Toussaint L’Ouverture and Simon Bolivar.

10.2d

CONCEPTUAL UNDERSTANDING: Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states.

10.2d1

CONCEPT SPECIFICATION: Students will investigate the role of cultural identity and nationalism in the unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires.

10.2 Enduring Issues Check-In
Global History II
10.02: Enlightenment, Revolution, & Nationalism
Resource:
10.2 Enduring Issues Check-In

Getting Started

Getting Started: Instructional Routines

Enduring Issues Check-In: Enduring Issues Check-Ins

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10.3 End of Unit Assessment- NEW Global II Exam Aligned
Global History II
10.03: Industrial Revolution
Resource:
10.3 End of Unit Assessment- NEW Global II Exam Aligned

Global History II

10.03: Industrial Revolution

R - Review & Assessment: End of Unit Assessment- NEW 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 ResourceAdd a Copy of Resource to my Google Drive
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.3, 10.3, 10.3a, 10.3a1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.3

KEY IDEA: CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems

10.3

KEY IDEA: CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems.

10.3a

CONCEPTUAL UNDERSTANDING: Agricultural innovations and technologies enabled people to alter their environment, allowing them to increase and support farming on a large scale.

10.3a1

CONTENT SPECIFICATION: Students will examine the agricultural revolution in Great Britain.

10.3b

CONCEPTUAL UNDERSTANDING: Factors including new economic theories and practices, new sources of energy, and technological innovations influenced the development of new communication and transportation systems and new methods of production. These developments had numerous effects.

10.3b1

​CONTENT SPECIFICATION: Students will analyze the factors and conditions needed to industrialize and to expand industrial production, as well as shifts in economic practices.

10.3b2

​CONTENT SPECIFICATION: Students will examine the economic theory presented in The Wealth of Nations.

10.3b3

​CONTENT SPECIFICATION: Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization.

10.3c

CONCEPTUAL UNDERSTANDING: Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of people.

10.3c1

​CONTENT SPECIFICATION: Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them.

10.3d

CONCEPTUAL UNDERSTANDING: Social and political reform, as well as new ideologies, developed in response to industrial growth.

10.3d1

​CONTENT SPECIFICATION: Students will investigate suffrage, education, and labor reforms, as well as ideologies such as Marxism, that were intended to transform society.

10.3d2

​CONTENT SPECIFICATION: Students will examine the Irish potato famine within the context of the British agricultural revolution and Industrial Revolution.

10.3 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials
Global History II
10.03: Industrial Revolution
Resource:
10.3 End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

Global History II

10.03: Industrial Revolution

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 ( 10.3, 10.3, 10.3a, 10.3a1…
+— Details
New York State Grades 9-12 Social Studies Framework:
10.3

KEY IDEA: CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems

10.3

KEY IDEA: CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems.

10.3a

CONCEPTUAL UNDERSTANDING: Agricultural innovations and technologies enabled people to alter their environment, allowing them to increase and support farming on a large scale.

10.3a1

CONTENT SPECIFICATION: Students will examine the agricultural revolution in Great Britain.

10.3b

CONCEPTUAL UNDERSTANDING: Factors including new economic theories and practices, new sources of energy, and technological innovations influenced the development of new communication and transportation systems and new methods of production. These developments had numerous effects.

10.3b1

​CONTENT SPECIFICATION: Students will analyze the factors and conditions needed to industrialize and to expand industrial production, as well as shifts in economic practices.

10.3b2

​CONTENT SPECIFICATION: Students will examine the economic theory presented in The Wealth of Nations.

10.3b3

​CONTENT SPECIFICATION: Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization.

10.3c

CONCEPTUAL UNDERSTANDING: Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of people.

10.3c1

​CONTENT SPECIFICATION: Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them.

10.3d

CONCEPTUAL UNDERSTANDING: Social and political reform, as well as new ideologies, developed in response to industrial growth.

10.3d1

​CONTENT SPECIFICATION: Students will investigate suffrage, education, and labor reforms, as well as ideologies such as Marxism, that were intended to transform society.

10.3d2

​CONTENT SPECIFICATION: Students will examine the Irish potato famine within the context of the British agricultural revolution and Industrial Revolution.

10.3 Enduring Issue Check-In
Regents Readiness
Resources: Regents Prep: Global 2 Exam
Resource:
10.3 Enduring Issue Check-In

Getting Started

Getting Started: Instructional Routines

Enduring Issues Check-In: Enduring Issues Check-Ins

Preview ResourceAdd a Copy of Resource to my Google Drive
File
Google Doc
10.4 End of Unit Assessment- NEW Global II Exam Aligned
Global History II
10.04: Imperialism & Colonization
Resource:
10.4 End of Unit Assessment- NEW Global II Exam Aligned

Global History II

10.04: Imperialism & Colonization

10.04.R - Review & Assessment: End of Unit Assessment- NEW 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 ResourceAdd a Copy of Resource to my Google Drive
File
Google Doc