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  • New York State Grades 9-12 Social Studies Framework
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10.07.C.1 - Competing Interest in West Asia: Nationalism, Imperialism, & Zionism (1800's-1914/pre-WW1)
Global History II
Unit 10.7: Decolonization and Nationalism
Resource:
10.07.C.1 - Competing Interest in West Asia: Nationalism, Imperialism, & Zionism (1800's-1914/pre-WW1)

Global History II

Unit 10.7: Decolonization and Nationalism

Nationalism in West Asia: Competing Interest in West Asia: Nationalism, Imperialism, & Zionism (1800’s-1914/pre-WW1)

Inquiry Question

  • What were the different competing interests on the fate of a post-Ottoman West Asia? 
  • Why were so many groups interested in Palestine?

Learning Objective

  • Students will examine primary resources in order to compare three major interest groups in West Asia pre-WW1.
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lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 10.7c1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7c1

​CONTENT SPECIFICATION: Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism.

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10.07.C.2 - Mandates & West Asia (1914-1922)
Global History II
Unit 10.7: Decolonization and Nationalism
Resource:
10.07.C.2 - Mandates & West Asia (1914-1922)

Global History II

Unit 10.7: Decolonization and Nationalism

Nationalism in West Asia: Mandates & West Asia (1914-1922)

Inquiry Question

  • What were the motivations behind British promises to different interest groups concerning West Asia & Palestine? 

Learning Objective

  • Students will examine primary sources representing deals made between the British and different interest groups concerning West Asia and Palestine. 
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lesson
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.7c1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
10.7c1

​CONTENT SPECIFICATION: Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism.

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10.07.C.3 - Partition of Palestine and Israeli Independence (1920-1948)
Global History II
Unit 10.7: Decolonization and Nationalism
Resource:
10.07.C.3 - Partition of Palestine and Israeli Independence (1920-1948)

Global History II

Unit 10.7: Decolonization and Nationalism

Nationalism in West Asia: Partition of Palestine and Israeli Independence (1920-1948)

Inquiry Question

  • What led to an escalation of violence and eventual partition of Palestine?

Learning Objective

  • Students will examine multiple documents in order to understand what led to escalating violence in West Asia, the Partition of Palestine, and Israeli Independence. 
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lesson
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Standards
New York State Grades 9-12 Social Studies Framework ( 10.7c1, 10.7c2 )
+— Details
New York State Grades 9-12 Social Studies Framework:
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.

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11.03B.A.1 - Enslaved Peoples of America in the 1800's
Resource:
11.03B.A.1 - Enslaved Peoples of America in the 1800's

U.S. History

Unit 11.03B: Sectionalism & the Civil War

A - Slavery & Abolition in the 1800's: Enslaved Peoples of America in the 1800's

Inquiry Question
How and why did the institution of slavery grow in the early 1800’s?


Learning Objective
Students will examine a variety of documents concerning enslaved people in order to practice connecting claims to evidence. 

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Tags
slavery
Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3b, 11.3b4 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3b

CONCEPTUAL UNDERSTANDING: Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

11.3b4

CONTENT SPECIFICATION: Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.

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11.03B.A.2 - Nat Turner's Rebellion
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.A.2 - Nat Turner's Rebellion

U.S. History

Unit 11.03B: Sectionalism & the Civil War

A - Slavery & Abolition in the 1800's: Nat Turner's Rebellion

Inquiry Question
How reliable are the primary source documents about Nat Turner’s rebellion and whose perspective is missing?


Learning Objective
Students will examine primary source documents concerning Nat Turner’s Rebellion in order to understand sourcing, bias, and missing historical perspectives. 

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Tags
abolition, slavery
Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3b, 11.3b2 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3b

CONCEPTUAL UNDERSTANDING: Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

11.3b2

CONTENT SPECIFICATION: Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin).

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11.03B.A.3 - Abolitionists
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.A.3 - Abolitionists

U.S. History

Unit 11.03B: Sectionalism & the Civil War

A - Slavery & Abolition in the 1800's: Abolitionists

Inquiry Question

  • What anti-slavery arguments did abolitionists make? 

Learning Objective

  • Students will analyze several primary source excerpts from prominent Abolitionists in order to gain a deeper understanding of the anti-slavery arguments being made.  
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lesson
File
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Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3b, 11.3b2 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3b

CONCEPTUAL UNDERSTANDING: Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

11.3b2

CONTENT SPECIFICATION: Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin).

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11.03B.A.4 - Sojourner Truth: Intersection of Women’s Rights and Abolition
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.A.4 - Sojourner Truth: Intersection of Women’s Rights and Abolition

U.S. History

Unit 11.03B: Sectionalism & the Civil War

A - Slavery & Abolition in the 1800's: Sojourner Truth: Intersection of Women's Rights & Abolition

Inquiry Question

  • How does Sojourner Truth demonstrate the intersection of women and Black rights and impact both early feminism and abolition?

Learning Objective

  • Students will use the practice analyzing visual and textual primary sources in order to better understand the intersectionality experienced by Black women activists in the 1800’s such as Sojourner Truth.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3b, 11.3b2 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3b

CONCEPTUAL UNDERSTANDING: Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

11.3b2

CONTENT SPECIFICATION: Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin).

All Resources From:
11.03B.A.5 - Frederick Douglass: "What to the Slave is the 4th of July?"
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.A.5 - Frederick Douglass: "What to the Slave is the 4th of July?"

U.S. History

Unit 11.03B: Sectionalism & the Civil War

A - Slavery & Abolition in the 1800's: Frederick Douglass: "What to the Slave is the 4th of July?"

Inquiry Question
Why would marginalized people be critical of celebrating the early United States?

Learning Objective
Students will evaluate critical views on early US history by analyzing and comparing two different documents, one from Frederick Douglass and the other from a modern BLM activist, concerning celebrating the 4th of July. 

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lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3b, 11.3b2 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3b

CONCEPTUAL UNDERSTANDING: Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

11.3b2

CONTENT SPECIFICATION: Students will investigate the development of the abolitionist movement, focusing on Nat Turner’s Rebellion, Sojourner Truth, William Lloyd Garrison (The Liberator), Frederick Douglass (The Autobiography of Frederick Douglass and The North Star), and Harriet Beecher Stowe (Uncle Tom’s Cabin).

All Resources From:
11.03B.B.3 - Compromises: Slavery & Expansion
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.B.3 - Compromises: Slavery & Expansion

U.S. History

Unit 11.03B: Sectionalism & the Civil War

B - Expansion & Growing Sectionalism: Compromises: Slavery & Expansion

Inquiry Question
How was westward expansion and slavery connected?


Learning Objective
Students will evaluate different documents concerning major political compromises with slavery in order to understand how it is connected with western expansion.

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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3b, 11.3b4 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3b

CONCEPTUAL UNDERSTANDING: Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

11.3b4

CONTENT SPECIFICATION: Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.

All Resources From:
11.03B.C.1 - Civil War before the Civil War: From Bleeding Kansas & John Brown
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.C.1 - Civil War before the Civil War: From Bleeding Kansas & John Brown

U.S. History

Unit 11.03B: Sectionalism & the Civil War

C - Civil War: Civil War before the Civil War: From Bleeding Kansas & John Brown

Inquiry Question
Was the escalation of violence necessary to end slavery in the U.S.?

Learning Objective
Students will evaluate the motivations behind the escalation of violence over slavery in the U.S. in Kansas before eventually leading to the Civil War by examining multiple primary source documents

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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3b, 11.3b4 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3b

CONCEPTUAL UNDERSTANDING: Different perspectives concerning constitutional, political, economic, and social issues contributed to the growth of sectionalism.

11.3b4

CONTENT SPECIFICATION: Students will examine the issues surrounding the expansion of slavery into new territories, by exploring the Missouri Compromise, Manifest Destiny, Texas and the Mexican-American war, the Compromise of 1850, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown’s raid.

All Resources From:
11.03B.C.2 - Union vs Confederacy
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.C.2 - Union vs Confederacy

U.S. History

Unit 11.03B: Sectionalism & the Civil War

C - Civil War: Union vs Confederacy

Inquiry Question

  • What were the differences between the Union & the Confederacy and how did they contribute to a Union victory?

Learning Objective

  • Students will examine the differences between the Union and the Confederacy and determine how these differences both led to Civil War and the eventual Union victory.
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Type
lesson
File
Google Doc
Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3c, 11.3c1 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3c

CONCEPTUAL UNDERSTANDING: Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil War resulted in tremendous human loss and physical destruction.

11.3c1

CONTENT SPECIFICATION: Students will compare the relative strengths of the Union and the Confederacy in terms of industrial capacity, transportation facilities, and military leadership, and evaluate the reasons why the North prevailed over the South and the impacts of the war.

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11.03B.C.3 - Gettysburg Address
U.S. History
Unit 11.03B: Sectionalism & the Civil War
Resource:
11.03B.C.3 - Gettysburg Address

U.S. History

Unit 11.03B: Sectionalism & the Civil War

C - Civil War: Gettysburg Address

Inquiry Question
How did Lincoln’s Gettysburg Address change perceptions on U.S. founding documents and the Union as a whole?
Learning Objective
Students will examine the Gettysburg Address and a modern analysis of the speech in order to understand changing perspectives on the U.S. before and after the Civil War.

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lesson
File
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Standards
New York State Grades 9-12 Social Studies Framework ( 11.3, 11.3c, 11.3c3 )
+— Details
New York State Grades 9-12 Social Studies Framework:
11.3

KEY IDEA: EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.

11.3c

CONCEPTUAL UNDERSTANDING: Long-standing disputes over States rights and slavery and the secession of Southern states from the Union, sparked by the election of Abraham Lincoln, led to the Civil War. After the issuance of the Emancipation Proclamation, freeing the slaves became a major Union goal. The Civil War resulted in tremendous human loss and physical destruction.

11.3c3

CONTENT SPECIFICATION: Students will analyze the ideas expressed in the Gettysburg Address, considering its long-term effects.

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