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New York State Grades 9-12 Social Studies Framework
9.1
9.1a
9.1a1
9.1b
9.1b1
9.1c
9.1c1
9.2
9.2a
9.2a1
9.2b
9.2b1
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9.3b1
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9.3d
9.3d1
9.4
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9.4c3
9.4c4
9.4d
9.4d1
9.5
9.5a
9.5a1
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9.5b1
9.5b2
9.5c
9.5c1
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9.5c3
9.6
9.6a
9.6a1
9.6a2
9.6a3
9.6b
9.6b1
9.6b2
9.7
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9.7b1
9.7c
9.7c1
9.7c2
9.8
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9.8a1
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9.8a3
9.8b
9.8b1
9.8b2
9.8c
9.8c1
9.9
9.9a
9.9a1
9.9a2
9.9a3
9.9b
9.9b1
9.9b2
9.9c
9.9c1
9.9c2
9.9d
9.9d1
9.9e
9.9e1
9.9e2
9.10
10.1
10.1a
10.1a1
10.1a2
10.1a3
10.1b
10.1b1
10.1b2
10.1b3
10.2
10.2a
10.2a1
10.2b
10.2b1
10.2b2
10.2c
10.2c1
10.2c2
10.2d
10.2d1
10.3
10.3
10.3a
10.3a1
10.3b
10.3b1
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10.3b3
10.3c
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10.3d
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10.3d2
10.4
10.5
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10.5a1
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10.5d
10.5d1
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10.5d4
10.5e
10.5e1
10.6
10.6a
10.6a1
10.6b
10.6b1
10.6b2
10.6b3
10.6b4
10.6c
10.6c2
10.6c1
10.7
10.7a
10.7a1
10.7a2
10.7b
10.7b1
10.7c
10.7c1
10.7c2
10.7d
10.7d1
10.7d2
10.8
10.8a
10.8a1
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10.8b1
10.8b2
10.9
10.9a
10.9a1
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10.9c
10.9c1
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10.9c3
10.9d
10.9d1
10.9d2
10.9d3
10.10
11.1
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11.1a2
11.1b
11.1b1
11.1b2
11.1b3
11.1c
11.1c1
11.1c2
11.2
11.2a
11.2a1
11.2b
11.2b1
11.2b2
11.2c
11.2c1
11.2c2
11.2c3
11.2c4
11.2c5
11.2d
11.2d1
11.2d2
11.2d3
11.2d4
11.3
11.3b
11.3b2
11.3b4
11.3c
11.3c1
11.3c3
11.4
11.4c
11.4c2
11.5
11.6
11.7
11.8
11.9
11.10
11.10b
11.10b1
11.10b2
11.11
NYS Common Core Learning Standards for Literacy in History/Social Studies, Science, and Technical Subjects
9-10.R.H.4
9-10.W.HST.1
New Visions Student Social Studies Practices
Compare
Categorize
Connect Cause and Effect
Predict
Construct Arguments

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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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Type

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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All Resources From:

Unit 10.7
Decolonization and Nationalism

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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Type

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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All Resources From:

Unit 10.7
Decolonization and Nationalism

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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Type

lesson

File

Google Doc

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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All Resources From:

Unit 10.7
Decolonization and Nationalism

10.7 African Independence Movements in Ghana and Kenya

Global History II

Unit 10.7: Decolonization and Nationalism

Resource:

10.7 African Independence Movements in Ghana and Kenya

Global History II

Unit 10.7: Decolonization and Nationalism

African Independence Movements and Apartheid: African Independence Movements in Ghana and Kenya

Students will explain why and how Ghana and Kenya gained their independence in the mid-late 1900s.

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Tags

decolonization, colonialism, africa, ghana, algeria, kenya

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All Resources From:

Unit 10.7
Decolonization and Nationalism

10.7 Apartheid and Nelson Mandela

Global History II

Unit 10.7: Decolonization and Nationalism

Resource:

10.7 Apartheid and Nelson Mandela

Global History II

Unit 10.7: Decolonization and Nationalism

African Independence Movements and Apartheid: Apartheid and Nelson Mandela

Students will describe efforts made by Nelson Mandela as well as organizations within and outside of South Africa to end apartheid.

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Tags

south africa, apartheid

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Unit 10.7
Decolonization and Nationalism

10.7 Close Read: Gandhi's Letter to the Viceroy

Global History II

Unit 10.7: Decolonization and Nationalism

Resource:

10.7 Close Read: Gandhi's Letter to the Viceroy

Global History II

Unit 10.7: Decolonization and Nationalism

Indian Independence Movement: Close Read: Gandhi's Letter to the Viceroy

Through a close read of one of his letters, students will explain Gandhi?s political views.

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Tags

decolonization, colonialism, india, gandhi

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All Resources From:

Unit 10.7
Decolonization and Nationalism

10.7 End of Unit Assessment- Global II Exam Aligned

Global History II

Unit 10.7: Decolonization and Nationalism

Resource:

10.7 End of Unit Assessment- Global II Exam Aligned

Global History II

Unit 10.7: Decolonization and Nationalism

End of Unit Assessment: End of Unit Assessment- Global II Exam Aligned

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Standards

New York State Grades 9-12 Social Studies Framework ( 10.7, 10.7a, 10.7a1, 10.7…

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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.

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10.7 End of Unit Assessment -Global II Exam Aligned-Multiple Choice Teacher Materials

Global History II

Unit 10.7: Decolonization and Nationalism

Resource:

10.7 End of Unit Assessment -Global II Exam Aligned-Multiple Choice Teacher Materials

Global History II

Unit 10.7: Decolonization and Nationalism

End of Unit 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.

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 ( 10.7, 10.7a, 10.7a1, 10.7…

+— Details

New York State Grades 9-12 Social Studies Framework:

10.7

10.7a

CONCEPTUAL UNDERSTANDING: Independence movements in India and Indochina developed in response to European control.

10.7a1

10.7a2

CONTENT SPECIFICATION: Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders.

10.7b

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

10.7d1

10.7d2

CONTENT SPECIFICATION: Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies.

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10.7 Enduring Issue Check-In

Regents Readiness