- New Visions Social Studies Curriculum
- NV Social Studies Team
- Getting Started
- Global History I
- Unit 9.1: Global 1 Introduction
- Unit 9.2: The First Civilizations
- Unit 9.3: Classical Civilizations
- 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: Transformation of Western Europe and Russia
- Unit 9.8: Africa and the Americas Pre-1600
- Unit 9.9: Interactions and Disruptions
- Global History II
- Unit 10.0: Global 2 Introduction
- Unit 10.1: The World in 1750 C.E.
- Unit 10.2: Enlightenment, Revolution, and Nationalism
- Unit 10.3: Industrial Revolution
- Unit 10.4: Imperialism
- Unit 10.5: World Wars
- Unit 10.6: Cold War Era
- Unit 10.7: Decolonization and Nationalism
- Unit 10.8: Cultural Traditions and Modernization
- Unit 10.9: Globalization and the Changing Environment
- Unit 10.10: Human Rights Violations
- U.S. History
- Unit 11.0: US History Introduction
- Unit 11.1: Colonial Foundations
- Unit 11.2: American Revolution
- Unit 11.3A: Building a Nation
- Unit 11.03B: Sectionalism & the Civil War
- Unit 11.4: Reconstruction
- Unit 11.5: Gilded Age and Progressive Era
- Unit 11.6: Rise of American Power
- Unit 11.7: Prosperity and Depression
- Unit 11.8: World War II
- Unit 11.9: Cold War
- Unit 11.10: Domestic Change
- Regents Readiness
- Find Resources
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- New York State Grades 9-12 Social Studies Framework
- NYS Common Core Learning Standards for Literacy in History/Social Studies, Science, and Technical Subjects
- New Visions Student Social Studies Practices
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Global History and Geography I Baseline Assessment - Rubric
Resource:
Global History and Geography I Baseline Assessment - Rubric
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Getting StartedBaseline Assessments
Global History and Geography II Baseline Assessment
Resource:
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
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Global History and Geography II - Baseline Rubric
Resource:
Global History and Geography II - Baseline Rubric
Rubric for baseline assessment
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Getting StartedBaseline Assessments
NV US History Baseline - Organizational Document
Resource:
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.
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Getting StartedBaseline Assessments
US History Baseline Assessment - Student Facing
Resource:
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
Teacher Feedback
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Getting StartedBaseline Assessments
US History Baseline - Rubric
Resource:
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.
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Getting StartedBaseline Assessments