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.
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.
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
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.
KEY IDEA: IMPERIALISM: Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.
KEY IDEA: UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
KEY IDEA: UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR): The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition.
CONCEPTUAL UNDERSTANDING: The Cold War originated from tensions near the end of World War II as plans for peace were made and implemented. The Cold War was characterized by competition for power and ideological differences between the United States and the Soviet Union.
CONTENT SPECIFICATION: Students will compare and contrast how peace was conceived at Yalta and Potsdam with what happened in Europe in the four years after World War II (i.e., Soviet occupation of Eastern Europe, Truman Doctrine, Berlin blockade, NATO).
CONCEPTUAL UNDERSTANDING: The Cold War was a period of confrontations and attempts at peaceful coexistence.
CONTENT SPECIFICATION: Students will investigate the efforts to expand and contain communism in Cuba, Vietnam, and Afghanistan from multiple perspectives.
CONTENT SPECIFICATION: Students will examine the new military alliances, nuclear proliferation, and the rise of the military-industrial complex.
CONTENT SPECIFICATION: Students will examine the reasons countries such as Egypt and India chose nonalignment.
CONTENT SPECIFICATION: Students will explore the era of détente from both American and Soviet perspectives.
CONCEPTUAL UNDERSTANDING: The end of the Cold War and the collapse of the communist bloc in Europe had a global impact.
CONTENT SPECIFICATION: Students will examine the impacts of those reforms within the Soviet Union, on the Soviet communist bloc, and in the world.
CONTENT SPECIFICATION: Students will investigate the political reforms of glasnost and economic reforms of perestroika.
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.
KEY IDEA: TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
KEY IDEA: GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT): Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.
CONCEPTUAL UNDERSTANDING: Technological changes in communication and transportation systems allow for instantaneous interconnections and new networks of exchange between people and places that have lessened the effects of time and distance.
CONTENT SPECIFICATION: Students will explore how information is accessed, exchanged, and controlled and how business is conducted in light of changing technology.
CONTENT SPECIFICATION: Students will investigate the causes and effects of, and responses to, one infectious disease (e.g., malaria, HIV/AIDS).
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
CONTENT SPECIFICATION: Students will compare and contrast arguments supporting and criticizing globalization
by examining concerns including:
• free market, export-oriented economies vs. localized, sustainable activities
• development of a mixed economy in China and China’s role in the global
economy
• multinational corporations and cartels (e.g., Organization of Petroleum
Exporting Countries)
• roles of the World Trade Organization, the World Bank, the International
Monetary Fund, and microfinance institutions
• economic growth and economic downturns (e.g., recession, depression) on a
national and a global scale
• economic development and inequality (e.g., access to water, food, education,
health care, energy)
• migration and labor
• ethnic diversity vs. homogenization (e.g., shopping malls, fast food
franchises, language, popular culture)
CONCEPTUAL UNDERSTANDING: Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment.
CONTENT SPECIFICATION: Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed.
CONTENT SPECIFICATION: Students will explore efforts to increase and intensify food production through industrial agriculture (e.g., Green Revolutions, use of fertilizers and pesticides, irrigation, and genetic modifications).
CONTENT SPECIFICATION: Students will examine strains on the environment, such as threats to wildlife and degradation of the physical environment (i.e., desertification, deforestation and pollution) due to population growth, industrialization, and urbanization.
CONCEPTUAL UNDERSTANDING: Globalization has created new possibilities for international cooperation and for international conflict.
CONTENT SPECIFICATION: Students will examine the roles of the United Nations (UN), North Atlantic Treaty Organization (NATO), the European Union, nongovernmental organizations (NGOs), and efforts to build coalitions to promote international cooperation to address conflicts and issues. They will also examine the extent to which these efforts were successful.
CONTENT SPECIFICATION: Students will investigate one organization and one international action that sought to provide solutions to environmental issues, including the Kyoto Protocol.
CONTENT SPECIFICATION: Students will examine threats to global security, such as international trade in weapons (e.g., chemical, biological, and nuclear), nuclear proliferation, cyber war, and terrorism, including a discussion of the events of September 11, 2001.
KEY IDEA: HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated.
These resources help students prepare for the Global History Regents exam by exposing them to the format of the exam, asking them to reflect on their current confidence levels, and helping them prepare a study plan for the months and days leading up to the exam.
My Strategy for the Global History II Regents ExamDocument for students to create their Global History II Regents Exam strategy in advance of the test.
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As each Global II Regents Exam is administered we put together an analysis of the stimuli and prompts to more easily examine the content and skills students need to perform well.
Global II Regents (All Exams: 2022-2024) - Assessment Data SpreadsheetAn analysis of the stimuli and prompts of the Regents Exam from the year 2022 onwards that links to Google Doc versions of the exam and an item-by-item break down of its characteristics.
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An analysis of the stimuli and prompts of the Regents Exam from the year 2022 onwards that links to Google Doc versions of the exam and an item-by-item break down of its characteristics.
The Global II Regents Exam Question Bank containing all of the items created and adapted by New Visions. The bank includes stimulus-based multiple choice questions (Part I), Constructed Response Questions (Part II), and Enduring Issues Essay prompts (Part III).
New Visions Exam Question BankWe 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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Exam questions for Global I, Global II, and US History content aligned to the Framework-aligned Regents Exams.
Regents readiness should be a year-long endeavor for students. As students progress through the Global I and Global II courses, their experiences should be scaffolded and de-scaffolded so they can be independently successful on the exam and as the end of the school year approaches, opportunities to review content, practice with low-stakes assessments, and get feedback on progress are essential for students. The resources below provide some suggestions for structuring Regents readiness throughout the year and in the last months of the Global II course. They include materials for teachers and students.
Backwards Planning Document for the Global II ExamA document to help educators plan their instruction of the course of the year to prepare of the Global II Exam.
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A document to help educators plan their instruction of the course of the year to prepare of the Global II Exam.
New Visions Global II Fifteen-Day Regents Prep PlanRegents Prep Plan that connects many of the New Visions Regents Prep resources into a cohesive end of year plan to be modified by teachers for their needs.
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Regents Prep Plan that connects many of the New Visions Regents Prep resources into a cohesive end of year plan to be modified by teachers for their needs.
15 class periodsThese chains prompt students to contextualize the events in those causal relationships and to explain the links between them in a collaborative and fun way.
The resources below provide some suggestions for structuring Regents readiness throughout the year and in the last months of the Global II course. They include materials for teachers and students.
New Visions Global II Review Sheets and Concept Maps for the Full CourseReview sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
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Review sheets for ALL of the topics in the Global II curriculum and concept mapping activities to organize that information. Students contextualize the event, discuss its significance and think about related enduring issues.
These multiple-choice practice sets come from previous exams in the New Visions Global II curriculum.
Regents Prep: New Visions Social Studies QuizletThe New Visions Social Studies Quizlet includes terms related to the topics in this fifteen-day Regents Prep Plan.
External LinkTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
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Sprints GH2 Regents Review Google Doc New York State Grades 9-12 Social Studies Framework ( 10.1, 10.2, 10.3, 10.3, 1… New York State Grades 9-12 Social Studies Framework: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.
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.
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
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.
KEY IDEA: IMPERIALISM: Western European interactions with Africa and Asia shifted from limited regional contacts along the coast to greater influence and connections throughout these regions. Competing industrialized states sought to control and transport raw materials and create new markets across the world.
KEY IDEA: UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
KEY IDEA: UNRESOLVED GLOBAL CONFLICT (1945–1991: THE COLD WAR): The second half of the 20th century was shaped by the Cold War, a legacy of World War II. The United States and the Soviet Union emerged as global superpowers engaged in ideological, political, economic, and military competition.
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.
KEY IDEA: TENSIONS BETWEEN TRADITIONAL CULTURES AND MODERNIZATION: Tensions exist between traditional cultures and agents of modernization. Reactions for and against modernization depend on perspective and context.
KEY IDEA: GLOBALIZATION AND A CHANGING GLOBAL ENVIRONMENT (1990–PRESENT): Technological changes have resulted in a more interconnected world, affecting economic and political relations and in some cases leading to conflict and in others to efforts to cooperate. Globalization and population pressures have led to strains on the environment.
KEY IDEA: HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated.
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Essential skills for writing in social studies that can be used to review content and push students to improve their writing. These skills support students in writing for the Constructed Response Questions and Enduring Issue Essay on the Global II Regents Exam.
Writing Toolbox: Helpful Words and Phrases for Writing and Speaking in Social Studies Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Writing Toolbox: Power Conjunctions (but, because, so, however, therefore, since) Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Writing Toolbox: Sentence Expansion with Question Words Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Writing Toolbox: Subordinating Conjunctions Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Writing Toolbox: Appositives Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Starting in June 2019, the New York State Global History Regents Exam will will feature constructed response question sets. The CRQs will include two sets of paired documents followed by a set of three questions on 1) historical circumstances or geographic context, 2) sourcing and reliability, and 3) causation, turning points, or comparison. For additional information, see this overview.
Where Can I Find Part II Resources in the Curriculum?
There is, or soon will be, an inquiry in each unit where students have an opportunity to answering an inquiry question by working with documents and practicing historical thinking skills that will support them in Part II. In addition, CRQ items appear in each end of unit assessment.
New York State Education Department Resources Related to Part II:
Sentence stems and helpful words and phrases for writing responses to the Constructed Response Questions.
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Sentence stems and helpful words and phrases for writing responses to the Constructed Response Questions.
Historical Thinking and Writing Skills: How to Contextualize an Event Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Helpful words and phrases for contextualizing historical events and activities for practicing that skill
1 class periodHistorical Thinking and Speaking Skills: How to Source a Document (author, audience, purpose, point of view, bias)
An explanation of sourcing with helpful words and phrases for identifying and explaining an author’s point of view, bias, purpose, and the effects of an audience on the presentation of an author’s ideas and activities for practicing the use of those words and phrases.
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An explanation of sourcing with helpful words and phrases for identifying and explaining an author’s point of view, bias, purpose, and the effects of an audience on the presentation of an author’s ideas and activities for practicing the use of those words
Historical Thinking and Speaking Skills: How to Evaluate a Source’s Reliability for a Specific Purpose (limitations, reliability)
An explanation of reliability with helpful words and phrases for evaluating the reliability of a source for a specific purpose and activities for practicing the use of those words and phrases.
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An explanation of reliability with helpful words and phrases for evaluating the reliability of a source for a specific purpose and activities for practicing the use of those words and phrases.
Historical Thinking and Writing Skills: How to Connect Cause and Effect Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Helpful words and phrases for making connections between cause and effect in history and activities for practicing the use of those words and phrases
1 class period How to Identity and Explain the Significance of a Turning PointHelpful words and phrases for identifying and explaining the significance of turning points in history and activities for practicing the use of those words and phrases
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Helpful words and phrases for identifying and explaining the significance of turning points in history and activities for practicing the use of those words and phrases
1 class period How to Identify and Explain Similarities and Differences (Compare)Helpful words and phrases for identifying and explaining similarities and differences in history and activities for practicing the use of those words and phrases
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Helpful words and phrases for identifying and explaining similarities and differences in history and activities for practicing the use of those words and phrases
1 class periodStarting in June 2019, the New York State Global History Regents Exam will feature one long-form essay. The prompt will be the same every year. Students will need to examine five documents and relate three of those documents to an enduring issue in human history. For additional information, see this overview.
Where Can I Find Part III Resources in the Curriculum?
Enduring issues prompts can be found in Enduring Issues Check-ins and end of unit assessments in each unit. You will find collections of both resources below on this page.
New York State Education Department Resources Related to Part III:
These Enduring Issues Essay prompt comes from exams or Enduring Issue Check-ins from the New Visions Global II curriculum. They can be treated as group activities using the Enduring Issues Check-In Routine Presentation, or as essay tasks.
Enduring Issues Essay Resources: Suggested Instructional Sequence for an Enduring Issues Essay Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
A teacher resource that presents a suggested instructional sequence within a unit for teaching students how to write an Enduring Issues Essay
Two Pathways for Writing an Enduring Issues Essay Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
A teacher resource that presents of two different ways of writing an Enduring Issues Essay that differ in the placement of the discussion of continuity and change.
New York State Enduring Issues Essay Rubric Separated By Category Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
The official NYSED rubric formatted so it is easier to use to give feedback to students Enduring Issues Essay Resource: Enduring Issues Outline and Checklist Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
New Visions recommended outline that is also a grading checklist for students to self-assess, give feedback to peers, and for teachers to use with students
Enduring Issues Essay Resource: Enduring Issues Anchor Paper Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
A model enduring issues essay using the New Visions suggested outline and infused with words and phrases in New Visions writing resources
Enduring Issues Essay Writing Resources: Anchor Paper AssignmentActivity in which students examine anchor papers for the Enduring Issues Essay and use the New Visions outline and checklist to assess them and provide feedback to the authors, therein learning what to do and not to do when writing an Enduring Issues Essay.
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Activity in which students examine anchor papers for the Enduring Issues Essay and use the New Visions outline and checklist to assess them and provide feedback to the authors, learning what to do and not to do when writing an Enduring Issues Essay
1 class period New Visions Enduring Issues Tips and ListDefines "enduring issue" with a provides a list of tips for identifying one. Includes the list of New Visions Enduring Issues that commonly come up in the curriculum.
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Poster-ready guide for identifying and enduring issue and a list of common enduring issues, but don’t just stick to the list!
Enduring Issues Essay Resource: Suggested Pre-Writing Process for the Enduring Issues Essay Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
A process for students to follow when preparing to write an Enduring Issues Essay sketched out step-by-step
Enduring Issues Essay Writing Tips Sentence stems and helpful words and phrases for writing an Enduring Issues Essay Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
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Introduces students to Randy the Reader, the character that is the audience for their essay and strategies to meet his needs.
1 class period Enduring Issues Essay Resource: How to Write a Thesis Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
A lesson on writing a thesis that includes the enduring issue, a claim about it, and a list of examples to be discussed in the essay
1 class period Historical Thinking and Writing Skills: How to Contextualize an Event Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Helpful words and phrases for contextualizing historical events and activities for practicing that skill
1 class period Historical Thinking and Writing Skills: How to Introduce Evidence with Sourcing Information Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Helpful words and phrases for introducing evidence with sourcing information and activities for practicing that skill
1 class period Historical Thinking and Writing Skills: How to Connect Cause and Effect Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Helpful words and phrases for making connections between cause and effect in history and activities for practicing the use of those words and phrases
1 class period Enduring Issues Essay Resource: How to Discuss Continuity and ChangeHelpful words and phrases for discussing continuity and change in history, a part of the Enduring Issues Essay, and activities for practicing the use of those words and phrases.
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Helpful words and phrases for discussing continuity and change in history, a part of the Enduring Issues Essay, and activities for practicing the use of those words and phrases.
1 class periodLessons for introducing the concept of enduring issues
SQ 8. What is an enduring issue? Explain what an enduring issue is.Teacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period SQ 9. What enduring issues are in Global History? Describe events from your life related to enduring issues in Global History Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class periodEnduring Issues Check-Ins are group activities that engage students in the process of identifying an enduring issue from a set of documents. There is at least one Enduring Issue Check-in in each unit of the Global History curriculum.
Enduring Issues Check-In Instructional Routine PresentationUse this presentation to guide students through an Enduring Issues Check-In which helps them practice the skill of constructing an enduring issues argument in a collaborative and engaging way.
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Use this presentation to guide students through an Enduring Issues Check-In which helps them practice the skill of constructing an enduring issues argument in a collaborative and engaging way.
1 class period 9.2 Enduring Issue Check-In Practice the skills needed for the enduring issues essay. Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 9.3 Enduring Issue Check-In #1Use this resource to review content through the lens of Enduring Issues, practice document skills needed for the Enduring Issues Essay, and revisit Enduring Questions
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1 class period 9.3 Enduring Issue Check-In #2Use this resource to review content through the lens of Enduring Issues, practice document skills needed for the Enduring Issues Essay, and revisit Enduring Questions.
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1 class period 9.3 Enduring Issue Check-In #3Use this resource to review content through the lens of Enduring Issues, practice document skills needed for the Enduring Issues Essay, and revisit Enduring Questions.
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1 class period 9.4 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 9.5 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 9.6 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 9.7 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 9.8 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 9.9 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Teacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 10.3 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 10.4 Enduring Issues Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 10.5 Enduring Issues Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 10.6 Enduring Issues Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
10.7 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period 10.9 Enduring Issue Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
10.10 Enduring Issues Check-In Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
1 class period Enduring Issues Check-In Template Template for Enduring Issues Check-Ins that can be used to create your own check-ins Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Use this template to create your own Enduring Issues Check-InsThe end of unit assessments below come from units in the New Visions Social Studies Curriculum. They are aligned to the new Global II Regents Exam first administered in June 2019. Each exam includes Part 1: Stimulus-based Multiple Choice Questions, Part 2: Constructed Response Questions, Part 3: Enduring Issues Essay.
9.2 End of Unit Assessment- NEW Global II Exam AlignedAligned to the Global History and Geography II exam, administered June 2019 onwards. Assessment Security and Access 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.
Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
Aligned to the Global History and Geography II exam, administered June 2019 onwards 2 class periods 9.2 End of Unit Assessment- NEW Global II Exam Aligned- Teacher MaterialsAligned to the Global History and Geography II exam, administered June 2019 onwards. Assessment Security and Access 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.
Google DocTeacher Feedback Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students. If you found an error in the resource, please let us know so we can correct it by filling out this form.
