Name: CRQ: "Decolonization and Nationalism+ 3 slide shows, Regents Global 10
SKU: 64cf7ffb0ecc5400129a93cc
Price: 39.99 USD
Availability: InStock

About this resource

What's inside this resource

CRQ: "On Decolonization and Nationalism" + 3 slide shows, Regents Global 10

This product is a constructed-response question (“CRQ”) in the format of the new New York State Regents examination in Global History and Geography.

The CRQ calls upon the student to examine historical sources (I use exclusively primary sources) by providing historical or geographic context, identifying the point of view, intended audience, or purpose of a document and then using the two documents in either compare-contrast, cause-effect analysis, or turning point identification. I advocate a strategy of assigning one CRQ in each unit of study in grades nine and ten without access to notes. I used this as one of the tests at the end of a unit of study. I would tell students about what kinds of documents would appear and what historical context they should be able to recall in advance. It is a challenging task for them.

The first challenge for novices is to understand what it means to provide context. Faced with the question “What is the historical context of this document?”, beginners will retell what the document says. The reason for this mistake is that, since they were little kids, teachers have asked them to relate what a text means to prove they understood it. [Read more at the Innovation blog]

Product includes:

1. Student version

2. Teacher version with suggested answers

3. Three PowerPoint slideshows

Documents:

Sir Henry MacMahon, Letter to Ali ibn Hussein, 1915
Balfour letter, 1917
Map, British India, 1947
Address by Anwar Sadat, 1957

About Innovation Passcodes

Passcodes let your students access selected lessons in my own virtual classroom at InnovationAssessments.com. No registration is required. Use the codes at InnovationAssessments.com/TestDrive.

What's included

A ten-page student question set, Assessment Serial No. CRQ407408, with name and date lines and terms of use (On Decolonization and Nationalism.pdf)
Set 1, Middle East, Decolonized: Sir Henry McMahon's 1915 letter to Ali ibn Husain and the Balfour Declaration, each reproduced with its Fordham Modern History Sourcebook citation
Set 2, Decolonization: a map showing the partition of India, and Anwar el Sadat's 1957 address to the Afro-Asian People's Solidarity Conference
Questions on historical context, geographic context, intended audience, source reliability with reasoning, a turning point, and a similarity or difference - the last of each set requiring evidence from both documents
A seventeen-page teacher's edition (KEY On Decolonization and Nationalism.pdf) with framework references for every document, a scoring rubric and suggested scoring notes
A rubric explaining its own design against New York State performance level descriptors, mapped onto a hundred-point classroom scale
Three slide decks: "Nation Building: India" (26 slides), "African Independence" (23 slides) and "The State of Israel and the Arab-Israeli Conflict" (26 slides)

Resource types: Teacher Tools, Assessments

In the classroom

Teaching tips & learning objectives

Learning objectives

Explain the historical circumstances behind a document, using the document itself as the starting point
Identify the intended audience of a source and judge how far that audience shapes its reliability
Support a reliability judgement with stated reasoning rather than assertion
Identify a turning point associated with a period of historical change and explain it from evidence
Compare two documents on decolonization and account for a similarity or a difference between them
Explain the geographic context of a development shown on a historical map

Teaching tips

Run the slide decks before the question sets - each of the three opens with the same nation-building generalisations, so India, Africa and Israel work as a sequence rather than three separate lessons
The rubric is deliberately not the exam's: the teacher's edition explains that the Regents allows only zero or one credit per response, while this four-point scale exists so classroom answers can be discussed and remediated
The teacher's edition names a framework reference for every document, which makes the pack straightforward to slot into an existing unit plan
Suggested scoring notes give a worked response for the Set 1 questions, including what a strong answer on the Balfour Declaration's reliability should raise
Every document carries a full citation with an access date from July 2018, so check the source links before sending students to the originals
Question 3 in each set draws on both documents, so students need both in front of them - the sets are not designed to be split across two lessons

Skills covered

Historical contextualisation - Set 1 asks students to explain, from the McMahon letter alone, the circumstances that led Britain to make deals with Middle Eastern leaders.
Geographic contextualisation - Set 2 asks for the geographic context of the developments shown on the partition map, and why they happened where they did.
Source reliability - both sets ask students to identify the intended audience and then judge the document's reliability for a stated purpose, giving their reasoning.
Turning point and comparison analysis - Set 1 closes on identifying and explaining a turning point; Set 2 closes on a similarity or difference between two views of decolonization.
Cross-document argument - the final question of each set requires evidence drawn from both documents rather than one.
Self-assessment against a rubric - the student-facing rubric page names what a 4, a 3, a 1 and a 0 look like for each question type.

Good to know

Questions teachers ask about this resource

Which documents do students work with?

Four. Set 1 uses Sir Henry McMahon's 1915 letter to Ali ibn Husain and the Balfour Declaration, both reproduced with Fordham Modern History Sourcebook citations. Set 2 uses a map showing the partition of India and Anwar el Sadat's 1957 address to the Afro-Asian People's Solidarity Conference in Cairo.

How does the rubric score responses?

On a four-point scale - 4, 3, 1 or 0 - mapped onto a hundred-point classroom scale, rather than the exam's own zero-or-one credit. The teacher's edition explains it was built on New York State performance level descriptors so that classroom marking can distinguish quality of response, with level 3 set at scores of 65 and 76 and 65 as the usual minimum pass.

What do the three slide decks cover?

One each on India, Africa and Israel. All three open with the same nation-building generalisations - citizen against subject, elites distant from the population, group identity by religion and language - before turning to India's independence struggle, the motivations and patterns of African independence, and the British mandate in Palestine leading to the Arab-Israeli conflict.