Regents Readiness: Global 2 Exam
Regents Prep and Writing Resources for the Global II Exam
New York State Grades 9-12 Social Studies Framework:
9.6
KEY IDEA: SOCIAL AND CULTURAL GROWTH AND CONFLICT: During the postclassical era, the growth of transregional empires and the use of trade networks influenced religions and spread disease. These cross-cultural interactions also led to conflict and affected demographic development.
10.1
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.
10.2
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.
10.3
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.
10.3
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.
10.4
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.
10.5
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.
10.6
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.
10.6a
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.
10.6a1
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).
10.6b
CONCEPTUAL UNDERSTANDING: The Cold War was a period of confrontations and attempts at peaceful coexistence.
10.6b1
CONTENT SPECIFICATION: Students will investigate the efforts to expand and contain communism in Cuba, Vietnam, and Afghanistan from multiple perspectives.
10.6b2
CONTENT SPECIFICATION: Students will examine the new military alliances, nuclear proliferation, and the rise of the military-industrial complex.
10.6b3
CONTENT SPECIFICATION: Students will examine the reasons countries such as Egypt and India chose nonalignment.
10.6b4
CONTENT SPECIFICATION: Students will explore the era of détente from both American and Soviet perspectives.
10.6c
CONCEPTUAL UNDERSTANDING: The end of the Cold War and the collapse of the communist bloc in Europe had a global impact.
10.6c2
CONTENT SPECIFICATION: Students will examine the impacts of those reforms within the Soviet Union, on the Soviet communist bloc, and in the world.
10.6c1
CONTENT SPECIFICATION: Students will investigate the political reforms of glasnost and economic reforms of perestroika.
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.
10.8
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.
10.9
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.
10.9a
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.
10.9a1
CONTENT SPECIFICATION: Students will explore how information is accessed, exchanged, and controlled and how business is conducted in light of changing technology.
10.9a2
CONTENT SPECIFICATION: Students will investigate the causes and effects of, and responses to, one infectious disease (e.g., malaria, HIV/AIDS).
10.9b
CONCEPTUAL UNDERSTANDING: Globalization is contentious, supported by some and criticized by others.
10.9b1
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)
10.9c
CONCEPTUAL UNDERSTANDING: Population pressures, industrialization, and urbanization have increased demands for limited natural resources and food resources, often straining the environment.
10.9c1
CONTENT SPECIFICATION: Students will examine how the world’s population is growing exponentially for numerous reasons and how it is not evenly distributed.
10.9c2
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).
10.9c3
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.
10.9d
CONCEPTUAL UNDERSTANDING: Globalization has created new possibilities for international cooperation and for international conflict.
10.9d1
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.
10.9d2
CONTENT SPECIFICATION: Students will investigate one organization and one international action that sought to provide solutions to environmental issues, including the Kyoto Protocol.
10.9d3
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.
10.10
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 Exam
Document for students to create their Global History II Regents Exam strategy in advance of the test.
June 2025 Global II Regents Preparation Plan for Students
An 8 week plan for students to study and prepare for the Global II Regents. (8 weeks)
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 Analysis (All Exams: 2023-2024) – Assessment Data Spreadsheet
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 Social Studies Regents Exam Question Bank
Exam questions for Global I, Global II, and US History content aligned to the Framework-aligned Regents Exams.
- 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.
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 Exam
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 Plan
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 periods)
Regents Prep Cause and Effect Chain Activities
These 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.
Global II Review Sheets and Concept Maps
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.
Regents Prep Multiple Choice Practice
These multiple-choice practice sets come from previous exams in the New Visions Global II curriculum.
New Visions Social Studies Quizlet
The New Visions Social Studies Quizlet includes terms for Regents review.
Kahoot! Social Studies Review
Kahoot quizzes for Global II and US History Regents review.
Sprints for GH2 Stimulus Based MC Questions Review
Support for pacing & content review
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.
Helpful Words and Phrases for Writing and Speaking in Social Studies
Power Conjunctions (but, because, so, however, therefore, since)
Sentence Expansion with Question Words
Subordinating Conjunctions
Appositives
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:
- Office of State Assessment Website- Global II Exam
- Video about Part II
- Prototype Exam
- Rubrics for Prototype Part II
- Understanding the CRQ– Informative document created by teachers who write CRQ items.
Regents Prep Constructed Response Question Practice
These CRQ practice sets come from previous exams in the New Visions Global II curriculum.
Constructed Response Questions (Part II) Writing Tips
Sentence stems and helpful words and phrases for writing responses to the Constructed Response Questions.
How to Contextualize an Event
Helpful words and phrases for contextualizing historical events and activities for practicing that skill (1 class period)
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
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.
How to Connect Cause and Effect
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 Point
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
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 period)
Starting 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:
- Office of State Assessment Website- Global II Exam
- Video about Part III
- Prototype Exam
- Enduring Issues Scoring Training Presentation
- Comparing the DBQ and Enduring Issues Essay Rubrics
- Sample Enduring Issues Essay
- Rubrics and Anchor Papers for Sample Enduring Issues Essay
- Practice Papers for Sample Enduring Issues Essay
- Practice Papers Rater Sheet
Global Regents Prep: Enduring Issues Essays
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.
Suggested Instructional Sequence for an Enduring Issues Essay
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
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.
Enduring Issues Essay New York State Rubric Separated By Category
The official NYSED rubric formatted so it is easier to use to give feedback to students
Enduring Issues Essay Outline and Grading Checklist
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 Anchor Paper
A model enduring issues essay using the New Visions suggested outline and infused with words and phrases in New Visions writing resources
Enduring Issues Anchor Paper Assignment
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)
Enduring Issues List and How to Identify an Enduring Issue
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 Prewriting Process: How to Annotate and Contextualize Documents, Identify an Enduring Issue, and Construct a Pre-Writing Chart
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
How to Meet the Needs of the Audience of Your Essay, Randy the Reader
Introduces students to Randy the Reader, the character that is the audience for their essay and strategies to meet his needs. (1 class period)
How to Write an Enduring Issues Essay Thesis
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)
How to Contextualize an Event
Helpful words and phrases for contextualizing historical events and activities for practicing that skill (1 class period)
How to Introduce Evidence with Sourcing Information
Helpful words and phrases for introducing evidence with sourcing information and activities for practicing that skill (1 class period)
How to Connect Cause and Effect
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 Discuss Continuity and Change Over Time
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 period)
Synthesis Carousel – Global: Enduring Issues
TASK: Given a set of sources, identify possible enduring issues and analyze the main idea and determine their best use. (1 day)
Lessons for introducing the concept of enduring issues
Enduring Issues Introduction Lesson #1
Explain what an enduring issue is. Identify an enduring issue and explain its significance. (1 class period)
Enduring Issues Introduction Lesson #2
Describe events from your life related to enduring issues in Global History. (1 class period)
Enduring 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 Presentation
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
(1 class period)
9.3 Enduring Issue Check-In #1
(1 class period)
9.3 Enduring Issue Check-In #2
(1 class period)
9.3 Enduring Issue Check-In #3
(1 class period)
9.4 Enduring Issue Check-In
(1 class period)
9.5 Enduring Issue Check-In
(1 class period)
9.6 Enduring Issue Check-In
(1 class period)
9.7 Enduring Issue Check-In
(1 class period)
9.8 Enduring Issues Check-In
(1 class period)
9.9 Enduring Issue Check-In
(1 class period)
10.2 Enduring Issue Check-In
(1 class period)
10.3 Enduring Issue Check-In
(1 class period)
10.4 Enduring Issue Check-In
(1 class period)
10.5 Enduring Issues Check-in
(1 class period)
10.6 Enduring Issues Check-in
10.7 Enduring Issues Check-in
(1 class period)
10.9 Enduring Issues Check-In
10.10 Enduring Issues Check-In
(1 class period)
Enduring Issue Check-In Template
Use this template to create your own Enduring Issues Check-Ins
The 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.
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.
9.2 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(2 class periods)
9.2 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
9.3 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
9.3 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
9.4 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
9.4 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
9.5 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
9.5 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
9.6 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
9.6 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
9.7 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
9.7 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
9.8 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
9.8 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
9.9 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
9.9 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.1 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.1 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.2 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.2 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.3 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.3 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.4 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.4 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.5 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.5 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.6 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.6 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.7 End of Unit Assessment
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.7 End of Unit Assessment Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.8 End of Unit Assessment- Global II Exam Aligned
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.8 End of Unit Assessment- Global II Exam Aligned- Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.9 End of Unit Assessment- Global II Exam Aligned
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.9 End of Unit Assessment- Global II Exam Aligned- Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards
10.10 End of Unit Assessment- Global II Exam Aligned
Aligned to the Global History and Geography II exam, administered June 2019 onwards
(3 class periods)
10.10 End of Unit Assessment- Global II Exam Aligned- Teacher Materials
Aligned to the Global History and Geography II exam, administered June 2019 onwards