This class is taught in English.

1. Students will be able to identify the key factors that led to the emergence of nationalism and independence movements after WWII.

2. Students will be able to describe the roles of the Indian National Congress and the Muslim League in India's struggle for independence, including the assassination of Mohandas Gandhi and the creation of East and West Pakistan.

3. Students will be able to analyze the US's involvement in the Philippines and its impact on the country's nationalist movement.

4. Students will be able to evaluate the role of Aung San Suu Kyi in Myanmar's democratic movements.

5. Students will be able to assess the rise of nationalism in Indonesia and the leadership of Sukarno and Suharto.

6. Students will be able to compare and contrast the independence movements in Ghana, Kenya, the Congo, Algeria, and the end of South African apartheid.

7. Students will be able to explain the events leading up to the Rwandan Genocide and the Sundanese Civil Wars.

8. Students will be able to evaluate the impact of Juan Peron, Emiliano Zapata, Pancho Villa, Augusto Pinochet, Omar Torrijos, Manuel Noriega, the Sandinistas in Nicaragua, and Fidel Castro in Cuba on the nationalist movements in the Americas.

9. Students will be able to analyze the impact of nationalism and decolonization on the Third World.

10. Students will be able to synthesize the various nationalist movements covered in the course and evaluate their impact on global politics and society.

I am a licensed middle school and high Social Studies teacher in the state of Ohio. I have been teaching Social Studies to middle and high school students for the last four years. I have used this same lesson with students in the classroom and it has always been highly engaging. I also have a Bachelor's degree in both Education and History.

Both my teaching license in Integrated Social Studies (grades 7-12) and my Bachelor's degree in History qualify me to teach this introductory course on post-war nationalism.

Homework Offered
Homework is always optional. I believe learners would benefit from implementing the information they learn in class, however, I also understand that each learner is unique. Learners will analyze primary source documents and answer comprehension questions based on a primary source.  These activities should not take more than one hour to complete
0 - 1 hours per week outside of class
Assessments Offered
Learners will be assessed informally in each class through verbal comprehension checks and class discussions. Each class will begin with a quick review of the activities from the previous week's class to ensure students understood the material. At the end of each unit, students will complete a Kahoot, which will act as an informal summative assessment of the unit.
Grades Offered

Hart-Davis, A. (2015). History: From the Dawn of Civilization to the Present Day. Dorling Kindersley Limited, a Penguin Random House Company. 

Overy, R. J. (2015). The Times Complete History of the World. Times Books. 

Spielvogel, J. J. (2018). World History; Geography: Modern Times. McGraw Hill Education.