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Enduring Issues Essay (Global History and Geography Exam)

An essential part of the NYS Regent Exam in Global History and Geography II is writing an enduring issues essay. In this article, we will examine its definition, outline, and examples.

An enduring issues essay is a written task where you are to identify and describe a historically significant challenge that has endured across time and has been addressed with varying degrees of success. For this task, you will receive excerpts from five historical documents. Based on that, here’s what you can be expected to do in this assignment:

Determine the enduring issue shared by all the documents.
Argue the importance of the chosen problem and how it has endured.
Base your argumentation on historically accurate interpretation of at least three of the provided documents.
Discuss the causes and consequences of the selected issue.
Show how it has been developing and changing over time.
Use external data: your knowledge or evidence from other documents.

Note: This is what your task sheet can look like.

First, look through the list of commonly emphasized enduring issues (main category) and their nested problems (sub-categories).

We have prepared an enduring issues list. You can find it after the definition sections. If you want to share the infographic, please indicate this page or our homepage as the source.

What are Enduring Issues?

An enduring issue is an issue that persists throughout the history of humanity and is debated in relation to history, social studies, and anthropology. Humanity encounters them daily. That is why it is critical to discuss and study them in-depth to find possible solutions, and essay writing is one of the ways.

Many communities have tried to deal with and solve enduring problems, and only some have done it successfully. The outcomes of their attempts are documented in historical archives. Students who study global history and associated subjects should encounter this topic, especially when preparing for that Regents exam. So, knowing your way around various databases and archives and having real-life experience can be useful.

Long-lasting challenges are historically significant, and these problems are relevant to various generations, no matter how much time has passed. We can observe evidence of enduring problems everywhere around the earth. To prove that a particular event is historically significant and should not be ignored, a student has to explain how it has impacted multiple societies and caused long-term consequences.

The enduring issues list below is created based on the information by the NYS Education dept .

9 Examples of Enduring Issues (Infographic)

An event is historically significant if it affects many people and has long-lasting consequences. Without specific enduring issues essay examples, it might be hard to understand what that means. Hence, here is a list of enduring issues that students might have to cover:

Cooperation
Interconnectedness
Ideas and beliefs
Environmental impact

an infographic showing a list of nine general enduring issues and their sub-topics

In each category, it is possible to highlight many nested topics. Such points may include ethnic disputes, lack of food, domestic violence, threats to privacy, gender inequality, usage of child labor, stain on resources, etc. A nested problem refers to a specific category of enduring issues. A student can discuss them negatively, neutrally, or positively based on historical data, facts, and personal life experience and knowledge.

How to Write an Enduring Issues Essay

Writing an essay on enduring issues starts with developing a thesis statement .

A thesis statement is part of an academic or scientific paper’s introduction in which a writer establishes their argument and defines examples that will help them to defend the argument. It should give one an idea of what their anchor paper will cover. It can be longer than a single sentence, but college professors do not recommend making a thesis statement over three sentences long. The formula looks this way: Thesis = Claim + Examples.

Below are three essay thesis examples that will help you better understand this part.

enduring issues essay thesis statement example about human rights violations

It is critical to remember that a thesis depends on the description of your assignment and questions or prompts for a test like the Global II NYS Regents Exam (Global Regents). Therefore, it is necessary to study the prompt and underline the keywords indicating your objective. The next stage is drafting an outline.

A Detailed Enduring Issues Essay Outline

This enduring issues essay outline is a possible solution to help you develop the constructed response questions. In 90% of cases, a paper on enduring problems is an extended essay. It means it can be a 2-3-page piece with a more complicated structure than a simple essay. Here is a basic structure of an enduring issues essay:

1. The Introductory Part

Reiterate the questions from the prompt.
List the issues you think are common in at least three docs of your choice.
Present your claim. Say which issue is the most important in your opinion.
Define the picked issue.
Indicate in which documents it manifests the most.

2. Body Sections

Part 1 — Describe how people have been affected by the issue.

Part 2 — Explain how the issue has been changing and what forms it takes today.

3. Conclusion

Present counterclaim
Reiterate your claim

If you stick to this enduring issues essay outline, you will have a better chance of getting a passing score. However, it’s not the only way to structure your writing. Check the video further in the article to learn another way of organizing this task.

Note: You can read more about creating outlines for essay and check some other outline examples here: How to Write an Outline

Enduring Issues Essay Prompts Examples

Most prompts for such an essay look more or less similar. Here are some examples:

Define an enduring or nested issue by providing its historically accurate explanation contained in 3 docs.
Identify the problem with the help of the evidence from 3 documents.
Explain why the issue matters and needs to be studied.
Show how the topic impacted society or was influenced by it.
How has the issue developed over the years?
What’s the problem like today?

Integrate information from external sources, especially those pertaining to global history and social studies, reinforcing your arguments with evidence from the provided materials.

The structure above should be sufficient if it’s a homework essay assigned to you. More specific prompts may include something like this:

Why are human rights violations a significant enduring issue?
Discuss the causes of the rising competition for natural resources.
Inequality through the prism of The French Revolution and the Industrial Revolution.
Investigate the enduring issue of gender inequality from ancient civilizations to today.
Discuss the challenges of nation-building and identity in post-colonial societies.
Explore the implications of technological advancements on societal norms and values.

You can start by identifying a problem and its origins (when it was observed for the first time and why it occurred). You should also ask yourself this question, “Does it have continuous negative or positive effects?” Study prior works to determine what generations of people did about the problem and conclude why those measures were insufficient.

When crafting an enduring issues essay, it’s essential to combine analytical depth with historical breadth. This ensures a comprehensive understanding of the topic and its lasting significance.

Free Enduring Issues Essay Examples

A great way to prepare is by studying enduring issue essay samples. It is more complicated than your simple essay, so investing a couple of hours in sample reading is a good idea.

Content-Specific Rubric Samples (2018)

This first file contains thirteen samples of enduring issues essays written by students. Their text was left intact, meaning all mistakes are also present there. The document also includes a generic rubric, a table showing what issues can be found in every doc, and scoring rubrics with detailed analysis for “Acceptance or Rejection of New Ideas” and “Impact of Westernization.”

Every sample is followed by a thorough review and an overall verdict.

Video Sample Analysis by Matthew Foglino

Below is a video walkthrough by Matthew Foglino , a historian and member of the United Federation of Teachers (UFT). At the end of his video, he offers an organizer for an enduring issues essay.

Final Writing Tips

Evidence-Based Argumentation: Every claim or argument you make should be substantiated by evidence from credible documents or class material. The strength of your essay lies in how convincingly you can connect your issue to the provided sources. Spend quality time analyzing the given documents, seeking patterns, and corroborating facts that can help you identify a clear and compelling enduring issue.
Be Open to Exploration: While the prompts and examples provided can serve as guidelines, don’t restrict yourself to them. If, after thorough analysis, you identify an enduring issue that hasn’t been explicitly listed, feel empowered to explore and write about it. Remember, the key is how you justify your choice, not just the choice itself.
Specificity Over Generality: Avoid choosing broad or generic categories as your central issue. While they might seem appealing due to their vast scope, they often lack the depth required for a meaningful analysis. For instance, rather than focusing on a general term like “conflict,” delve into more nuanced issues such as “disputes over socio-economic status” or “tensions arising from cultural differences.”
Stay Objective and Analytical: An enduring issues essay isn’t about your personal opinion but rather an objective analysis based on evidence. Maintain a balanced perspective, and avoid letting personal biases influence your writing.
Clarity and Structure: Ensure your essay has a clear introduction, body, and conclusion. Start by introducing the enduring issue, delve into its historical context and significance in the body, and conclude with its implications and relevance today.
Proofread and Revise: Before finalizing your essay, take the time to read it through for clarity, coherence, and grammatical accuracy. Consider asking a peer or teacher to review it for feedback. This step can help refine your argument and eliminate any ambiguities or redundancies.

Remember, the enduring issues essay evaluates not just your knowledge but also your analytical and interpretative skills. Approach the task with a curious and open mind, aiming to uncover deeper insights and connections in the provided material.

Was this article helpful?



	* FREE GLOBAL REGENTS FLASHCARDS** ; , : : , , = those names mean the answer is either "Latin American independence movements" or "nationalism." : : , ... odds are you forgot all of this ... so choose "imperialism led to bad stuff" or "protest/kick out foreign nations imperializing" : = answer will be classless society, or 'capitalism leads to bad stuff.' This is a happy and optimistic choice that sounds like this ... "These cultures exchanged ideas, and had a flowering of creative thought. They gave us mathematics and science." Rule of thumb ... The Regents wants you to understand that places you never heard of have impacted your life positively! 9 : choice. Be warned though: Mao also elevated the status of women. those rights! , the , Khmer Rouge, , . Europe is mostly united, and it has strengthened their economy. : 16. has been popping up lately. At first, as a champion of human rights ... but recently for not protecting them in Myanmar. 17. : ... He modernized/westernized Turkey. 18. Japan is a small island! They needed resources, so they imperialized China! NEW: Practice Multiple Choice (by topic, no stimulus) Global II Regents Enduring Issues Essay Help , 5. , 7. , 8. , 9. , 10. , 11. , 12. , 13. , 14. , 15. , 16. 17. , 18. , 19. , 20. , 21. , 22. , 23. and Zimmermann Telegram , 27. , 46. , 69. , 70. , 75. , 77. . , 3. , 4. , 5. , 6. , 7. , , 8. , 9. , 10. 11. , 12. , 13. , 14. , 14. , 15. , 16. , 17. , 18. , 19. , 20. , 21. , 22. , 23. , 24. , 25 , 26. , 27. , 28. , 29. , 30. , 31. , 32. , 33. , 34. , 35. , 36. , 37. , 38. , 39. , 40. , 41. , 12. , 7. , 8. , 11. 12. 4 5 NEW: Practice Multiple Choice 3. , 2. , 4. , 5. , 6. , 8. = = LIBERTY, EQUALITY, FRATERNITY -- as found in the Declaration of the Rights of Man. - 1789 - Storming of Bastille --> National Assembly Takes Over --> c1794, King and Queen Executed --> Jacobins Rule --> Reign of Terror --> 1796 Directory appoints Napoleon as Commander in Chief --> 1799 - Coup d etat of Napoleon - life, liberty, property. = Separation of Powers with three equal branches of government. = = Peace, Land, Bread. - 1917 = Czar --> Provisional Government (takes power in March) --> Bolshevik Revolution (Lenin takes over in November. -- labor raises up to rule in a classless society where the means of production are shared. NEW: Practice Multiple Choice

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Understanding the CRQs - Updated, July 2023
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Part 3: Enduring Issues Essay

Enduring Issues Chart
Spanish-language translation of Global II Enduring Issues Essay prototype
Enduring Issue Nest - Human Rights
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Part 3: Enduring Issues Essay Scoring Materials

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Goal 2: Zero Hunger

Goal 2 is about creating a world free of hunger by 2030.The global issue of hunger and food insecurity has shown an alarming increase since 2015, a trend exacerbated by a combination of factors including the pandemic, conflict, climate change, and deepening inequalities.

By 2022, approximately 735 million people – or 9.2% of the world’s population – found themselves in a state of chronic hunger – a staggering rise compared to 2019. This data underscores the severity of the situation, revealing a growing crisis.

In addition, an estimated 2.4 billion people faced moderate to severe food insecurity in 2022. This classification signifies their lack of access to sufficient nourishment. This number escalated by an alarming 391 million people compared to 2019.

The persistent surge in hunger and food insecurity, fueled by a complex interplay of factors, demands immediate attention and coordinated global efforts to alleviate this critical humanitarian challenge.

Extreme hunger and malnutrition remains a barrier to sustainable development and creates a trap from which people cannot easily escape. Hunger and malnutrition mean less productive individuals, who are more prone to disease and thus often unable to earn more and improve their livelihoods.

2 billion people in the world do not have reg- ular access to safe, nutritious and sufficient food. In 2022, 148 million children had stunted growth and 45 million children under the age of 5 were affected by wasting.

How many people are hungry?

It is projected that more than 600 million people worldwide will be facing hunger in 2030, highlighting the immense challenge of achieving the zero hunger target.

People experiencing moderate food insecurity are typically unable to eat a healthy, balanced diet on a regular basis because of income or other resource constraints.

Why are there so many hungry people?

Shockingly, the world is back at hunger levels not seen since 2005, and food prices remain higher in more countries than in the period 2015–2019. Along with conflict, climate shocks, and rising cost of living, civil insecurity and declining food production have all contributed to food scarcity and high food prices.

Investment in the agriculture sector is critical for reducing hunger and poverty, improving food security, creating employment and building resilience to disasters and shocks.

Why should I care?

We all want our families to have enough food to eat what is safe and nutritious. A world with zero hunger can positively impact our economies, health, education, equality and social development.

It’s a key piece of building a better future for everyone. Additionally, with hunger limiting human development, we will not be able to achieve the other sustainable development goals such as education, health and gender equality.

How can we achieve Zero Hunger?

Food security requires a multi-dimensional approach – from social protection to safeguard safe and nutritious food especially for children to transforming food systems to achieve a more inclusive and sustainable world. There will need to be investments in rural and urban areas and in social protection so poor people have access to food and can improve their livelihoods.

What can we do to help?

You can make changes in your own life—at home, at work and in the community—by supporting local farmers or markets and making sustainable food choices, supporting good nutrition for all, and fighting food waste.

You can also use your power as a consumer and voter, demanding businesses and governments make the choices and changes that will make Zero Hunger a reality. Join the conversation, whether on social media platforms or in your local communities.

Photo: Two and a half million people in the Central African Republic (CAR) are facing hunger.

Facts and Figures

Goal 2 targets.

Despite global efforts, in 2022, an estimated 45 million children under the age of 5 suffered from wasting, 148 million had stunted growth and 37 million were overweight. A fundamental shift in trajectory is needed to achieve the 2030 nutrition targets.
To achieve zero hunger by 2030, urgent coordinated action and policy solutions are imperative to address entrenched inequalities, transform food systems, invest in sustainable agricultural practices, and reduce and mitigate the impact of conflict and the pandemic on global nutrition and food security.

Source: The Sustainable Development Goals Report 2023

2.1 By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious and sufficient food all year round.

2.2 By 2030, end all forms of malnutrition, including achieving, by 2025, the internationally agreed targets on stunting and wasting in children under 5 years of age, and address the nutritional needs of adolescent girls, pregnant and lactating women and older persons.

2.3 By 2030, double the agricultural productivity and incomes of small-scale food producers, in particular women, indigenous peoples, family farmers, pastoralists and fishers, including through secure and equal access to land, other productive resources and inputs, knowledge, financial services, markets and opportunities for value addition and non-farm employment.

2.4 By 2030, ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production, that help maintain ecosystems, that strengthen capacity for adaptation to climate change, extreme weather, drought, flooding and other disasters and that progressively improve land and soil quality.

2.5 By 2020, maintain the genetic diversity of seeds, cultivated plants and farmed and domesticated animals and their related wild species, including through soundly managed and diversified seed and plant banks at the national, regional and international levels, and promote access to and fair and equitable sharing of benefits arising from the utilization of genetic resources and associated traditional knowledge, as internationally agreed.

2.A Increase investment, including through enhanced international cooperation, in rural infrastructure, agricultural research and extension services, technology development and plant and livestock gene banks in order to enhance agricultural productive capacity in developing countries, in particular least developed countries.

2.B Correct and prevent trade restrictions and distortions in world agricultural markets, including through the parallel elimination of all forms of agricultural export subsidies and all export measures with equivalent effect, in accordance with the mandate of the Doha Development Round.

2.C Adopt measures to ensure the proper functioning of food commodity markets and their derivatives and facilitate timely access to market information, including on food reserves, in order to help limit extreme food price volatility.

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19 College Essay Topics and Prompts

Not sure what to write for your college essay? We've got you covered with a number of topics and prompts to help shape your unique story.

[Featured image] A woman works on her college essay with a pen, notebook, and laptop computer.

As part of your college application materials, you'll likely be asked to submit a college essay. These tend to be between 250 and 650 words , and are a unique opportunity to showcase your personality. Admissions panels are typically looking for students who will positively represent the school as a whole. In the end, your goal is to show them that you and the college are a good match.

When drafting your college essay, you may be expected to answer a prompt or come up with a topic on your own. In this article, we've rounded up several ideas to get you thinking—and writing.

19 college essay topics

Each school sets different requirements around the college essay, so it's important to review the expectations around every application you intend to submit. Some give you creative freedom, while others expect you to respond to a pre-developed prompt. Either way, a strong college essay conveys to the admissions team who you are, why you want to attend that particular school, and what matters to you. It's a way to personalize an application that often focuses on quantitative data, such as GPA and SAT scores.

If you're given the creative freedom to write about whatever you want, consider a college essay topic that allows you to be honest and original. We've compiled the following ideas to help you brainstorm:

What's an important issue you care about? How have you gotten involved?

Have you changed your mind about something in recent years? What was it and why?

What's a situation that caused you to grow?

Explain a time when you failed. What did you learn from that moment?

Share a surprising pastime or hobby and what interested you about it.

What extracurricular activity are you involved in that speaks to your personality?

Detail a meaningful volunteer experience.

Dive into a meaningful travel experience.

Who do you most admire and why?

If you have a unique background, share a bit about it. How did you get where you are?

What's the best advice you've ever received?

Was there ever a time when you had to stand up for something—or someone?

What's something you might change about the world to make it better?

What do you hope to accomplish by attending college?

Is there something you want to do after graduating college?

Have you ever made or created something? Talk about it.

Do you have a big idea that could potentially impact your community?

What is most valuable to you? Dive into your values and share an example.

What are you most passionate about? Why?

Pre-developed college essay prompts

Some colleges and universities will give you a series of prompts to choose from. These will vary from school to school, and can either be questions or statements. Here are a few examples of both.

Sample question prompts:

What excites your intellectual curiosity?

How has your upbringing shaped the person you are today?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Sample statement prompts:

Talk about an unusual circumstance in your life

Share how you hope to use your college education

Discuss a list of books you have read in the last year

Common App essay prompts

Common App is an online platform designed to simplify the college application process. Over 900 colleges use Common App, making it possible for you to fill out one application that's then submitted to multiple schools.

If you choose to complete the Common App, you'll have a choice of several distinctive prompts that change every academic year. Here's a sample of the 2022-2023 essay prompts [ 1 ]:

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Stick to the prompt.

No matter what type of prompt you receive, it's your job to stick to it. The admissions team has a lot of essays to read, so you'll have a better chance of standing out if you develop a cohesive response that stays on topic.

Start by identifying the prompt's main topic, then spend some time brainstorming to find the idea that resonates most with you. For many people, it's the topic that makes them feel some sort of emotion or reminds them of an entertaining story. Understanding what you're being asked to write about should make staying on topic throughout the entire composition easier.

5 additional college essay tips

Once you decide what you'd like to write, follow the tips below to craft a standout essay. You can also find more advice about college essays in our article College Essay Format: Writing and Editing Tips .

1. Be considerate with humor.

Showing off your sense of humor lets your personality show through your words and can make reading the essay more entertaining. Try including a few sentences that you think will bring a smile to the reader's face, or use adjectives to insert some colorful comedy.

2. Offer insight.

Beyond recounting an event, experience, or memory, a great essay shows insight aka an ability to highlight meaningful takeaways. For example, if you choose to write about your unique hobby, try to discuss what you've learned from that pastime—or how you've grown as a result of it.

3. Add details

Great essays also invite the reader to connect with the story on an emotional level. With that in mind, it can help to recount a specific memory rather than answer a prompt without those colorful details. More than discussing something on a surface level—or vaguely—you want to provide enough particulars to keep your readers engaged. For example, if you choose to write about the best advice you ever received, set the scene and take the reader back to that moment.

4. Have an editor.

Your essay should ideally be error-free. Ask a trusted friend or family member to review your essay and suggest edits. An editor can help you catch grammatical errors or points out ways to better develop your response.

Avoid passing your paper along to too many people, though, so you don't lose your own voice amid all of the edits and suggestions. The admissions team wants to get to know you through your writing and not your sister or best friend who edited your paper.

5. Revise your essay.

Your first draft is just that: a draft. Give yourself plenty of time to read and revise your first pass and make sure you fully developed your response, stayed on topic, and shared your personality.

When revising your essay, you may find it helpful to read it aloud so you hear the words as you're saying them. Some people prefer to print a copy on paper and write notes by hand. Both options give your brain a new way to process the information to catch details you may miss if you keep everything in your head and on the computer.

Watch to find out why the essay many admission counselor's favorite part of the application:

Next steps: Apply with confidence

Earn your bachelor's degree online from prestigious global universities on Coursera. Many even offer performance-based admission, meaning you can complete a course or two online and earn admittance with a passing score.

Article sources

Common App. " First-year essay prompts , https://www.commonapp.org/apply/essay-prompts." Accessed February 8, 2023.

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News Release

June 6, 2024

Canon enters recycling system business with innovative technology, promoting circular economy with high-speed, accurate plastic sorting equipment capable of measuring even black plastic waste

TOKYO, June 6, 2024—Canon Inc. announced today that it will launch new plastic sorting equipment with innovative material identification technology. The equipment applies Raman spectroscopy technology to moving objects with a tracking mechanism to collectively detect the material types of plastic fragments with high accuracy, even when black plastic pieces are mixed with other colors, which has been conventionally challenging. Today, the company will begin widely accepting orders from the market for the "TR Series" which includes the "TR-S1510."

Currently, roughly 20% 1 of plastic waste generated in our daily lives is recycled as material for new products (material recycling), while the remainder is used as fuel or incinerated. Recycled plastics have to maintain a certain degree of purity, which is why materials made of plastic waste, such as ABS 2 and polypropylene (PP), must be accurately identified. However, black plastics, often used in home electronics or automobile upholstery, do not transmit or reflect visible light, making it difficult to identify their materials using conventional near-infrared spectroscopy 3 . Additionally, in order to accelerate plastic recycling, higher accuracy and productivity are required for sorting operations. The new product employs a proprietary tracking Raman spectroscopic method to rapidly sort all plastic pieces regardless of their colors, including black, with high precision, thereby helping to improve the productivity of recycling plants. With the launch of this product, Canon marks its entry into the recycling system market in an aim to build a circular economy by maximizing material recycling.

The new product's high-precision, high-speed sorting of plastic including black pieces is thanks to its unique combination of Raman spectroscopy with a tracking mechanism. Raman spectroscopy is a detection method that utilizes laser light to illuminate plastic pieces to obtain molecular information of the substance, thereby enabling the material detection. This method is technically applicable to black plastic. However, due to the limited amount of reflection by the black plastic pieces, the measurement time is too long relative to the speed and throughput required to effectively sort all the pieces regardless of their colors at recycling plants. Therefore, the practical application of Raman spectroscopy to sorting black plastic has so far proven difficult. By combining Raman spectroscopy with Canon's measurement and control equipment, the company has developed a tracking Raman spectroscopy technology which scans 4 laser light toward the pieces, thus ensuring there is enough measurement time required for each piece of plastic according to its color and achieving high speed and high accuracy overall. With this new system, the materials of black plastic pieces which were challenging to identify using the conventional near-infrared method can now be identified in a practical manner even when mixed with other colors, thereby helping to improve the productivity of recycling plants and, as the result, maximizing material recycling.

This new product maintains a conveyor speed of 1.5 meters per second and can sort up to 1 ton of plastic per hour. It can even be customized according to a customer’s throughput and installation space by changing the module which tracks and measures the plastic pieces or the combination of conveyor belts.

According to “Plastic Products, Plastic Waste and Resource Recovery” published by the Plastic Waste Management Institute

Acrylonitrile Butadiene Styrene. A type of plastic that is highly resistant to heat and impact.

A method of measurement in which an object is illuminated with near-infrared light. Based on such factors as reflection and penetration of light, the object’s light absorption is measured and the type of resin the object comprises can be determined

By continuously moving the position of the laser, the target object is continuously illuminated by the laser, allowing for light to be reflected

U.N. Adding Israel, Hamas and Islamic Jihad to List of Countries and Groups That Harm Children in War Zones

The report will be presented to members of the Security Council next week and released publicly on June 18, the U.N. said.

Share full article

A man mourning near the bodies of two children draped in white.

By Farnaz Fassihi and Aaron Boxerman

June 7, 2024

The United Nations will add Israel, Hamas and Palestinian Islamic Jihad to a list of countries and armed groups that harm children when it releases its annual report on children and armed conflict, citing the heavy toll the war in Gaza has taken on minors, including killing, maiming and starvation, U.N. officials said.

Stéphane Dujarric, the U.N. spokesman, said the body’s chief of staff called the Israeli ambassador to the United Nations, Gilad Erdan, on Friday to inform him that Israel would be listed this year. “The call was a courtesy afforded to countries that are newly listed,” Mr. Dujarric said, “to give countries a heads-up and avoid leaks.”

Hamas, the armed group that led Gaza before the war, and Palestinian Islamic Jihad, the second-largest armed group in the enclave, will be named in the report. Hamas is being cited because its fighters abducted and killed Israeli children when they attacked Israel on Oct. 7, a U.N. official said. Armed groups that harm children in conflicts, like the Taliban and Boko Haram, are routinely named in the annual report.

The news of Israel’s listing further strained an already deteriorating relationship between it and the United Nations.

Mr. Erdan called the move “an immoral decision that aids terrorism and rewards terrorists.” He made a video recording of the phone call and released parts of it on the social media site X.

Mr. Dujarric, the U.N. spokesman, called the release of a recording of the telephone call “shocking and unacceptable and something I’ve never seen in my 25 years serving this organization.”

The United Nations’ special representative for children and armed conflict prepares the yearly report under a mandate from the General Assembly and the Security Council. The report will be presented to members of the Council next Friday and released publicly on June 18, Mr. Dujarric said. The Council will have an open debate about the report’s findings later this month.

During Hamas’s terrorist attack on Oct. 7, armed men kidnapped children, some of them toddlers and babies, and held them hostage in Gaza. Children were also among the roughly 1,200 Israelis and foreigners killed.

Israel’s retaliatory bombing campaign and ground war in Gaza has killed at least 36,000 people, Gazan health officials say, a large portion of them women and children. The United Nations has said that children in Gaza also face famine and starvation because Israel has restricted humanitarian aid. Many children have also lost limbs or been gravely wounded in other ways.

Majed Bamya, the Palestinian deputy ambassador to the United Nations, said in a post on X, “Israeli ministers are the only ones surprised of such a development (list will be released next week) after the killing and maiming of so many Palestinian children.”

Farnaz Fassihi is the United Nations bureau chief for The Times, leading coverage of the organization, and also covers Iran and the shadow war between Iran and Israel. She is based in New York. More about Farnaz Fassihi

Aaron Boxerman is a Times reporting fellow with a focus on international news. More about Aaron Boxerman

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QS World University Rankings 2024: Top global universities

The 20th edition of the QS World University Rankings features 1,500 institutions across 104 locations and is the only ranking of its kind to emphasise employability and sustainability.

This year, we've implemented our largest-ever methodological enhancement, introducing three new metrics: Sustainability, Employment Outcomes and International Research Network.

The results draw on the analysis of 17.5m academic papers and the expert opinions of over 240,000 academic faculty and employers. Massachusetts Institute of Technology celebrates twelve years at the top, the University of Cambridge retains 2nd place while the University of Oxford (3rd) climbs one position.

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Published on: 27 June 2023

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† Corrections to university performance may be made after publication. You can view the release version and a summary of any edits here .

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Regents Prep: Global 2 Exam

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: 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.

Unit Outline

Student preparedness - global regents see 2 items hide 2 items.

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.

Regents Readiness

Student Preparedness - Global Regents: 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.

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 .

Student Preparedness - Global Regents: June 2024 Global II Regents Preparation Plan for Students

An 8 week plan for students to study and prepare for the Global II Regents.

Regents Exam Itemization & Analyses See 1 item Hide 1 item

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.

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.

Exam Question Bank See 1 item Hide 1 item

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).

Exam Question Bank: New Visions Social Studies Regents Exam Question Bank

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.

Regents Review Plans and Planning Materials See 3 items Hide 3 items

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.

Regents Review Plans and Planning Materials: 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.

Regents Review Plans and Planning Materials: 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.

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.

Content Review Resources See 5 items Hide 5 items

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 History II

Unit Synthesis Task: New Visions Global II Review Sheets and Concept Maps for the Full Course

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.

Content Review Resources: New Visions Social Studies Quizlet

The New Visions Social Studies Quizlet includes terms related to the topics in this fifteen-day Regents Prep Plan.

Content Review Resources: Kahoot! Social Studies Review

Kahoot quizzes for Global II and US History Regents review.

Content Review Resources: Sprints for GH2 Stimulus Based MC Questions Review

Social Studies Writing Toolbox See 5 items Hide 5 items

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.

Getting Started

Writing Toolbox: Helpful Words and Phrases for Writing and Speaking in Social Studies

Writing Toolbox: Power Conjunctions (but, because, so, however, therefore, since)

Writing Toolbox: Sentence Expansion with Question Words

Writing Toolbox: Subordinating Conjunctions

Writing Toolbox: Appositives

Resources for Part II: Constructed Response Questions See 8 items Hide 8 items

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
U nderstanding 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.

Resources for Part II: Constructed Response Questions: Constructed Response Questions (Part II) Writing Tips

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

Sourcing: 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.

Resources for Part II: Constructed Response Questions: 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.

Historical Thinking and Writing Skills: How to Connect Cause and Effect

Resources for Part II: Constructed Response Questions: 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

Resources for Part II: Constructed Response Questions: 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

Resources for Part III: Enduring Issues Essay See 16 items Hide 16 items

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:

Video about Part III
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.

Resources for Part III: Enduring Issues Essay: Suggested Instructional Sequence for an Enduring Issues Essay

Resources for Part III: Enduring Issues Essay: Two Pathways for Writing an Enduring Issues Essay

Global History I

End of Unit Assessment: New York State Enduring Issues Essay Rubric Separated By Category

Resources for Part III: Enduring Issues Essay: Enduring Issues Essay Outline and Grading Checklist

Resources for Part III: Enduring Issues Essay: Enduring Issues Essay Anchor Paper

Resources for Part III: Enduring Issues Essay: 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, therein learning what to do and not to do when writing an Enduring Issues Essay.

Classroom Environment Materials : New Visions Enduring Issues Tips and List

Defines "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.

Resources for Part III: Enduring Issues Essay: Enduring Issues Essay Prewriting Process: How to Annotate and Contextualize Documents, Identify an Enduring Issue, and Construct a Pre-Writing Chart

Resources for Part III: Enduring Issues Essay: Enduring Issues Essay Writing Tips

Sentence stems and helpful words and phrases for writing an Enduring Issues Essay

Resources for Part III: Enduring Issues Essay: How to Meet the Needs of the Audience of Your Essay, Randy the Reader

Enduring Issues Check-In: How to Write an Enduring Issues Essay Thesis

Sourcing: How to Introduce Evidence with Sourcing Information

Resources for Part III: Enduring Issues Essay: 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.

Enduring Issues Introduction Lessons See 2 items Hide 2 items

Lessons for introducing the concept of enduring issues

Introduction to Enduring Issues: SQ 8. What is an enduring issue?

Explain what an enduring issue is. Identify an enduring issue and explain its significance.

Introduction to Enduring Issues: SQ 9. What enduring issues are in Global History?

Describe events from your life related to enduring issues in Global History

Enduring Issues Check-ins See 20 items Hide 20 items

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: 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.

Enduring Issues Check-In: Enduring Issues Check-Ins

Practice the skills needed for the enduring issues essay.

Use this resource to review content through the lens of Enduring Issues, practice document skills needed for the Enduring Issues Essay, and revisit Enduring Questions

Use this resource to review content through the lens of Enduring Issues, practice document skills needed for the Enduring Issues Essay, and revisit Enduring Questions.

Enduring Issues Check-ins: 9.9 Enduring Issue Check-In

Enduring Issues Check-In: Enduring Issue Check-In Template

Template for Enduring Issues Check-Ins that can be used to create your own check-ins

End of Unit Assessments Aligned to the Global II Exam See 36 items Hide 36 items

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.

End of Unit Assessments: End of Unit Assessment- NEW Global II Exam Aligned

Aligned 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 do not have access to the assessments,

please fill out the form linked here .

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.

End of Unit Assessments: End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

End of Unit Assessment: End of Unit Assessment- NEW Global II Exam Aligned

End of Unit Assessment: End of Unit Assessment- NEW Global II Exam Aligned- Teacher Materials

If you do not have access to the assessments,

CONCEPTUAL UNDERSTANDING: Powerful Eurasian states and empires faced and responded to challenges ca. 1750.

CONTENT SPECIFICATION: Students will compare and contrast the Mughal Empire and the Ottoman Empire in 1750 in terms of religious and ethnic tolerance, political organization, and commercial activity.

CONTENT SPECIFICATION: Students will examine efforts to unify, stabilize, and centralize Japan under the rule of the Tokugawa Shogunate.

CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa Shogunate in Japan with France under the rule of the Bourbon Dynasty, looking at the role of Edo and Paris/Versailles, attempts to control the daimyo and nobles, and the development of bureaucracies.

CONCEPTUAL UNDERSTANDING: Perceptions of outsiders and interactions with them varied across Eurasia.

CONTENT SPECIFICATION: Students will compare and contrast the Tokugawa and Mughal responses to outsiders, with attention to the impacts of those decisions.

Students will create a world map showing the extent of European maritime empires, the Russian Empire, the Ottoman Empire, Mughal Empire, China under the Qing Dynasty, Japan under the Tokugawa Shogunate, Ashanti, Benin, and Dahomey ca. 1750.

Students will compare the size of these states, empires, and kingdoms relative to the power they wielded in their regions and in the world.

CONCEPTUAL UNDERSTANDING: Enlightenment thinkers developed political philosophies based on natural laws, which included the concepts of social contract, consent of the governed, and the rights of citizens.

CONTENT SPECIFICATION: Students will examine at least three Enlightenment thinkers, including John Locke, Baron de Montesquieu, and Jean-Jacques Rousseau, and key ideas from their written works

CONCEPTUAL UNDERSTANDING: Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements, such as women’s rights and abolition; some leaders may be considered enlightened despots.

CONTENT SPECIFICATION: Students will explore the influence of Enlightenment ideals on issues of gender and abolition by examining the ideas of individuals such as Mary Wollstonecraft and William Wilberforce.

CONCEPT SPECIFICATION: Students will examine enlightened despots including Catherine the Great.

CONCEPTUAL UNDERSTANDING: Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas.

CONTENT SPECIFICATION: Students will examine evidence related to the preconditions of the French Revolution and the course of the revolution, noting the roles of Olympe de Gouges, Maximilien Robespierre, and Napoleon Bonaparte.

CONTENT SPECIFICATION: Students will examine the evidence related to the impacts of the French Revolution on resistance and revolutionary movements, noting the roles of Toussaint L’Ouverture and Simon Bolivar.

CONCEPTUAL UNDERSTANDING: Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states.

CONCEPT SPECIFICATION: Students will investigate the role of cultural identity and nationalism in the unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires.

CONCEPTUAL UNDERSTANDING: Agricultural innovations and technologies enabled people to alter their environment, allowing them to increase and support farming on a large scale.

CONTENT SPECIFICATION: Students will examine the agricultural revolution in Great Britain.

CONCEPTUAL UNDERSTANDING: Factors including new economic theories and practices, new sources of energy, and technological innovations influenced the development of new communication and transportation systems and new methods of production. These developments had numerous effects.

CONTENT SPECIFICATION: Students will analyze the factors and conditions needed to industrialize and to expand industrial production, as well as shifts in economic practices.

CONTENT SPECIFICATION: Students will examine the economic theory presented in The Wealth of Nations.

CONTENT SPECIFICATION: Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization.

CONCEPTUAL UNDERSTANDING: Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of people.

CONTENT SPECIFICATION: Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them.

CONCEPTUAL UNDERSTANDING: Social and political reform, as well as new ideologies, developed in response to industrial growth.

CONTENT SPECIFICATION: Students will investigate suffrage, education, and labor reforms, as well as ideologies such as Marxism, that were intended to transform society.

CONTENT SPECIFICATION: Students will examine the Irish potato famine within the context of the British agricultural revolution and Industrial Revolution.

CONCEPTUAL UNDERSTANDING: International competition, fueled by nationalism, imperialism, and militarism along with shifts in the balance of power and alliances, led to world wars.

CONTENT SPECIFICATION: Students will compare and contrast long- and short-term causes and effects of World War I and World War II.

CONCEPTUAL UNDERSTANDING: Technological developments increased the extent of damage and casualties in both World War I and World War II.

CONTENT SPECIFICATION: Students will compare and contrast the technologies utilized in both World War I and World War II, noting the human and environmental devastation.

CONCEPTUAL UNDERSTANDING: The devastation of the world wars and use of total war led people to explore ways to prevent future world wars.

CONTENT SPECIFICATION: Students will examine international efforts to work together to build stability and peace, including Wilson’s Fourteen Points, the Treaty of Versailles, the League of Nations, and the United Nations.

CONCEPTUAL UNDERSTANDING: Nationalism and ideology played a significant role in shaping the period between the world wars.

CONTENT SPECIFICATION: Students will examine the Russian Revolution and the development of Soviet ideology and nationalism under Lenin and Stalin.

CONTENT SPECIFICATION: Students will examine the role of nationalism and the development of the National Socialist state under Hitler in Germany.

CONTENT SPECIFICATION: Students will examine the role of nationalism and militarism in Japan.

CONTENT SPECIFICATION: Students will investigate the causes of the Great Depression and its influence on the rise of totalitarian dictators and determine the common characteristics of these dictators.

CONCEPTUAL UNDERSTANDING: Human atrocities and mass murders occurred in this time period.

CONTENT SPECIFICATION: Students will examine the atrocities against the Armenians; examine the Ukrainian Holodomor, and examine the Holocaust.

End of Unit Assessment: End of Unit Assessment- Global II Exam Aligned

CONCEPTUAL UNDERSTANDING: Independence movements in India and Indochina developed in response to European control.

CONTENT SPECIFICATION: Students will explore Gandhi’s nonviolent nationalist movement and nationalist efforts led by the Muslim League aimed at the masses that resulted in a British-partitioned subcontinent.

CONTENT SPECIFICATION: Students will compare and contrast the ideologies and methodologies of Gandhi and Ho Chi Minh as nationalist leaders.

CONCEPTUAL UNDERSTANDING: African independence movements gained strength as European states struggled economically after World War II. European efforts to limit African nationalist movements were often unsuccessful.

CONTENT SPECIFICATION: Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.

CONCEPTUAL UNDERSTANDING: Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.

CONTENT SPECIFICATION: Students will investigate Zionism, the mandates created at the end of World War I, and Arab nationalism.

CONTENT SPECIFICATION: Students will examine the creation of the State of Israel and the Arab-Israeli conflict.

CONCEPTUAL UNDERSTANDING: Nationalism in China influenced the removal of the imperial regime, led to numerous conflicts, and resulted in the formation of the communist People’s Republic of China.

CONTENT SPECIFICATION: Students will trace the Chinese Civil War, including the role of warlords, nationalists, communists, and the world wars that resulted in the division of China into a communist-run People’s Republic of China and a nationalist-run Taiwan.

CONTENT SPECIFICATION: Students will investigate political, economic, and social policies under Mao Zedong and Deng Xiaoping and compare and contrast these policies.

CONCEPTUAL UNDERSTANDING: Cultures and countries experience and view modernization differently. For some, it is a change from a traditional rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others as an opportunity to be met.

CONTENT SPECIFICATION: Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).

CONCEPTUAL UNDERSTANDING: Tensions between agents of modernization and traditional cultures have resulted in ongoing debates within affected societies regarding social norms, gender roles, and the role of authorities and institutions.

CONTENT SPECIFICATION: Students will investigate, compare, and contrast tensions between modernization and traditional culture in Turkey under the rule of Kemal Atatürk and in Iran under the Pahlavis and the Ayatollahs.

CONTENT SPECIFICATION: Students will explore how changes in technology, such as communication and transportation, have affected interactions between people and those in authority (e.g., efforts to affect change in government policy, engage people in the political process including use of social media, control access to information, and use terrorism as a tactic).

End of Unit Assessment: End of Unit Assessment- Global II Exam Aligned- Teacher Materials

Global Energy Perspective 2023: Natural gas outlook

The Global Energy Perspective 2023 models the outlook for demand and supply of energy commodities across a 1.5°C pathway, aligned with the Paris Agreement, and four bottom-up energy transition scenarios. These energy transition scenarios examine outcomes ranging from warming of 1.6°C to 2.9°C by 2100 (scenario descriptions outlined below in sidebar “About the Global Energy Perspective 2023”). These wide-ranging scenarios sketch a range of outcomes based on varying underlying assumptions—for example, about the pace of technological progress and the level of policy enforcement. The scenarios are shaped by more than 400 drivers across sectors, technologies, policies, costs, and fuels, and serve as a fact base to inform decision makers on the challenges to be overcome to enable the energy transition.

About the authors

This article is a collaborative effort by Pradhuman Aggarwal, Alessandro Agosta , Gillian Boccara, Dumitru Dediu , Berend Heringa , and Mateusz Luszczynski, representing views from McKinsey Energy Solutions.

Growing global momentum could accelerate the energy transition, as demonstrated by the UAE Consensus, released in December 2023, that calls on Parties to make a just and orderly transition away from fossil fuels. Analysis from multiple sources, including the IEA, IPCC, and McKinsey, suggests that conventional fossil fuels are likely to remain a part of the energy mix to 2050, even in a 1.5° scenario, and may act as a bridge for an orderly transition. Therefore, decarbonizing the fossil fuel system and substantially reducing emissions, including methane, is a key area of focus. Within that evolving context, this article examines the current state of the global natural gas market and the outlook for demand and supply, with a particular focus on liquefied natural gas (LNG). To view our oil outlook, please visit Global Energy Perspective 2023: Oil outlook .

Gas prices have fluctuated in recent years

In recent years, global gas prices have seen considerable fluctuations. The war in Ukraine and the subsequent energy crisis led to an increase in global gas prices, which reached record highs in 2022. The reduction in Russian piped gas flows to Europe resulted in an increase in European LNG demand, which in turn led to increased competition for LNG cargoes between Asia and Europe. Prices have since stabilized both in Asia and in Europe, dropping below 2021 levels since May 2023 due to a mild winter, and, for Europe, a reduction in gas demand across sectors combined with high storage levels. The link between European and Asian gas markets through LNG is currently structural, with events in one market affecting pricing globally, although this could change in the future.

Simultaneously, 2022 was marked by several final investment decisions (FIDs) for LNG projects in North America and Qatar and sustained LNG contracting activity for pre-FID projects.

Global gas demand is projected to grow past 2030 in all scenarios

Natural gas has a wide range of applications across sectors, including power generation, heating, and high-temperature industrial processes, as well as being a feedstock in, for example, the petrochemical and fertilizer industry. It is expected to play a pivotal role in the energy transition by balancing renewables-based power generation until energy-storage technologies are deployed at scale.

Global gas demand is projected to grow past 2030 in all scenarios, with a total projected growth of between 10 and 15 percent. Even in faster decarbonization scenarios, growth is expected until 2030–40. After 2035, demand is projected to diverge significantly, with 2050 gas demand projected to grow by between 15 and 30 percent in the slower scenarios 1 Current Trajectory and Fading Momentum. but to decline by up to 20 percent in the faster scenarios. 2 Further Acceleration and Achieved Commitments.

Regionally, gas demand could vary significantly in different geographies due to differences in the uptake of technology, local policy, and geopolitical factors, among many others.

Demand growth is projected to be largely driven by the power sector

Across scenarios, the power sector is projected to continue driving the bulk of gas demand, accounting for around 40 to 50 percent of demand by 2050. This is largely due to the projected increase in power demand due to electrification in buildings and industry.

Chemicals and blue hydrogen production are the only sectors projected to show continuous growth in gas demand until 2050. In the buildings sector, electrification and biogas are expected to displace gas as more energy-efficient designs are applied. Finally, in industry (excluding chemicals), the electrification of heat and machinery is projected to ultimately result in a gradual decline in gas demand, mirroring the buildings sector.

There is a growing disconnect between gas supply and demand by geography

Overall, Asia is expected to account for the largest growth in gas demand, with North America accounting for some growth in the medium term, driven by coal-to-gas switching in Asia and increasing demand in the ASEAN, Chinese, and US power sectors. In Europe, gas demand is expected to steadily decline to 2050 in line with net-zero commitments.

In contrast, the Middle East, North America, and Russia are projected to remain the main sources of gas supply, accounting for around 70 to 80 percent of global supply across scenarios. As a result, traded gas in the form of LNG is expected to play a key role in bridging the gap between geographically disconnected supply and demand.

The share of LNG in the global gas supply is projected to increase

Across scenarios, LNG demand is projected to grow by between 1.5 and 3.0 percent CAGR from 2023 to 2035, mainly driven by demand growth in the ASEAN and South Asia regions. In contrast, Europe is projected to see a gradual decline in LNG imports in line with overall gas demand.

LNG supply growth is projected to come mostly from already-committed LNG projects in the Middle East and North America, which together could contribute more than 200 million tons 1 Metric tons: 1 metric ton=2,205 pounds. per annum (Mtpa)—between 45 and 70 percent of global LNG supply to 2050 across scenarios.

A demand-supply gap is projected to open in the global LNG market in the early 2030s

Across most scenarios, the global LNG market is projected to see a demand-supply gap open in the early 2030s, which is projected to last for at least the next decade. In the near term, the late 2020s may see a period of oversupply, although its scale and duration could be affected by LNG project delivery. In the longer-term, the sustained supply-demand gap will require additional LNG projects to be developed, and represents an opportunity for additional liquefaction capacity buildup.

Globally, more than 50 LNG projects are in contention to fill the supply-demand gap, which is projected to reach around 30 to 60 Mtpa from 2040 onwards. The gap will likely be filled by LNG projects with cost economics below $8–9/MMBTU, 1 Million British thermal units. largely from North America. Given how LNG demand trajectories are expected to develop to 2050, the 2030–40 window could be the last opportunity for new LNG projects to be developed.

Several uncertainties could impact the market

About the global energy perspective 2023.

Given its versatility, natural gas is projected to continue to play a key role in the energy mix irrespective of the pace of the energy transition, with demand projected to grow substantially in the short term. LNG as a delivery mechanism will assume an increasingly important role in linking geographically disconnected demand and supply centers.

However, our analysis of the scenarios shows that several key uncertainties remain around how the market could develop. These can be grouped broadly into four factors:

Technology: The role of gas in the power sector may be challenged by the accelerated development of batteries in terms of costs and load capacity.
Geopolitics: The potential for gas flows to Europe to increase could severely impact global LNG demand and push the market into oversupply.
Regulatory: Increasing recognition of the life-cycle emissions associated with natural gas and LNG and decarbonization of emissions could affect gas supply and demand.
Project delivery risk: Recent inflationary pressure has resulted in cost escalation for under-construction LNG projects, which could lead to delays in delivery.

It will be important to closely monitor these potential sources of uncertainty to keep abreast of key market developments.

To request access to the data and analytics related to our Natural gas outlook, or to speak to our team, please contact us .

Pradhuman Aggarwal is a consultant in McKinsey’s Houston office; Alessandro Agosta is a senior partner in the Milan office; Gillian Boccara is an associate partner in the London office, where Berend Heringa is a partner; Dumitru Dediu is a partner in the New York office; and Mateusz Luszczynski is a consultant in the Warsaw office.

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