Victory Gardens during World War II: DBQs and Primary Sources *APUSH*
By Christa Nonnemaker
This 16 page primary source analysis activity gives students a chance to delve deeper into life on the home front in the United States. They will determine why the Victory Gardens were so important to the war effort. Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include pamphlet excerpts, photographs and posters. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source.
Two DBQ prompts are also included. DBQs are an excellent opportunity for students to practice integrating quotes, to paraphrase key ideas and to synthesize information. They are particularly helpful for AP and IB students.
An Answer Key to all the questions and the HAPPY process is available at the end of the packet. This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.
This is also available as a digital resource through Easel so students may complete it online.
Please check out my other Teaching Resources about World War II:
*The Japanese-American Experience in World War II: PowerPoint Presentation
*The Japanese-American Experience in World War II: Reading Assignment and Worksheet
*Women in the US Military during World War II: Reading Assignment and Worksheet
*Victory Gardens of World War II: PowerPoint Mini-Lesson
*The Home Front in World War II: Crossword Puzzle and Word Search
*The Home Front during World War II: Reading Assignment and Worksheet
More are always being added so check back frequently!
DBQ: Life of a Japanese-American Child Living in an Internment Camp during WW2)
By Gail Hennessey
Using PRIMARY Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question.
The topic of this Primary Source(DBQ )is Life of a Japanese-American Child Living in an Internment Camp during World War 2.
A teacher page includes the Key,additional links and suggestions for a rubric to grade the DBQ.
This resource could also be used as a web quest.
Grades 5 and up
Check out my other DBQ Activity: Life on the Homefront During WW2:
Life on the Homefront during WW2
Also of Possible Interest:
During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2. Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.
This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.
Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782
African American Freedom Post Civil War Reconstruct Document Based Question DBQ
By More Lessons Less Planning
Freedom's Journey: A DBQ on African American Liberty After the Civil War
Delve into the complex journey of African American freedom with this engaging DBQ!
This meticulously crafted DBQ offers a comprehensive exploration of the extent to which African Americans achieved freedom following the Civil War. Through a carefully curated selection of primary sources, students will analyze the challenges, triumphs, and enduring struggles faced by African Americans in their pursuit of liberty.
Key Features:
Primary Sources
Learning Objectives:
Common Core Standards and Courses:
This DBQ aligns with the following Common Core Standards:
Recommended Courses:
Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!
Elementary ELA Annotation Non Fiction Informational Text Marking AVID Strategy
By Ciandra Salhab
Enhance Reading Comprehension with our Informational Text Marking Handout!
Empower your students to excel in reading comprehension with our engaging and effective Informational Text Marking Handout! This must-have AVID resource is designed to boost student understanding through strategic text annotation right at their desks. Your students will love this!
This handout is a game changer for educators seeking to improve literacy skills. By providing a structured approach to text annotation, students learn to identify key details, make connections, and deepen their comprehension effortlessly.
Key Features:
✨ Clear and Concise Design: This handout is hands-on-practice visually appealing and easy to use, making it accessible for all students.
✨ Promotes Active Learning: Encourages students to interact with texts actively, leading to improved retention and analysis.
✨ Supports Differentiation: Suitable for various grade levels and subject areas, promoting inclusivity and adaptability.
✨ Fosters Critical Thinking: Students develop critical thinking skills by engaging in purposeful text annotation.
✨Black and white & color versions
✨ English and Spanish versions included
Why Choose This Handout?
☑ Reading Comprehension Tools: Enhance students’ comprehension skills with a proven method that supports academic success.
☑ Teacher-Tested: Developed by experienced educators, ensuring practicality and effectiveness in the classroom.
☑ Engaging Resource: Captivate students’ interest in reading and analyzing texts with our interactive handout.
☑ Ideal for implementing AVID strategies daily in your classroom and setting up testing strategies and routines in your classroom.
Transform your classroom into a hub of active learning and literacy development! Download the Informational Text Marking Handout today and witness the positive impact on your students’ reading comprehension skills. Let’s empower students to become confident, strategic readers—one annotation at a time!
Need Help or Have Questions?
If you have any questions or need assistance with this product, feel free to reach out to me at ashlee@msgamification.com. I'm here to help!
Love This❤️? Check These Out!
If this product has you inspired, you'll love these other resources too
Related Products:
• AVID Academic Language Scripts
• Collaborative Group and Team Role Cards
• Figurative Language Color By Number Worksheets Bundle
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Did you know that leaving a review can earn you TeachShare credits? After using this product, please leave a review. Not only will your feedback help me improve, but you’ll also get credits to use on future purchases.
Support My Small Business❤️:
Your support means the world to me! If you loved this product, please consider leaving a 5-star review. It helps my small business grow and allows me to create more quality resources for you. Thank you!
Terms of Use:
This product is intended solely for the teacher who purchased it. Please refrain from sharing it with other teachers. If multiple teachers wish to use it, each should acquire their own license. Thank you for respecting these terms and supporting educational resources!
Copyright 2024 ©️ Ms Gamification
César Chavez: Analyzing Primary Sources
By Sarah Austin
This inquiry based lesson will vicariously draw your students into the lives, circumstances, and struggle for social justice as they engage in the analysis of three primary sources. Specifically, this resource will have students;
The primary sources include;
Materials Include:
If you liked this lesson see other related lessons here:
Foundations of Government Bellwork
By History Guru
SS.7.C.1.1 & SS.7.C.1.2 Civics “Common Sense” by Thomas Paine Excerpted from The English Bill of Rights The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies.
Early Women's Rights 1840-1865: DBQs and Primary Sources *APUSH* US History*
By Christa Nonnemaker
This 22 page Primary Source Analysis activity gives students a chance to delve deeper into the early Women's Rights Movement which took place prior to the Civil War. They will be able to determine the motives and reasons behind the movement, who played key roles in advancing the movement and how and whether the movement was successful. In addition, there are two Document-Based Questions (DBQs). Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include speeches, essays, a declaration and cartoons. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. An Answer Key to all the questions and the HAPPY process is available at the end of the packet. This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.
Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers, college students or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary.
There is also an Easel Activity which allows students to answer the questions at the end of each primary source online. For homework purposes, Home Schoolers or for asynchronous learning, this is an especially valuable digital option .
Here are some links below for other Primary Source Analysis and DBQ Resources:
* Colonial American Women: Primary Source Analysis and DBQs
* Women of the American Revolution: Primary Source Analysis and DBQs
* Mini-Bundle: Early America Women's History Primary Source Analysis and DBQs (includes Colonial American Women, Women of the American Revolution and Early Women's Rights Movement)
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Sign up for my mailing list to receive the FREE resource: Nurses during the Civil War: Mini-DBQ and Primary Source Analysis (also included in Women in the Civil War DBQ and Primary Source Analysis resource).
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Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.
Thank you for your interest in this resource!
Do you or your students like WWII historical fiction? In Hearts at War, Tosh and Betty come of age in Southern California only to have their lives severed by war, family and social pressures once they enter college. Coincidence will throw them together again in the Pacific theater of war as they both serve in the military. Will they be able face the challenges of war and find a way to one another? In writing Hearts at War, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle/Kindle Unlimited. Young Adults/Adults/Interracial Romance. I appreciate any reviews!
DBQ:Life on the Home Front During WW2
By Gail Hennessey
Using Primary Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question, in this case, “Describe Life on the Home Front During World War 2”, citing several of the documents reviewed.
A teacher page includes the Key and suggestions for a rubric to grade this Primary Source( DBQ activity).
If a teacher wishes to use the activity as a web quest, suggestions are also given.
Grades 5 and up
Check out my other DBQ Activity: Life of a Japanese- American Child living in an Internment Camp during WW2:Life of a Japanese-American Child living in an Internment Camp during WW2
Also of Possible Interest:
During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2.
Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.
This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.
Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782
History Halloween Activity 5 Mini Crime Scene Investigation DBQs
By More Lessons Less Planning
Engage your students this Halloween with a unique set of five mini DBQs designed to explore how fear, superstition, and hysteria have shaped key moments in history. This DBQ bundle is perfect for high school history classes, connecting historical inquiry with a Halloween twist. Each mini DBQ focuses on a different event, allowing students to analyze primary sources and think critically about the impact of fear and belief on societies throughout history.
The bundle includes:
Each DBQ includes 4 primary sources with analysis questions, a short answer prompt, and a final essay prompt connecting all five events. An answer key is also provided to make grading easier and support deeper discussions in class.
This resource is perfect for fostering critical thinking, historical analysis, and evidence-based writing. It can also serve as a great sub plan or engaging classroom activity around Halloween.
Learning Objectives:
Common Core Standards:
Courses this product is great for:
Why This Resource?
This Halloween-themed DBQ bundle offers a creative way to dive into historical analysis and critical thinking. It’s a versatile tool that promotes deeper learning and can also be used as an engaging, ready-to-go sub plan.
Support a fellow educator and get rewarded!
Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!
Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom!
Elementary ELA AVID Academic Language Scripts Classroom Discussion Printables
By Ciandra Salhab
*** New Seller please follow, comment, and review if you like these! ❤️***
These Academic Language Scripts are perfect in an AVID classroom setting. It is used to build classroom discussion and improve how students respond to each other during discussion. These are used as questions stems to add to discussion during socratic seminar or philosophical chairs.
*Available in two colors brights and primary colors
This Resource is Great For:
✨Socratic Seminar
✨Philosophical Chairs
✨Classroom Discussion
✨Literature Circles
✨Promoting Critical Thinking
✨Building Classroom Community
✨Student Centered Results
How to Use:
*Print cut in half
*Laminate
*Cut out and Hole punch
*Can be used as bookmarks!
Need Help or Have Questions?
If you have any questions or need assistance with this product, feel free to reach out to me at ashlee@msgamification.com. I'm here to help!
Love This❤️? Check These Out!
If this product has you inspired, you'll love these other resources too.
Related Products:
• Figurative Language Color By Number Worksheets Bundle
• Informational Text Non Fiction Text Features Worksheet Color by Number
• Figurative Language Color by Number Worksheets
Stay Updated:
Follow my store for updates on new products and special promotions. Click the "Follow Me⭐" button to stay informed!☝
Leave a Review and Earn Credits♻️:
Did you know that leaving a review can earn you TeachShare credits? After using this product, please leave a review. Not only will your feedback help me improve, but you’ll also get credits to use on future purchases.
Support My Small Business❤️:
Your support means the world to me! If you loved this product, please consider leaving a 5-star review. It helps my small business grow and allows me to create more quality resources for you. Thank you!
Terms of Use:
This product is intended solely for the teacher who purchased it. Please refrain from sharing it with other teachers. If multiple teachers wish to use it, each should acquire their own license. Thank you for respecting these terms and supporting educational resources!
Copyright 2017 ©️ Ms Gamification
U.S. History Mini DBQ History Lab- Thomas Jefferson’s Presidency {History Guru}
By History Guru
Domestic & International events in Thomas Jefferson’s Presidency
U.S. History Mini- DBQ Style learning unit
Document Based Questioning through Language Arts and Reading Strategies
History Guru TeachShare
SS.8.A.3.14 Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency.
Essential Question: What were the major domestic and international events of Thomas Jefferson’s Presidency?
Both Digital and PDF copies are provided with an upgraded Teacher Answer Sheet!
Sources:
Source
Source 1
Excerpt of letter from Alexander Hamilton, New York, Dec. 1800
Source 2
Excerpts of Authority Given to the President to Take Possession of the Territory of Louisiana (Oct. 1803)
Source 3
Political Cartoon Against the Embargo Act of 1807
Source 4
Political Cartoon “Intercourse or Impartial Dealings” 1809
Marking the text:
Strategies included to learn how to mark a document!
Options:
-Packet
-Gallery Walk
-Print, put on a file folder, and laminate for students to mark up!
Check out samples on my Instagram: @HistoryGuruTeachShare
Customer Tips:
Be the first to know about my new discounts, freebies and product launches:
• Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store.
I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare
How to get TeachShare credit to use on future purchases:
• Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TeachShare gives you feedback credits that you use to lower the cost of your future purchases.
Like this product?
• Click on the Pin it button and pin it to one of your boards!
Follow me on Instagram: @HistoryGuruTeachShare
Women in the U.S. Military during WWII: Primary Sources and DBQ's * APUSH
By Christa Nonnemaker
Women in the United States Military during World War II: Analyzing Primary Sources and DBQ Prompts *APUSH*U.S. History*
This 27 page Primary Source Analysis and DBQ Activity gives students a chance to delve deeper into the experience of women who joined the military in the United States during World War II. There are 20 primary sources and 2 DBQ prompts. After completing this resource, students will be able to determine what issues were important to society during this era and how women contributed to society. In addition, there are Document-Based Question prompts. A separate file is included on how to integrate sources in a DBQ.
A Lesson Plan and other supplemental information is provided at the beginning of the resource. Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers, college students or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student work time will vary dependent on the aforementioned factors.
Also included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources in the packet include text excerpts, photographs and posters. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. DBQ prompts are also provided. An Answer Key to all the questions, the HAPPY primary source analysis process, and the DBQ’s is available at the end of the packet.
A separate PowerPoint presentation on How to Integrate Sources for a DBQ is included in the Zip file. There is also a YouTube video that provides narration for the slides. The link is included in the packet.
There is also an Easel Activity which allows students to answer the questions at the end of each primary source online. For homework purposes, Home Schoolers or for asynchronous learning, this is an especially valuable digital option .
This is part of the Women in American History Series which includes Analyzing Primary Sources and DBQ's on the following women's history topics:
Women in Colonial America: DBQ's and Primary Sources
Women in Revolutionary America: DBQ's and Primary Sources
Women and the Early Women's Rights Movement: DBQ's and Primary Sources
Women during the Industrial Revolution: DBQ's and Primary Sources
Women's Suffrage: DBQ's and Primary Sources
If you like World War II historical fiction (with some clean romance), my book, Hearts at War, highlights the secret and unsung contributions of the Nisei soldier in the Pacific theater who served as translators and interrogators.
Thank you and I appreciate any TeachShare or Amazon reviews!
- Christa Nonnemaker
DBQ:Life on the Home Front During WW2
By Gail Hennessey
Using Primary Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question, in this case, “Describe Life on the Home Front During World War 2”, citing several of the documents reviewed.
A teacher page includes the Key and suggestions for a rubric to grade this Primary Source( DBQ activity).
If a teacher wishes to use the activity as a web quest, suggestions are also given.
Grades 5 and up
Check out my other DBQ Activity: Life of a Japanese- American Child living in an Internment Camp during WW2:Life of a Japanese-American Child living in an Internment Camp during WW2
Also of Possible Interest:
During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2.
Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.
This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.
Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782
Did Prohibition Fail? Student Led DBQ Document Based Question Progressive Era
By More Lessons Less Planning
DBQ: Prohibition - A Critical Thinking Adventure
Engage your students in a deep dive into the complex history of Prohibition with this engaging DBQ!
This resource provides students with a rich collection of primary sources, including speeches, newspaper articles, and historical documents, that allow them to explore the multifaceted impacts of Prohibition on American society. By analyzing these sources, students will develop critical thinking skills, historical understanding, and a nuanced perspective on this pivotal era.
Key Features:
Learning Objectives:
Common Core Standards:
Recommended Courses:
Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!
Related Product:
Progressive Era Reading Comprehension Bundle
By History Guru
Close Read for Whiskey Rebellion: Letter from George Washington to Alexander Hamilton
Letter from George Washington to Alexander Hamilton, September 7, 1792 The Writings of George Washington from the Original Manuscript Sources, 1745- 1799. John C. Fitzpatrick, Editor.--vol. 32 Mount Vernon, September 7, 1792.
Also a good read before hand:
https://www.history.com/this-day-in-history/george-washington-writes-to-henry-lee
This is great for an ELA, Reading, US History, Government, or Civics class.
Standards:
SS.8.A.3.12
Examine the influences of George Washington's presidency in the formation of the new nation.
Clarifications
Examples may include, but are not limited to, personal motivations, military experience, political influence, establishing Washington, D.C. as the nation's capital, rise of the party system, setting of precedents (e.g., the Cabinet), etc
SS.8.A.3.3
Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.
Clarifications
Examples may also include, but are not limited to, Alexander Hamilton, Thomas Paine, John Jay, Peter Salem.
Check out samples on my Instagram: @HistoryGuruTeachShare
Customer Tips:
Be the first to know about my new discounts, freebies and product launches:
• Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store.
I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare
How to get TeachShare credit to use on future purchases:
• Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TeachShare gives you feedback credits that you use to lower the cost of your future purchases.
Like this product?
• Click on the Pin it button and pin it to one of your boards!
Follow me on Instagram: @HistoryGuruTeachShare
The Japanese-Americans During WWII: DBQs and Primary Sources *APUSH*
By Christa Nonnemaker
This 25-page resource with 15 primary sources plus a DBQ question gives students a chance to delve deeper into the experiences of Japanese-Americans during World War II, both in internment camps and outside of internment camps. Many students know that Japanese-Americans from the West Coast were interned. Here’s a chance to read documents that shed light on how the decision was made, whether the racial prejudices were shared among all Americans, how Japanese-Americans contributed outside the camps, and how re-integration was perceived. The Japanese-American experience went far beyond their internment in the camps.
Assign just one, a few or all of the sources depending on time constraints and student interest.
Primary Sources include:
*Customer Complaint and Restaurant Owner’s Response
*Transcript from a Meeting in General DeWitt’s Office, January 1942
* Excerpt from Executive Order 9066, February 1942
*Evacuation Notice Number 9, April 1942
*Images from Evacuation and Assembly Center
*Letter from Internee to Former Middle School Teacher, September 1942
*Excerpt of Congressional Report of Dies Committee, August 1943
*Photographs of Life inside the Internment Camp
*Resolution by the Native Sons of the Golden West, Santa Cruz Parlor, April 1944
*Photographs of Contributions by Japanese-Americans
*Letter Insert by Assistant Director of War Relocation Authority, January 1946
Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include letters, photos, reports and other documents. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. Two DBQ prompts are included at the end. An Answer Key to all the questions and the DBQ prompts are available at the end of the packet.
This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.
This is also available as a digital resource through Easel so students may complete it online.
Please check out my other Teaching Resources about World War II:
*The Japanese-American Experience in World War II: PowerPoint Presentation
*The Japanese-American Experience in World War II: Reading Assignment and Worksheet
*Women in the US Military during World War II: Reading Assignment and Worksheet
*Victory Gardens of World War II: PowerPoint Mini-Lesson
*Victory Gardens during World War II: Analyzing Primary Sources
*Victory Gardens during World War II: Classroom Activities
*The Home Front in World War II: Crossword Puzzle and Word Search
*The Home Front during World War II: Reading Assignment and Worksheet
*The Home Front in the United States During World War II: PowerPoint Lesson
More are always being added so check back frequently!
If you like World War II historical fiction, I have written a book called Hearts of War about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle and I appreciate any reviews!
Thank you!
Christa Nonnemaker
DBQ: Life of a Japanese-American Child Living in an Internment Camp during WW2)
By Gail Hennessey
Using PRIMARY Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question.
The topic of this Primary Source(DBQ )is Life of a Japanese-American Child Living in an Internment Camp during World War 2.
A teacher page includes the Key,additional links and suggestions for a rubric to grade the DBQ.
This resource could also be used as a web quest.
Grades 5 and up
Check out my other DBQ Activity: Life on the Homefront During WW2:
Life on the Homefront during WW2
Also of Possible Interest:
During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2. Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.
This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.
Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782
Industrial Revolution Impact on Lives Primary Source Document Based Question DBQ
By More Lessons Less Planning
Industrial Revolution DBQ: A Comprehensive Inquiry into Its Impact
Engage your students in a deep dive into the Industrial Revolution with this comprehensive DBQ!
This meticulously crafted DBQ offers a rich exploration of the Industrial Revolution's profound impact on ordinary Americans in the 19th century. Through a carefully curated selection of primary sources, students will analyze the complex interplay of social, economic, and political factors that shaped the lives of people during this transformative era.
Key Features:
Primary Sources
1. Excerpts from "The American System" by Henry Clay
2. Excerpt from "The Wealth of Nations" by Adam Smith
3. Text-Based Primary Source: Child Labor
4. Excerpt from "The Communist Manifesto" by Karl Marx and Friedrich Engels
5. Excerpt from "The Gospel of Wealth" by Andrew Carnegie
6. Text-Based Primary Source: Tenement Buildings
7. Excerpt from "Progress and Poverty" by Henry George
8. Excerpt from "The Jungle" by Upton Sinclair
9. Excerpt from "The Adventures of Huckleberry Finn" by Mark Twain
10. Excerpt from "The Promise of American Life" by Herbert Croly
Learning Objectives:
Common Core Standards and Courses:
This DBQ aligns with the following Common Core Standards:
Recommended Courses:
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Industrial Revolution Reading Comprehension Bundle
SS.7.C.2.11 Propaganda DBQ & Freebies- History Guru
By History Guru
DBQ Activity: Image Analysis
Propaganda Poster from 1917.
Students will walk through a one page guided Document Based Questioning activity over the use of propaganda using a primary source.
Women during the Industrial Revolution: DBQs and Primary Source Analysis *APUSH*
By Christa Nonnemaker
Women during the Industrial Revolution: Primary Source Analysis and DBQs (1865-1920)
This 20 page primary source analysis activity gives students a chance to delve deeper into the experiences and contributions of women during the Industrial Revolution and the Gilded Age.
There is a total of 16 primary sources for students to analyze along with 18 comprehension questions. Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include excerpts from journals and books as well as images. Each page of primary sources includes comprehension questions.
There is also a page at the end for students to apply the HAPPY process to one source. There are two Document-Based Questions (DBQs). An Answer Key to all the questions and the HAPPY process is available at the end of the packet.
Depending on how much of the resource is utilized, it can be used for one or multiple class periods.
This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.
There is also an Easel Assessment. For Home Schoolers or for asynchronous learning, this is a valuable digital tool.
Other Women during the Industrial Revolution resources:
Women during the Industrial Revolution: Power Point Lesson
Women during the Industrial Revolution: Reading Assignment and Worksheet
Get all three resources in a Teaching Bundle and save!
Women During the Industrial Revolution: Teaching Bundle
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I have been a high school history teacher for over 15 years, both in-person and online with involvement in education for over 25 years. I have primarily taught U.S. History, AP World History, World History, AP World History and U.S. Women’s History.
Thank you for your interest in this resource!
Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.