11th Grade U.S. History Resources

Explorers!

Alternative Learning Unit

Integrated ELA & Social Studies

Reading Journal

SS.8.A.2.1 - Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America. Clarifications/Examples: This benchmark implies a study of the ways that economic, political, cultural, and religious competition between these Atlantic powers shaped early colonial America.

Essential Question: What were the causes and effects of European exploration of the Americas?

Includes:

-Primary Source Analysis

-Learning Goal Chart

-Bingo

-Readings of 11 explorers (including fun facts)

-Venn Diagram comparison activity

-Choice board

-Final writing project

-ELA Strategies for a Social Studies class

List of Explorers:

-Cortez

-Marco Polo

-Christopher Columbus

-Cabot

-Vasco Nuñez de Balboa

-Hudson

-Juan Ponce de Leon

-Magellan

-Pizarro

-Leif Ericsson

-Bjarni Herjulsson

__________________________________

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This comic strip walks through the Lead Up to the Declaration of Independence.

Sugar Act, Townshend Acts, Quartering Act, Boston Massacre, Boston Tea

Party, Paul Revere's Ride, and Declaring Independence.

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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:

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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.

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Every teacher struggles with finding creative ways to get their students to study. Students always seem to be distracted by the latest craze or game that they found. Throughout the years no matter what the new trend is, Coodie Catchers/ Fortune Tellers have always come back around. The power point includes a template, instructions, and even a student sample. The students are engaged in a fun way to get your students to study. Each flap reveals an Article of the Constitution or the introduction paragraph also known as the Preamble. All you have to do is walk them through making the coodie catcher, then sit back and watch them study together in a positive way! PURE MAGIC!

Determining the feelings and emotions of moments in history through comics and propaganda is a great way to explain events to students. This close read is going over exactly that for the Temperance Movement. This will break down vocab, references, and context clues. This could easily be a simple DBQ or an in-depth close read opportunity for either a US History class or a Reading/ ELA course.

Check out samples on my Instagram: @HistoryGuruTeachShare

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How to get TeachShare credit to use on future purchases:

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Included are TWO Declaration of Independence Tests. Both versions include: Standard Labels, Complexity Labels, Document Based Questions, Quote based Questions, Answer keys, and one includes short answers and long answers at the end of the multiple choice section. Please check out the sample pictures and preview to see more. this test is standard labeled to the Florida Civics EOC Common Core Standards for 7th grade, but could be used as a test at any grade level or content. this a great test for checking for understanding with a wide variety of leveled questions and style of questions.

Students will complete: “A Call to Revise the Articles- Goldilocks and the 3 Governments of America.” Directions: Illustrate important facts about government under British Rule, the Articles of Confederation, and the Constitution.

SS.7.C.1.5

Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.

Check out samples on my Instagram: @HistoryGuruTeachShare

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Customer Tips:

Be the first to know about my new discounts, freebies and product launches:

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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.

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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.

Subject Area: Social Studies Grade: 8

Strand: American History

Standard: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.

Description

Letter, June 18, 1775—the day after the Battle of Bunker Hill—from Abigail Adams in Braintree, Massachusetts, to her husband, John Adams. He was in Philadelphia representing Massachusetts at the Continental Congress.

The letter, one of more than 1,000 that Abigail and John Adams exchanged during long years of separation, combines political and family news with Abigail's forthright views on the events of the day.

The Adamses felt the cost of the battle on a personal level: Abigail's letter opens with the news that they've lost their close friend Dr. Joseph Warren, who had been a spokesman for the Revolutionary cause.

Strategy used:

SOAP (Source, Occasion, Audience, Purpose)

Who/what is the Source?

What person or group produced this document?

Whose perspective is being voiced?

What is the Occasion?

When and where was this evidence created?

What context or situation encouraged the creation of this document?

Who is the Audience?

Who would be expected to see or read this piece of evidence?

What is the Purpose?

What was this document intended to accomplish?

What was its creator’s aim?

Adapted from “Building Success Program: Participant’s Manual” New York, The College Board, 1998. Reading and Thinking in the History Classroom, April 2002. Area 3 History & Cultures Project, UC Davis http://historyproject.ucdavis.edu

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SS.7.C.1.8 Federalist vs Anti-Federalist Left Side Process Directions: complete the speech bubbles for the Federalists and Antifederalists by addressing the essential question. Be sure your thought bubbles clearly illustrate the ideas of both groups and explains why the Anti-Federalists were against the Constitution. Standard: Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of rights.

Social Studies Bellwork/ Bellringer/ Close Read: European Colonization of North America

European Colonization of North America

Major Standards:

SS.8.A.2.4

Identify the impact of key colonial figures on the economic, political, and social development of the colonies.

SS.8.A.2.1

Compare the relationships among the British, French, Spanish, and Dutch in their struggle for colonization of North America.

Learning Goal: Students will be able to compare the characteristics (geographic, economic, political, social) of the New England, Middle, and Southern Colonies.

Essential Question: How did the English start colonies with distinct qualities in North America?

Product Description

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

Bellwork Procedure

Conversation: There is no talking during Bellwork time. Silently get Bellwork out from the bin & return it silently as well. Quiet/ voices off from entrance into the classroom till last Bellwork is put away.

Help: There should be no talking during this activity, so if you have a question: please raise your hand quietly, wait patiently, & once I can I will answer your question. Please think about the wording of your question before you ask, seeing as this is an assessment.

Activity: Bellwork day 1-4: One question per day.

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

Movement: 1. Quietly grab your Bellwork from the bin without emptying file folder out; just grab yours.

2. Silently do your Bellwork at your seat.

3. Silently place Bellwork back into the correct file folder.

4. Sit quietly at your seat as we patiently wait for others to finish.

Participation: This is an independent activity. Please look at your paper only and give a full effort. I am checking your understanding/ skills, not someone else’s.

Success:

• UNREAL: __/12 points

• Daily Questions (front): ___/10 points each

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

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Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

Be the first to know about my new discounts, freebies and product launches:

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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.

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Did the Kansas-Nebraska Act increase the tensions over slavery?

U.S. History DBQ Mini

SS.8.A.5.2 Analyze the role of slavery in the development of sectional conflict.

Essential Question: To what extent did the Kansas-Nebraska Act increase the tensions over slavery?

Document Based Questioning through Language Arts and Reading Strategies

Marking the text:

Strategies included learning to mark a document!

Sources:

Source 1

Quote by New York Senator William Seward (1854)

Source 2

Political cartoon of Kansas Polls (1855)

Source 3

"Reynolds's Political Map of the United States" (1856) from Library of Congress

Source 4

Image depicting “Bleeding Kansas”

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:

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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.

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Declaration of Independence Bellwork/ Bellringer/ Close Read

Standards:

SS.7.C.1.4

Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

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

Readings: TWO Declaration of Independence Excerpts

Bellwork Procedure

Conversation: There is no talking during Bellwork time. Silently get Bellwork out from the bin & return it silently as well. Quiet/ voices off from entrance into the classroom till last Bellwork is put away.

Help: There should be no talking during this activity, so if you have a question: please raise your hand quietly, wait patiently, & once I can I will answer your question. Please think about the wording of your question before you ask, seeing as this is an assessment.

Activity: Bellwork day 1-4: One question per day.

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

Movement: 1. Quietly grab your Bellwork from the bin without emptying file folder out; just grab yours.

2. Silently do your Bellwork at your seat.

3. Silently place Bellwork back into the correct file folder.

4. Sit quietly at your seat as we patiently wait for others to finish.

Participation: This is an independent activity. Please look at your paper only and give a full effort. I am checking your understanding/ skills, not someone else’s.

Success:

• UNREAL: __/12 points

• Daily Questions (front): ___/10 points each

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

Be the first to know about my new discounts, freebies and product launches:

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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.

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Subject Area: Social Studies Grade: 8

Strand: American History

Standard: Demonstrate an understanding of the causes, course, and consequences of the Alamo.

Strategy used:

SOAP (Source, Occasion, Audience, Purpose)

Who/what is the Source?

What person or group produced this document?

Whose perspective is being voiced?

What is the Occasion?

When and where was this evidence created?

What context or situation encouraged the creation of this document?

Who is the Audience?

Who would be expected to see or read this piece of evidence?

What is the Purpose?

What was this document intended to accomplish?

What was its creator’s aim?

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.

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SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government. This unit has interactive notebook pieces, assessments, and tons of paper based and technology based items. There are 30 items in this file that hits every part of the standards listed above. It includes a variety of lessons which meet multiple intelligences and different leveled learners. This has a variety of Document Based Questioning activities as well as EOC Prep activities where students measure their knowledge. There is no extra work needed. Just pick and chose, print and go! File items included, but not limited to: -Learning Goal Chart with standards and "I can" statements -Assessments with standards & levels of questions attached -Input/ Processing activities -Output/ Formative Check items -Close Reading -Bellwork -EOC Practice Items -ETC! ETC! ETC!

Obituary for 1.5 Article of Confederation Directions: An Obituary is a notice of death, usually is a newspaper, which typically has a brief biography of the deceased person. complete the information below to create an obituary for the articles of confederation. *Accomplishments section should have at least 3 sentences explaining what the “Articles of Confederation” was, and what it contributed to America (good or bad).

Let’s face it, close reading isn’t often a skill that comes naturally. When our students get a new reading assignment, their first instinct is often to race to the finish line rather than engage deeply with a text.

Getting students to slow down, engage with the text in different ways, and reflect as they read are challenges for every teacher, and are the goals of close reading. They’re also at the heart of the Common Core English Language Arts standards. There’s no magic way to turn your class into top-notch readers overnight, but there are specific close reading skills you can teach that will help your students now and down the line.

This Close Reading includes a Primary Resource of the Emancipation Proclamation speech from President Abraham Lincoln. It breaks down the vocab used and gives teacher lead questions, student creation of questions, as well as a summary.

Reporting Category: Origins and Purposes of Law and Government Learning Goal: Students will explain the purposes and ideals of American government. Close Reading: This is a gradual release model to scaffold the Articles of Confederation prompts the students through vocab, student led questions, teacher led questions, a summary, AND EOC Prep Questions! Can't get any better than that! :)

Civics Standards:

SS.7.C.1.6 Interpret the intentions of the Preamble of the Constitution.

SS.7.C.1.9 Define the rule of law and recognize its influence on the development of the American legal, political, and governmental systems.

SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances.

SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights.

SS.7.C.3.6 Evaluate Constitutional rights and their impact on individuals and society.

This unit has interactive notebook pieces, assessments, and tons of paper based and technology based items. There are 47 items in this file that hits every part of the standards listed above. It includes a variety of lessons which meet multiple intelligences and different leveled learners. This has a variety of Document Based Questioning activities as well as EOC Prep activities where students measure their knowledge. There is no extra work needed. Just pick and chose, print and go!

File items included, but not limited to:

-Learning Goal Chart with standards and "I can" statements

-Assessments with standards & levels of questions attached

-Alternative Learning Units (MULTIPLE)

-Input/ Processing activities

-Output/ Formative Check items

-Close Reading

-Bellwork

-EOC Practice Items

-ETC! ETC! ETC!

Welcome to:

Telling the tale of the Trail of Tears? 

Trail of Tears National Historic Trail

Description: You will describe your Travel Alongside other Native Americans on Their Journeys to Oklahoma. You will be learning about the "Big Five" (the 5 tribes involved in the march), Native American traditions and customs, the Indian Removal Act of 1830, and the hard journey along the Trail of Tears. You will be taking on the role of a Native American during this time as you face the same struggles that you will be researching.

Intro: Let’s begin! There are 4 Modules that you will have to complete before beginning your 5 Diary Entries.  Each module is numbered and holds key information for each designated entry.  Under each module, follow the provided links, which will redirect you to a web page containing information on that particular subject.  Make sure you have a piece of paper and a pencil with you, as you will need to take notes/ ideas as you go about answering the questions. In the end, you will be assuming the role and name you have researched and chosen and writing five diary entries on your experience.

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Check out samples on my Instagram: @HistoryGuruTeachShare

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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

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