12th Grade Close Reading Resources

Unlock the power of inferencing with this comprehensive resource pack tailored for middle and high school students. Dive into the world of critical thinking and analysis with 19 unique files, carefully curated to enhance inferencing skills across various mediums.

Delve into captivating texts with a selection of short stories and poems, including "The Chaser," "Rose from the Concrete," "Rolling in the Deep," and "Cry me a River." Each file comes with detailed summaries and thought-provoking questions to stimulate deep comprehension and inferencing abilities.

Equip your students with the tools they need to excel in inferencing with supplementary materials, such as checking account statements for real-world application and a list of words describing tone to aid in textual analysis.

Explore the intricacies of inferencing through engaging activities, including an Inferencing Lesson with 26 slides designed for both group instruction and individual practice. With meticulously crafted lessons, students will develop a keen eye for detail and learn to draw insightful conclusions from diverse sources.

Unleash the power of music, poetry, literature, and more as students analyze and infer meaning through a variety of mediums. Whether used for group lessons, individual practice, or assessments, this resource pack provides all the materials you need for rapid inferencing success.

Plus, with answer keys included for all activities, you can streamline your grading process and focus on what matters most: empowering your students to become master inferencers. Elevate your teaching and transform your classroom into a hub of critical thinking and discovery with this inferencing activity!

Major Standard:

SS.6.W.3.3

Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots).

Learning Goal: The students will be able to Recognize significant events, figures, and contributions of Greece.

Essential Question: What key contributions of Ancient Greece still apply today in the United States.

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

Check out samples on my Instagram: @HistoryGuruTeachShare

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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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Major Standards: SS.6.W.3.12 Explain the causes for the growth and longevity of the Roman Empire. Learning Goal: The students will be able to Explain the transition from the Roman Republic to Empire and Imperial Rome, and compare Roman life and culture under each one. Essential Question: What were the contributing factors in the fall of the Roman Empire? 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

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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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Reading in Social Studies Bellwork/ Bellringer/ Close Read: Mesopotamia- SS.6.W.2.4

Major Standard: SS.6.W.2.4 Compare the economic, political, social, and religious institutions of ancient river civilizations.

Learning Goal: Students will be able to describe what were the significant contributions of key figures and how did they impact ancient Mesopotamia. Essential Question: How did Mesopotamia's first empires develop?

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

Minor/ Other Standards: "Standards: SS.6.W.2.2: Describe how the developments of agriculture and metallurgy related to the settlement, population growth, and the

emergence of civilization.

SS.6.G.5.1 Identify the methods used to compensate for the scarcity of resources in the ancient world.

SS.6.W.2.8 Determine the impact of key figures from ancient Mesopotamian civilizations.

SS.6.W.2.3 Identify the characteristics of a civilization.

SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.

SS.6.W.2.3 Identify the characteristics of a civilization.

SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.

SS.6.W.2.3 Identify the characteristics of a civilization.

SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.

SS.6.W.2.3 Identify the characteristics of a civilization.

__________________________________________________

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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Close Reads & DBQs Declaration of Independence and Natural Rights

SS.7.C.1.1 & 1.4

This Zipped file includes 5 close reads with EOC questions on the back, Guided Notes/ Cornell Notes, Comic Strip, Bellwork/ Bellringer, and 1 DBQ (Document Based Questioning) series.

Close Readings/ Guided Readings:

-Excerpt of a Primary Source Document

-Can be used as a DBQ

-Great for Low Level Readers when guided

-Great for Gifted or Advanced independently

-Teacher lead questions

-Student Lead questions

-Vocabulary builders

-Student summary of text under discussion

-EOC (End of Course Exam) Questions based on the topic at had

DBQ Series:

-5 Primary Source Documents

-Guided questions that are document based

-Instructions

Standard being assessed:

SS.7.C.1.4 - The Declaration of Independence

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

Benchmark Clarifications:

Students will explain the concept of natural rights as expressed in the Declaration of Independence.

Students will identify the natural rights specifically expressed in the Declaration of Independence (life, liberty, and the pursuit of happiness).

Students will analyze the relationship between natural rights and the role of government: 1. People are endowed by their Creator with certain unalienable rights;

2. Governments are instituted among men to secure these rights;

3. Governments derive their just powers from the consent of governed; and

4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government.

Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.

Students will recognize colonial complaints as identified in the Declaration of Independence (imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures).

Customer Tips:

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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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Essential Question: How does the system of checks and balances work?

Guiding Text-Dependent Questions and Student-Generated Questions

Excerpts from Federalist Paper #51

Vocabulary: rigorous(ly), strict(ly), oblige, agency, & administered.

Questions include, but not limited to:

Question: What lines in Federalist 51 echo Hobbes' words in Leviathan?

Question: In what is "government itself the greatest of all reflections on human nature"?

Question: Madison lists three ways to protect the "separate and distinct exercise of the different powers of government". What are those?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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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These units are focused on close reading in history/social studies, primarily in the discipline of history, and using text-dependent questions to help students gain a deeper understanding of informational texts. Unit 3 will offer suggestions for how to implement FL CCSS in the other related disciplines of civics, economics, and geography. Why Close Reading Now? I wear a variety of professional hats—Department Head, Social Studies Coach, Youth In Government Advisor, Interactive Notebook Team member for the District, Chromebook Leader, tech Leader, School Based Leadership Team, AVID Tutor, and most of all Teacher. To keep myself honest (and humble), I spend a lot of time in classrooms watching kids and teachers at work. During the past few years, I've observed a transformation in the teaching of reading from an approach that measured readers' successful understanding of text through lengthy packets of comprehension questions to one that requires students to think about their thinking, activating their "good reader" strategies. The National Assessment of Educational Progress even made one of those strategies—making reader/text connections—a thinking strand within its framework (National Assessment Governing Board, 2002). For a long while, this approach looked ideal. What could be better than creating metacognitive readers? 14 Close reading files for your entire school year! Close Reading Topics Included: English Bill of Rights Mayflower Compact Montesquieu Thomas Paine- Common Sense Join or Die Declaration of Independence- Excerpt Declaration of Independence- Natural Rights Articles of Confederation Federalists Papers #51- Need Government Federalists Papers #51- Separation of Powers Alien & Sedition Act Cane Fight- Preston Brooks and Charles Sumner Analyzing Uncle Toms Cabin Emancipation Proclamation Eli Whitney Whiskey Rebellion Temperance Movement Woodrow Wilson WWI JFK Address Judicial Branch Legislative Branch Foreign Relations Paying for Government Power of Government

Reading/ Social Studies Bellwork/ Bellringer/ Close Read: Paleolithic & Neolithic SS.6.W.2.1 SS.6.W.2.2

SS.6.W.2.1

Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities.

SS.6.W.2.2

Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization.

Learning Goal: Students will be able to Describe how the physical environment of the pre-historic period affected their daily life. Essential Question: How do the lives of hunters and gatherers compare to those who began to settle in agricultural communities?

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

---------------------------------------------------------------------------------------------

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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Spanish copy included

Major Standards:

SS.6.W.4.5

Summarize the important achievements and contributions of ancient Indian civilization.

SS.6.W.4.1

Discuss the significance of Aryan and other tribal migrations on Indian civilization.

Learning Goal: Students will be able to recognize significant events, figures, and contributions of the classical Asian civilization of India.

Essential Question: What are the important achievements and contributions of ancient Indian civilization.

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

- - - - -

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?

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Close Reading Scaffolding- the Reading Entry: -Guiding Text-Dependent Questions and Student-Generated Questions: Who was granted voting rights? Who has the power in a republic? -Text Under Discussion: "THE EARLY REPUBLIC" -Vocabulary: Etruscan, hilltop villages, royal order, Forum, Tyrant, Plotted, deposed, res publica, Republic. -Follow-up Questions Standards: SS.6.W.3.11 Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one. SS.6.W.3.8 Determine the impact of significant figures associated with ancient Rome. SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners. SS.6.W.3.15 Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana 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. You will then 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 email me at kaisha.dunne@gmail.com or follow/DM me on instagram (@msdunneseocprepcourse). 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, TPT gives you feedback credits that you use to lower the cost of your future purchases. This is such an awesome program. Like this product? • Click on the Pin it button and pin it to one of your boards!

Federalist vs Anti-Federalist Bellwork/ Bellringer/ Close Reading

*With a bonus FREEBIE*

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

SS.7.C.1.8

Civics

Federalists & Anti-Federalists Reading

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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Join or Die Close Reading/ Guided Reading

This Zipped file includes 4 close reads with EOC questions on the back and 1 DBQ (Document Based Questioning) series.

Close Readings/ Guided Readings:

-Excerpt of a Primary Source Document

-Can be used as a DBQ

-Teacher lead questions

-Student Lead questions

-Vocabulary builders

-Student summary of text under discussion

-EOC (End of Course Exam) Questions based on the topic at hand

Standard being assessed:

SS.7.C.1.4 - The Declaration of Independence

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

Benchmark Clarifications:

Students will explain the concept of natural rights as expressed in the Declaration of Independence.

Students will identify the natural rights specifically expressed in the Declaration of Independence (life, liberty, and the pursuit of happiness).

Students will analyze the relationship between natural rights and the role of government:

1. People are endowed by their Creator with certain unalienable rights;

2. Governments are instituted among men to secure these rights;

3. Governments derive their just powers from the consent of governed; and

4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government.

Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.

Students will recognize colonial complaints as identified in the Declaration of Independence (imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures).

- - - - - - - - - - - - - - -- - - - -- - - - --

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Spanish copy included

Major Standard: SS.6.W.2.5 Summarize important achievements of Egyptian civilization.

Learning Goal: The students will be able to summarize important achievements of Egyptian civilization.

Essential Question: Why do civilizations rise and fall? How does geography influence the way people live? What makes a culture unique?

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

- - - - -- - - - - - - - - -- - -

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.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1775.

SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies.

This is an anonymous article that was originally published in The Providence Gazette Newspaper in 1775. This article was found in the American Archives

and edited by Peter Force, who collected records from newspapers, state papers, committee papers, and gathered them together in several volumes as

part of forming a documentary history of the American Revolution. However, it is clear that the article is not written by an objective source.

Scholars In Action presents case studies that demonstrate how scholars

interpret different kinds of historical evidence. This newspaper article was published in the Patriot press in 1775 and describes a political demonstration in Providence, Rhode Island, where protesters burned tea and loyalist newspapers. As opposition to British rule grew in the years leading up to the American Revolution, many people in the colonies were forced to take sides. Popular movements such as the "Sons of Liberty" attracted artisans and laborers who sought broad social and political change. Street actions against the British and their economic interests brought ordinary citizens, including women and youth, into the political arena and often spurred greater militancy and radicalism. By 1775, a number of major political protests and clashes with the British had occurred, including the Stamp Act riots, the Boston Massacre, and the Boston Tea Party.

Before you move to the next page, read this newspaper article. How does the article describe the event? Can you tell who participated in the protest? Are the political issues and tensions clear? What is puzzling or unclear?

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

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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How to get TeachShare credit to use on future purchases:

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Close Reading Scaffolding- the Reading Entry: -Guiding Text-Dependent Questions and Student-Generated Questions: Mesopotamia is known as the land between two ________. They invented and used a system of math based on the number ______. -Text Under Discussion: "Ancient Mesopotamia" -Vocabulary: Mesopotamia, Sumer, Agricultural, Sumerians, Cuneiform, Pictographs, Tablets, Library of Nineveh, The Epic of Gilgamesh, Babylonians, & Assyrians. -Follow-up Questions base on the following Language Arts Standards: LA.6.1.7.2.: Author’s Purpose LA.6.1.7.3: Main Idea LA.6.1.6.3 Context Clues LA.6.2.2.1: Text Features

Major Standard:

SS.6.W.4.6

Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties.

Learning Goal: The students will be able to identify what are the positive and negative effects of trade on China?

Essential Question: What are the contributions of classical and post-classical China?

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

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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This compressed unit includes:

-3 Comic Strips

-1 Alternative Learning Unit

-Articles of Confederation Obituary

-1 Close reading with EOC Practice Questions

-2 EOC Practice strategies with multiple example questions

-Standard based exam

-Student Examples

-AND MORE

SS.7.C.1.5

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

Overview:

Benchmark Clarifications:

Students will identify the weaknesses of the government under the Articles of Confederation (i.e., Congress had no power to tax, to regulate trade, or to enforce its laws; the national government lacked a national court system [judicial branch] and central leadership [executive branch]; and changes to the Articles required unanimous consent of the 13 states).

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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Civics Bellwork for the WHOLE YEAR

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

18 topics: Including Economics, Enlightenment, Elections, Executive Branch, Legislative Branch, Citizenship, ETC!

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

*Placed into Quizizz on Day 5 together __/ 80 points total

· Efficiency: Smart Goal of 80% or above

SS.7.C.1.1, SS.7.C.1.2, SS.7.C.2.1, SS.7.C.2.2, SS.7.C.3.1, SS.7.C.3.3, SS.7.C.3.12, SS.7.C.3.3 & SS.7.C.3.6 etc etc

----------------------------------------------------------------------

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