12th Grade Scaffolded Notes

An easy to read format to get your students writing!

And check out these other resources!

• All Things English For Middle & High School Students
• Defending Disney Villains
• Revising & Editing Workbook
• Revising & Editing for Group Lessons
• Bell Ringers for the Semester
• Everything Writing

Use this resource to learn how to ChatGPT can help you claim back hours of work for a better work life balance when preparing time and delivering history to your students. How you can more quickly develop interesting and differentiated resources to cater for all your students, even on the fly in the classroom.

Find inspiration in the processes shared and gain insights into how ChatGPT can transform your teaching practice

This resource includes;
Sample . preview pages from the full book (Limited due to Amazon conditions)
The book is free if you have Kindle Unlimited

The full book is available from Amazon:
https://bit.ly/3Mnp1DM

Or for a small investment you can reclaim back hours of normal preparation time.

What the eBook covers to help you reclaim time and get a better work life balance:

"ChatGPT for History Teachers" is a valuable resource for educators seeking to unlock the full potential of A.I. in the classroom. Written in a clear and engaging style, this book empowers history teachers to harness the power of ChatGPT and revolutionise their teaching practice. By embracing A.I., you'll create immersive learning experiences, foster critical thinking skills, and ignite a passion for history in your students.

Discover the power of artificial intelligence in the classroom with "ChatGPT for History Teachers." This comprehensive guide equips history teachers with the foundational skills needed to integrate ChatGPT, a cutting-edge language model, into their teaching practice. Whether you're a seasoned educator or just starting your teaching journey, this book will empower you to harness the potential of A.I. to create more engaging, efficient, and personalised learning experiences for your students.

Chapter 1: Understanding ChatGPT, where you'll gain an overview of how to use ChatGPT, its potential benefits, and how it can enhance your teaching practice. Dive deeper into Chapter 2: Getting Started with ChatGPT, where you'll learn how to set up an account, navigate the interface, and engage with the A.I. through various modes of interaction.

Chapter 3: Using ChatGPT as a Research Assistant shows you how to leverage ChatGPT's capabilities to assist with research tasks, generate content, and access historical information with ease. Learn how to create historical timelines in Chapter 4, allowing you to cater to different literacy levels and provide targeted support for student learning.

Chapter 5: Advanced Techniques and Classroom Applications takes you to the next level, showcasing how ChatGPT can be used to create interactive historical scenarios, facilitate formative assessment, and personalise learning experiences for students with different abilities and learning styles. Explore the ethical considerations and limitations of using A.I. in education in Chapter 6.

As you progress, the book highlights the experiences of real history teachers who have successfully integrated ChatGPT into their classrooms. Case studies provide practical examples of how ChatGPT can enhance teaching and learning. Journey alongside Socrates as he discovers the power of personalised learning, formative assessment, and research and writing support through ChatGPT.

Chapter 8: Future Directions and Conclusion, explore the exciting possibilities of using A.I. in education. Discover emerging trends and the potential for advancements in the field, including the integration of image, speech, and animation A.I. in history education.

Close Reading Paleolithic and Neolithic SS.6.W.2.1, SS.6.W.2.2 Close Reading Scaffolding- the Reading Entry: -Guiding Text-Dependent Questions and Student-Generated Questions: What do they mean by pre and post agriculture? Use modest in a sentence: ______. -Text Under Discussion: "Life Expectancy and Growth of Paleolithic vs. Neolithic Humans" -Vocabulary: hunter-gatherer, Lifestyle, Agriculture, Paleolithic, Neolithic, life expectancy, Archaeological, Modest, Fluctuations, Domestication, Stature. -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

Resource for SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. This close read model on an Excerpt from Benjamin Franklin’s Testimony Against the Stamp Act (1766). This model walks students through teacher guided questions, student created questions, vocab, a summary, and an exit question about the Stamp Act. This is great for an ELA, Reading, US History, Government, or Civics class.

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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Guiding Text- Dependent Questions and Student-Generated Questions Excerpt Vocabulary

This close read model on the "Canefight! Preston Brooks and Charles Sumner" from ushistory.org. This model walks students through teacher guided questions, student created questions, vocab, a summary, and an exit question about the Stamp Act. This is great for an ELA, Reading, US History, Government, or Civics class.

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

Check out samples on my Instagram: @HistoryGuruTeachShare

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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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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!

Physical Science Chemistry color and doodle page covering alkene addition reactions with hydrogen, water, hydrogen halide, and halogen

INB homework test prep review activity

black and white + colored versions

Credits:

Cover icons designed by Freepik from Flaticon

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Purchase of this product is for single classroom use by the purchaser only. It is a violation for individuals, schools, and districts to redistribute, edit, sell or post this item on the Internet or to other individuals. Disregarding the copyright is a violation of the Digital Millennium Copyright Act and subject to legal action.

By purchasing this product you acknowledge that you have read and understood the Terms of Use.

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 excerpt from Woodrow Wilson's "Fourteen Points" Speech, January 8th, 1918. It breaks down the vocab used and gives teacher lead questions, student creation of questions, as well as a summary. We all know that it’s not enough to just understand what a text says. Close readers not only grasp an author’s message, but they also take a look under the hood, so to speak.

This close read model on "Who were the Pharaohs?". This model walks students through teacher-guided questions, student-created questions, vocab, a summary, and an exit question about "Who were the Pharaohs?".

This is great for an ELA, Reading, and/or World History class.

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

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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Civil War Primary Sources-Impact on Civilians at Gettysburg Directions: Read the following primary source and respond to the critical thinking questions that follow.

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

Shay's Rebellion Comic Strip with Standard Based Rubric

Mastery Rubric

Your comic strip shows understanding of debt, depression, & rebellion.

Your Comic Strip identifies the weaknesses of the government under the Articles of Confederation.

Your Comic strip analyzes the ideas behind America’s founding documents.

Your Comic strip express’s the impact of past events & documents that surrounding the Articles of Confederation lead to the writing of the Constitution.

Total: ____/16

Comments or Suggestions for Improvement to Expert Level

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).

*Bonus item included*

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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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:

• 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 Algebra 2 Solving Quadratic Equations using Square Roots Booklet will give your students plenty of practice solving quadratic equations. This print and fold booklet includes an exploration section, 20 practice problems, critical thinking question and a student answer key.

This whole booklet is self checking. Students can solve the problems and then flip to the back of the book to check their answer. If they make an error they can try to find it or ask a classmate for help :)

See the video preview for the booklet put together and its features!

What you get:

- Cover Page: Exploration and 2 Guided Examples

- Inside Left: 10 practice questions with a partner

- Inside Right: 10 Independent practice questions

- Back Page: Critical Thinking Question and Answer Key

You might also like:

More Algebra 2 Resources

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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! :)

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

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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• Click on the Pin it button and pin it to one of your boards!

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Teaching poetry using the TPCASTT strategy? Take your students through the process of poetry analysis using notes over TPCASTT and a poem to practice (Robert Frost's Road Not Taken)

Product includes leveled versions:

• Guided Resources

-Cloze Notes

-Guided Poem with TPCASTT Prompts

• Unstructured Resources

-Open Notes (Students write it all themselves.)

-Unguided Poem (No TPCASTT Prompts)

• Two Short Answer Response Questions