12th Grade U.S. History Resources

United States History DBQ BUNDLE

U.S. History Lab

Andrew Jackson and the Jacksonian Era, American Revolution, French & Indian War, Manifest Destiny, Kansas-Nebraska Act and Slavery, Ratification of the U.S. Constitution, & Thomas Jefferson’s Presidency.

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Ratification of the U.S. Constitution U.S. History DBQ

Standard:

SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution.

Essential Question: Should the Constitution have been ratified in 1787 without the Bill of Rights? Was the Bill of Rights necessary?

DBQ Style Marking Strategies

History through ELA & Reading Standards

L.A. 1.7.2.: Authors Purpose

LA.7.2.2.1: The student will locate, use, and analyze specific information from organizational text features (e.g. table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

LA.7.1.7.3: The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details

LA.7.1.6.3: use context clues to determine meanings of unfamiliar words.

Sources:

Source 1

Excerpt of James Wilson’s Speech, 1787

Source 2

Excerpt of Mercy Otis Warren’s letter to Catharine Macaulay, (Sept. 1787)

Source 3

The Federalist Papers No. 84 by Alexander Hamilton, (1788)

Source 4

Infographic on the Bill of Rights, from www.kidsdiscover.com

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Domestic & International events in Thomas Jefferson’s Presidency

U.S. History Lab- DBQ Style learning unit

Document Based Questioning through Language Arts and Reading Strategies

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?

Sources:

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

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History Lab for US History- DBQ Learning Unit

Manifest Destiny

Document Based Questioning

Document Based Questioning through Language Arts and Reading Strategies

SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

Essential Question: What did Manifest Destiny mean to various groups of people in the United States?

Sources:

Source 1

Photograph of pioneers in 1870s

Source 2

Painting, “American Progress” by John Gast, 1872

Source 3

Song. “I Will Go West,” 1875, from Library of Congress

Source 4

Excerpt from William T. Sherman’s Memoirs, 1875

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

U.S. History Lab

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

Ms. Dunne's EOC Prep Course

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”

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Andrew Jackson as a Historical Era

Jacksonian Period

U.S. History Lab

SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History.

Essential Question: Was the election of Andrew Jackson a victory for the common man?

Sources:

Source 1

Congressional bill, Indian Removal Act, 1830

Source 2

Image, “President’s Levee,” Robert Cruikshank, 1841

Source 3

Campaign poster, 1828

Source 4

Political cartoon, “Born to Command, King Andrew the First,” c. 1833

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Domestic & International events in Thomas Jefferson’s Presidency

U.S. History- DBQ Style learning unit

Document Based Questioning through Language Arts and Reading Strategies

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?

Sources:

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

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U.S. History DBQ: Causes of the French & Indian War SS.8.A.2.6

Standard:

SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War.

Essential Question: What were the causes, course and consequences of the French and Indian War?

Sources:

Source 1

Excerpts from Articles of Capitulation at Fort Necessity, (1754)

Source 2

Political cartoon, created by Benjamin Franklin. Pennsylvania Gazette on May 9, 1754.

Source 3

Political cartoon of “The Bostonian’s Paying the Excise-man, or Tarring & Feathering,” Philip Dawe, London, 1774.

Source 4

Excerpts of William Pitt's Speech on the Stamp Act. January 20, 1775.

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U.S. History- DBQ Style learning unit

Document Based Questioning through Language Arts and Reading Strategies

SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution.

Essential Question: What were the causes, course and consequences of the American Revolution that lead to Independence?

Source

Source 1

Excerpt from Gov. William Franklin’s address to the New Jersey assembly (1775)

Source 2

Photograph of “No Stamp Act” Teapot

Source 3

Political cartoon of “The Bostonian’s Paying the Excise-man, or Tarring & Feathering,” Philip Dawe, London, 1774.

Source 4

Paul Revere, “The Bloody Massacre” engraving. Boston, 1770.

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Marking the text:

Strategies included to learn to mark a document!

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

Options:

-Packet

-Gallery Walk

-Print, put on a file folder, and laminate for students to mark up!

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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:

• 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

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Do you ever dream about being that awesome teacher that has too much time on their hands so that you can make AMAZING unit plans? Don't worry, I have got your back! This unit goes start to finish through the Preamble of the Constitution. It discusses comparing the Constitution and Declaration Preamble, the 6 principles, the goals, vocab, and even checks their understanding in a nicely scaffold model. EOC class? No problem! I have included an EOC practice question at the end for you, as well as a writing prompt, I know, I am amazing & now you can be too! This standard based mastery unit is the way to go! Worth every penny as you meet all your learners! You just get to sit back and watch the MAGIC happen!!

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!

North v. South Balance Sheet The US History Edition: Civil War Worksheets Examine key advantages and disadvantages that each side had in both their economy and military. Part I – Examine the websites below, and under the appropriate category determine which side (North or South) had the advantage and then explain why you believe so. Economy Complete the chart below by using the following websites: • Interactive Map of American on the Eve of the Civil War - http://www.teachingamericanhistory.org/neh/interactives/civilwar/lesson1/ • North-South Comparison Chart - http://www.gilderlehrman.org/teachers/module10/mod\_tools.html Military Meet the Army Commanders! - http://www.teachingamericanhistory.org/neh/interactives/cmdrs/

Topics Included (but not limited to):

• Enlightenment
• Natural Rights
• Social Contract

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Types of Activities for each unit Included (but not limited to):

• Question Practice
• Readings & Dialectical Journals
• Videos and Questions
• Interactive Vocab Activities
• Visual Vocab
• Learning Goal Charts to start each unit!
• Bellwork to start each unit!
• Close Readings
• DBQs

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Product Description/ Breakdown:

This is a Google Slide with interactive tabs. This would be distributed to each student via your Distance Learning or Classroom platform per student. This can easily be printed, downloaded as a pdf, or downloaded as a PowerPoint to meet your learning needs in this crazy teacher world that we teach in. This unit has a huge variety of styles to make learning needs and to achieve learning goals! It has Readings, Document Based Questioning, and Video Q&A's. Check this out and click to follow to stay informed as more pop up in my store. Bundle in the digital interactive notebook: ACTIVITIES, BELLWORK/ BELLRINGERS, GUIDED READINGS, LEARNING GOAL CHART, DBQ’S, READING STRATEGIES, VOCAB, & MUCH MORE

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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:

• 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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Google Drive Folder FILLED with Google Docs for all your topics... Ever growing! 28 products and GROWING!

EOC Practice and DBQs!

Directions: Determine the objective of each question. Then, explain why each option is correct or incorrect.

The EOC Practice problem is originally created based on those released by the state of Florida. This sheet allows space for students to practice locating important information, show their work, and write their answers. Some are multiple choice to provide practice for the EOC's multiple-choice responses, but they must also explain their answer choice. This is an AVID Strategy to explain what is the right answer, what is the incorrect answer, and WHY. This file is a mini DBQ section to keep up with the high demand for Document Based Learning.

This Practice Sheets can be used in multiple ways. Printed on cardstock and laminated for repeated classroom use in groups, as warm-ups, as centers, test prep, exit questions/ activities, study time at the end of the year, etc. It can also be arranged in take-home packets or INTERACTIVE NOTEBOOKS for the students to complete as homework or it can be simply used as a handout. The choice is yours!

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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:

• 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

I have broken down each and every unit and given you multiple styles for each unit. Please re-download to get the full package. I am also doing the same for my Civics and my World History items. I hope that this helps you better track student progress. :D

Student and Teacher 8th Grade United States History Learning Goal Data Tracker

Administrators always say to put the tracking in the students hands, make sure you are keeping data, and never offer ways to help you do these! Well, that's where I come in! I sat down with the test specs, essential standards, and standard break down sheet to create this awesome excel sheet that you could easily print, distribute, or put in a google sheet that your students can track THEMSELVES! Plus this is also a great tracker for PLC's to ensure all students are learning the content & you are on the same page. this has made our team meetings go SO much soother! This is my favorite tool in my classroom.

Students will track themselves unit by unit & standard by standard with the use of "I can" statements.

Instructions: Step By Step

1. Find the unit we are in right now.

2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement.

3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the US History team is creating your test off of. If you can move yourself to the final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on these :)

4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle

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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:

• 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

Civics Interactive Notebook Processing and Assessing SS.7.C.3.13 Compare the constitutions of the United States and Florida. This includes: 2 Engagement Activities 1 Bellringer with standard based questions 3 Processing Activities

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:

• 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

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

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

Andrew Jackson as a Historical Era

Jacksonian Period

U.S. History Lab

SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History.

Essential Question: Was the election of Andrew Jackson a victory for the common man?

Sources:

Source 1

Congressional bill, Indian Removal Act, 1830

Source 2

Image, “President’s Levee,” Robert Cruikshank, 1841

Source 3

Campaign poster, 1828

Source 4

Political cartoon, “Born to Command, King Andrew the First,” c. 1833

Marking the text:

Strategies included to learn to mark a document!

Options:

-Packet

-Gallery Walk

-Print, put on a file folder, and laminate for students to mark up!

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

• Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store.

I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare

How to get TeachShare credit to use on future purchases:

• Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TeachShare gives you feedback credits that you use to lower the cost of your future purchases.

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

U.S. History- DBQ Style learning unit

Document Based Questioning through Language Arts and Reading Strategies

SS.8.A.3.6 Examine the causes, course, and consequences of the American Revolution.

Essential Question: What were the causes, course and consequences of the American Revolution that lead to Independence?

Source

Source 1

Excerpt from Gov. William Franklin’s address to the New Jersey assembly (1775)

Source 2

Photograph of “No Stamp Act” Teapot

Source 3

Political cartoon of “The Bostonian’s Paying the Excise-man, or Tarring & Feathering,” Philip Dawe, London, 1774.

Source 4

Paul Revere, “The Bloody Massacre” engraving. Boston, 1770.

Marking the text:

Strategies included to learn to mark a document!

Options:

-Packet

-Gallery Walk

-Print, put on a file folder, and laminate for students to mark up!

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

• Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store.

I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare

How to get TeachShare credit to use on future purchases:

• Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TeachShare gives you feedback credits that you use to lower the cost of your future purchases.

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

Articles of Confederation Unit:

U.S. History & Civics

In this complete PDF you will find:

• Learning Goal Charts

• Interactive Notebook Items

• Charts/ Activities

• Readings

• Comic Strips

• Assessment

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Civics & US History Learning Goal Charts:

Have your students track

their learning!

Administrators always say to put the tracking in the student's hands, make sure you are keeping data, and never offer ways to help you do these! Well, that's where I come

in! I sat down with the test specs, essential standards, and standard breakdown sheet to create this awesome excel sheet that you could easily print & distribute so that

your students can track THEMSELVES! Plus this is also a great tracker for PLC's to ensure all students are learning the content you are on the same page. This has made

our team meetings go SO much smoother! This is my favorite tool in my classroom.

Students will track themselves in this unit standard by standard with the use of "I can" statements.

Instructions: Step By Step

1. Find the unit we are in right now.

2. Based on the work we have done thus far, please put an x in the box that best describes your knowledge of the "I can" statement.

3. Be sure to revisit this before your test to ensure that You've Got This Down! This is what the Civics team is creating your test off of. If you can move yourself to the

final column of "Yes, I can." Then you should score 80% or higher on the test. I will be checking on

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US History & Civics Driven Interactive Notebook style unit:

Right Side Goes in the brain

Left Side Comes back out

Includes: Processing, Engagement, Test Practice Items,& Formative Checks

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Articles of Confederation Fake Obituary:

Processing/ Checking for Understanding Activity
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Articles of Confederation Cornell Notes
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Articles of Confederation- Reading and reading comprehension questions
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Us History & Civics Driven mini unit:

Includes: Reading, Engagement,Activities & Comic Strips.

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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:

• 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

History Mini DBQ for US History- DBQ Learning Unit

Manifest Destiny

Document Based Questioning

Document Based Questioning through Language Arts and Reading Strategies

SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

Essential Question: What did Manifest Destiny mean to various groups of people in the United States?

Sources:

Source 1

Photograph of pioneers in 1870s

Source 2

Painting, “American Progress” by John Gast, 1872

Source 3

Song. “I Will Go West,” 1875, from Library of Congress

Source 4

Excerpt from William T. Sherman’s Memoirs, 1875

Marking the text:

Strategies included to learn to mark a document!

Options:

-Packet

-Gallery Walk

-Print, put on a file folder, and laminate for students to mark up!

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

• Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store.

I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can DM or follow me at Follow me on Instagram: @HistoryGuruTeachShare

How to get TeachShare credit to use on future purchases:

• Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TeachShare gives you feedback credits that you use to lower the cost of your future purchases.

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

Ratification of the U.S. Constitution U.S. History Mini DBQ

Standard:

SS.8.A.3.11 Analyze support and opposition (Federalists, Federalist Papers, Anti-Federalists, Bill of Rights) to ratification of the U.S. Constitution.

Essential Question: Should the Constitution have been ratified in 1787 without the Bill of Rights? Was the Bill of Rights necessary?

DBQ Style Marking Strategies

History through ELA & Reading Standards

L.A. 1.7.2.: Authors Purpose

LA.7.2.2.1: The student will locate, use, and analyze specific information from organizational text features (e.g. table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

LA.7.1.7.3: The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details

LA.7.1.6.3: use context clues to determine meanings of unfamiliar words.

Sources:

Source 1

Excerpt of James Wilson’s Speech, 1787

Source 2

Excerpt of Mercy Otis Warren’s letter to Catharine Macaulay, (Sept. 1787)

Source 3

The Federalist Papers No. 84 by Alexander Hamilton, (1788)

Source 4

Infographic on the Bill of Rights, from www.kidsdiscover.com

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Holocaust & WWII DBQ Freebie!

This DBQ will engage your students to examine the propaganda of WWII, the Holocaust, and Hitler’s reign.

SS.7.C.2.11

Analyze media and political communications (bias, symbolism, propaganda).

Document Based Questioning

What will the students learn?

The students will be learning about how the propaganda of the time influenced the people throughout Germany as Hitler came of power. They will understand that at this time Germany was facing a hardship and Hitler gave the people of Germany a group of people of where to place the blame.

How will they learn it?

The students will answer the following DBQs while the teacher displays and discusses the document on the SMART Board.

How will you know that they have learned it?

Students will apply their knowledge in their Final activity by making connections through DBQs and the Holocaust testimonies under "stories."

SS.7.C.2.11

Analyze media and political communications (bias, symbolism, propaganda).

Subject Area: Social Studies Grade: 7

Strand: Civics and Government

Standard: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government, and the political system. Date Adopted or Revised: 02/14

Status: State Board Approved

Link to digital pictures: http://www.ushmm.org/propaganda/exhibit.html#/gallery/

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World War One Visual Vocab: Activity (paired with a Quizlet to review)

Learning Goal: Students will understand the causes, effects, and main events of World War One.

Essential Question: What were the causes and key events of World War I? How did the economic crisis in Europe give rise to authoritarian governments?

Standards: SS.912.W.6.6 Understand the development of Western and non-Western nationalism, industrialization and imperialism, and the significant processes and consequences of each.

SS.912.W.6.7 Identify major events in China during the 19th and early 20th centuries related to imperialism.

Directions: Provide a definition from the Quizlet for each concept. Then draw a picture, symbol, or pictoword in each box representing the term you learned in this lesson. Use the Quizlet for the definitions.

Both Teacher and Student copy provided.

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Standard:

SS.8.A.2.6 Examine the causes, course, and consequences of the French and Indian War.

Essential Question: What were the causes, course and consequences of the French and Indian War?

Sources:

Source 1

Excerpts from Articles of Capitulation at Fort Necessity, (1754)

Source 2

Political cartoon, created by Benjamin Franklin. Pennsylvania Gazette on May 9, 1754.

Source 3

Political cartoon of “The Bostonian’s Paying the Excise-man, or Tarring & Feathering,” Philip Dawe, London, 1774.

Source 4

Excerpts of William Pitt's Speech on the Stamp Act. January 20, 1775.

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Product Description:

Organizations and nations create flags to convey important information about themselves. Flags have symbols that represent the beliefs of the people, cultural information, and political views. These symbols can express the qualities that the people value. Create four flags that reflect something about the people, places, or events you've been studying. Describe the symbols used on each flag.

Procedure:

Show the students the requirements and samples. Have them jot down ideas on a piece of loose paper. Proceed to the worksheet. If you would like to take it to the next level, students can make a big poster out of their review flags.

Endless Possibilities for any unit or topic!

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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:

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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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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:

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