7th Grade Informational Text DBQs

Using PRIMARY Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question.

The topic of this Primary Source(DBQ )is Life of a Japanese-American Child Living in an Internment Camp during World War 2.

A teacher page includes the Key,additional links and suggestions for a rubric to grade the DBQ.

This resource could also be used as a web quest.

Grades 5 and up

Check out my other DBQ Activity: Life on the Homefront During WW2:

Life on the Homefront during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2. Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782

Using Primary Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question, in this case, “Describe Life on the Home Front During World War 2”, citing several of the documents reviewed.

A teacher page includes the Key and suggestions for a rubric to grade this Primary Source( DBQ activity).

If a teacher wishes to use the activity as a web quest, suggestions are also given.

Grades 5 and up

Check out my other DBQ Activity: Life of a Japanese- American Child living in an Internment Camp during WW2:Life of a Japanese-American Child living in an Internment Camp during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2.
Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782

Using Primary Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question, in this case, “Describe Life on the Home Front During World War 2”, citing several of the documents reviewed.

A teacher page includes the Key and suggestions for a rubric to grade this Primary Source( DBQ activity).

If a teacher wishes to use the activity as a web quest, suggestions are also given.

Grades 5 and up

Check out my other DBQ Activity: Life of a Japanese- American Child living in an Internment Camp during WW2:Life of a Japanese-American Child living in an Internment Camp during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2.
Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782

Using PRIMARY Sources in the Classroom. A DBQ activity uses primary sources. Sources can include diaries,posters, music, news articles from the time, anything written by those who participated in or witnessed an event in history. Students review the given documents and use many cognitive skills in processing what they see and read. After gathering information using the documents, students develop an essay answering a question.

The topic of this Primary Source(DBQ )is Life of a Japanese-American Child Living in an Internment Camp during World War 2.

A teacher page includes the Key,additional links and suggestions for a rubric to grade the DBQ.

This resource could also be used as a web quest.

Grades 5 and up

Check out my other DBQ Activity: Life on the Homefront During WW2:

Life on the Homefront during WW2

Also of Possible Interest:

During WW2, it was very unusual for a woman to be a pilot. When there was a shortage of male pilots due to their being needed in combat, an experimental project was begun where female pilots would be used by the military(although they weren't part of the military) to assist with ferrying aircrafts from the manufacturers to military bases. Female pilots, WomenAir Force Service Pilots,(WASP) also would test repaired planes to see if they were SAFE for male pilots to fly. They also were asked to help train soldiers by towing targets behind their airplane for the soldiers to shoot at(with REAL ammunition). Out of the 1074 WASP, 38 would die(11 in training missions). After the war, these heroic women were basically forgotten. In fact, what they did was classified. They could not call themselves "veterans", nor did they qualify for any military benefits. This wouldn't change until 1977. This play covers what it was like for a female member of the WASP and how their contributions were ignored but eventually honored for all that they did during World War 2. Great for Women's History Month, study on World War 2 or for a substitute or day before a holiday when you wish to introduce kids to some areas of history in our country.

This Reader's Theater Script using a compilation of women to create Mildred Wallingford, a member of the WASP. Real members are also mentioned throughout the reading.

Part of my Ms. Bie Ografee Talk Show Series, students learn about this important contribution to the war effort as a "studio audience" asks questions of Ms. Bie Ografee's guest. A Did You Know? fun facts, comprehension questions, links to additional information, a teacher page with extension activities and the key are also included. https://www.TeachShare.com/Product/World-War-2-Female-PilotsMembers-of-the-WASP-A-Readers-Theater-Script-43782

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

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

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

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

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

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

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”

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

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

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

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

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

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.

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

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

Enhance Reading Comprehension with our Informational Text Marking Handout!

Empower your students to excel in reading comprehension with our engaging and effective Informational Text Marking Handout! This must-have AVID resource is designed to boost student understanding through strategic text annotation right at their desks. Your students will love this!

This handout is a game changer for educators seeking to improve literacy skills. By providing a structured approach to text annotation, students learn to identify key details, make connections, and deepen their comprehension effortlessly.

Key Features:

✨ Clear and Concise Design: This handout is hands-on-practice visually appealing and easy to use, making it accessible for all students.

✨ Promotes Active Learning: Encourages students to interact with texts actively, leading to improved retention and analysis.

✨ Supports Differentiation: Suitable for various grade levels and subject areas, promoting inclusivity and adaptability.

✨ Fosters Critical Thinking: Students develop critical thinking skills by engaging in purposeful text annotation.

✨Black and white & color versions

✨ English and Spanish versions included

Why Choose This Handout?

☑ Reading Comprehension Tools: Enhance students’ comprehension skills with a proven method that supports academic success.

☑ Teacher-Tested: Developed by experienced educators, ensuring practicality and effectiveness in the classroom.

☑ Engaging Resource: Captivate students’ interest in reading and analyzing texts with our interactive handout.

☑ Ideal for implementing AVID strategies daily in your classroom and setting up testing strategies and routines in your classroom.

Transform your classroom into a hub of active learning and literacy development! Download the Informational Text Marking Handout today and witness the positive impact on your students’ reading comprehension skills. Let’s empower students to become confident, strategic readers—one annotation at a time!

Need Help or Have Questions?
If you have any questions or need assistance with this product, feel free to reach out to me at ashlee@msgamification.com. I'm here to help!

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The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. a. Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights. Instructions: Complete the table and the questions that follow. The English Bill of Rights, US Bill of Rights, and What Does This Mean?

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

U.S. History DBQ Mini

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

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

Document Based Questioning through Language Arts and Reading Strategies

Marking the text:

Strategies included learning to mark a document!

Sources:

Source 1

Quote by New York Senator William Seward (1854)

Source 2

Political cartoon of Kansas Polls (1855)

Source 3

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

Source 4

Image depicting “Bleeding Kansas”

Options:

-Packet

-Gallery Walk

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

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

• 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

SS.7.C.1.4 EOC Practice Item Declaration of Independence Declaration of Independence ​EOC Practice Item Use the political cartoon below to answer the question that follows. How have the actions depicted in the cartoon below impacted modern institutions of the United States? 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 answer. 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 of Document Based Learning. This Practice Sheet 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! Standards: SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. SS.7.C.1.4 Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

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

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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Ancient Mesopotamia

World History Mini DBQ- DBQ Style learning unit

Document Based Questioning through Language Arts and Reading Strategies

SS.6.W.2.2 Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization.

Essential Question: How have the following agricultural resources and tools helped to further develop ancient Mesopotamia?

Sources:

Source 1

Sickle, farming tool

Source 2

Sumerian plowing farm with oxen

Source 3

Early Mesopotamian City-States

Source 4

Mesopotamian Pottery Wheel and pottery

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

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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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How to get TeachShare credit to use on 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

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Domestic & International events in Thomas Jefferson’s Presidency

U.S. History Mini- DBQ Style learning unit

Document Based Questioning through Language Arts and Reading Strategies

History Guru TeachShare

SS.8.A.3.14 Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson's presidency.

Essential Question: What were the major domestic and international events of Thomas Jefferson’s Presidency?

Both Digital and PDF copies are provided with an upgraded Teacher Answer Sheet!

Sources:

Source

Source 1

Excerpt of letter from Alexander Hamilton, New York, Dec. 1800

Source 2

Excerpts of Authority Given to the President to Take Possession of the Territory of Louisiana (Oct. 1803)

Source 3

Political Cartoon Against the Embargo Act of 1807

Source 4

Political Cartoon “Intercourse or Impartial Dealings” 1809

Marking the text:

Strategies included to learn how to mark a document!

Options:

-Packet

-Gallery Walk

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

Check out samples on my Instagram: @HistoryGuruTeachShare

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

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How to get TeachShare credit to use on future purchases:

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SS.8.A.3.3

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.

Subject Area: Social Studies Grade: 8

Strand: American History

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

Description

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

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

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

Strategy used:

SOAP (Source, Occasion, Audience, Purpose)

Who/what is the Source?

What person or group produced this document?

Whose perspective is being voiced?

What is the Occasion?

When and where was this evidence created?

What context or situation encouraged the creation of this document?

Who is the Audience?

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

What is the Purpose?

What was this document intended to accomplish?

What was its creator’s aim?

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

Check out samples on my Instagram: @HistoryGuruTeachShare

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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W.H. History Lab- DBQ Style learning unit on Mesopotamia and Egypt Document Based Questioning through Language Arts and Reading Strategies Ms. Dunne's EOC Prep Course The World History Edition: World History Ancient Civilization Labs DBQ Analysis of SS.6.W.2.2 Describe how the developments of agriculture and metallurgy related to the settlement, population growth, and the emergence of civilization. Essential Question: How have the following agricultural resources and tools helped to further develop ancient Mesopotamia? Aimed at 6th Grade and labeled with a 6th Grade Florida Standard, but can be used in 5th grade and up. List of Sources: Source 1 Sickle, farming tool Source 2 Sumerian plowing farm with oxen Source 3 Early Mesopotamian City-States Source 4 Mesopotamian Pottery Wheel and pottery 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! 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!