7th Grade Social Studies & History Lesson

Explorers!

Alternative Learning Unit

Integrated ELA & Social Studies

Reading Journal

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

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

Includes:

-Primary Source Analysis

-Learning Goal Chart

-Bingo

-Readings of 11 explorers (including fun facts)

-Venn Diagram comparison activity

-Choice board

-Final writing project

-ELA Strategies for a Social Studies class

List of Explorers:

-Cortez

-Marco Polo

-Christopher Columbus

-Cabot

-Vasco Nuñez de Balboa

-Hudson

-Juan Ponce de Leon

-Magellan

-Pizarro

-Leif Ericsson

-Bjarni Herjulsson

__________________________________

Check out samples on my Instagram: @HistoryGuruTeachShare

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Early Humans

Complete Unit

Activities, Bellwork/ Bellringers, Guided Readings, DBQ’s, Reading strategies, Vocab, & much more

Standards:

SS.6.W.1.2: Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods.

SS.6.W.2.1: Compare the lifestyles of hunter-gatherers with those

of settlers of early agricultural communities.

Learning Goal: Students will be able to Describe how the physical environment of the pre-historic period affected their daily life.

Essential Question: How do the lives of hunters and gatherers compare to those who began to settle in agricultural communities?

Unit: Early Humans Objective

A. I can identify what are three ways civilizations get resources they need? (SS.6.G.5.1)

B. I can identify what are three reasons why people trade? (SS.6.G.5.1)

C. I can explain what invention made Paleolithic people turn into Neolithic people? (SS.6.W.2.1)

D. I can name three animals that have been domesticated. (SS.6.G.3.2)

E. I can explain why were Paleolithic people’s lives more difficult than Neolithic? (SS.6.W.2.1)

F. I can identify the time period and culture of the Paleolithic people as hunter-gatherers who discovered fire, painted cave walls, and made simple tools. (SS.6.G.2.1)

G. I can explain the emergence of agriculture and its effect
on Paleolithic societies by naming a positive and a negative for agriculture. (SS.6.W.2.2)

H. Students will identify eras as a time period marked by a specific event and identify examples, such as the Neolithic Age, the Bronze Age, and the Iron Age. (SS.6.W.1.2)

Standards:

SS.6.W.1.2: Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods.

SS.6.W.2.1: Compare the lifestyles of hunter-gatherers with those
of settlers of early agricultural communities.

SS.6.G.2.1 Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions and the economies of ancient civilizations of the world.

_________________________________________________

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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SS.7.C.1.5 Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.

This unit has interactive notebook pieces, assessments, and tons of paper-based and technology based items. There are 31 items in this file that hits every part of the standards listed above. It includes a variety of lessons which meet multiple intelligences and different leveled learners. This has a variety of Document Based Questioning activities as well as EOC Prep activities where students measure their knowledge. There is no extra work needed. Just pick and chose, print and go!

File items included, but not limited to:

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

-Assessments with standards & levels of questions attached

- TWO Alternative Learning Units in full

-Input/ Processing activities

-Output/ Formative Check items

-Close Reading

-Bellwork

-EOC Practice Items

-ETC! ETC! ETC!

Topics Included (but not limited to):

• Enlightenment
• Natural Rights
• Social Contract
• English Bill of Rights
• Common Sense
• T. Paine
• Magna Carta
• US Bill of Rights

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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

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

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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Student Engagement Activity SS.7.C.2.8 Topic: Identify America's current political parties, and illustrate their ideas about government. Benchmark Clarifications: Students will compare current political parties’ ideas about government. Students will evaluate the impact political parties have on society, government, or the political system. Political Parties Now Ever since the time of George Washington, political parties have played a huge role in politics and government. How well do you know the platforms (beliefs) of the two major American political parties: Democrats and Republicans? Directions: Read each statement. If you agree with it, place an X in the first column. Work with a partner to research which party agrees with each statement. Then answer the questions below.

Civics 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.

This unit has interactive notebook pieces, assessments, and tons of paper based and technology based items. There are 41 items in this file that hits every part of the standards listed above. It includes a variety of lessons which meet multiple intelligences and different leveled learners. This has a variety of Document Based Questioning activities as well as EOC Prep activities where students measure their knowledge. There is no extra work needed. Just pick and chose, print and go!

File items included, but not limited to:

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

-Assessments with standards & levels of questions attached

-Input/ Processing activities

-Output/ Formative Check items

-Close Reading

-Bellwork

-EOC Practice Items

-ETC! ETC! ETC!

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 Standards: SS.7.C.3.3 :Illustrate the structure and function (three branches of government established in Articles I, II, and III with corresponding powers) of government in the United States as established in the Constitution. Belongs to: Demonstrate an understanding of the principles, functions, and organization of government. related instructional resources more information SS.7.C.3.8 :Analyze the structure, functions, and processes of the legislative, executive, and judicial branches. Belongs to: Demonstrate an understanding of the principles, functions, and organization of government. Keywords: tutorial, laws, House of Representatives, Senate, legislative, Congress, Legislative Branch, make laws, legislate, Representative, Senator, Civics 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

Let’s get to know Presidents Day! This worksheet includes 16 comic strip slots with a great variety of information and vocab about Presidents Day. It's a fun, creative, and engaging way to get students engaged in learning.

Which Right is Being Exercised? 

Directions: Read each situation below very carefully. Next name the Bill of Rights amendment that is being exercised in each of the following situations and draw it out in the space provided. Please use a brief explanation through a cartoon by using: a key phrase, or number to demonstrate your knowledge of which Amendment is being used.

___________________________________

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

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

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

How to get TeachShare credit to use on future purchases:

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

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

SS.6.W.2.1

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

SS.6.W.2.2

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

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

Product Description

The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies

Bellwork Procedure

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

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

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

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

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

2. Silently do your Bellwork at your seat.

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

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

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

Success:

• UNREAL: __/12 points

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

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

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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

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, downladed 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

Standards:

SS.6.W.2.10 Emergence of advanced civilizations in Meso and South America;

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

Civilizations:

-Inca

-Maya

-Aztecs

Readings on:

-MesoAmerica

-Human Sacrifice

-Farming

-Culture

-Pyramids

-Explorers

-Etc.

Activities on:

-Religion

-Games

-Calendars

-Explorers

-Etc.

DBQ's on:

-Farming

-Lifestyle

-Explorers

-Human Sacrifice

-Etc

Learning Goal: Students will be able to describe the emergence of advanced civilizations in Meso and South America.

Essential Question: How were the civilizations in Meso and South America similar to Mesopotamia, Egypt, India, and China?

Unit: Objectives:

A. I can define absolute monarchy. (SS.6.W.2.10)

B. I can define isthmus. (SS.6.W.2.10)

C. I can define maize. (SS.6.W.2.10)

D. I can describe how were the civilizations in Meso and South America similar to Mesopotamia, Egypt, India, and China? (SS.6.W.2.10)

E. I can describe the Emergence of advanced civilizations in Meso and South America. (SS.6.W.2.10)

F. I can connect the relationship of physical geography to ancient river valley civilizations to MesoAmerica. (SS.6.G.2.3)

G. I can Compare the Aztecs and Incan civilizations. (SS.6.W.2.10)

H. I can Analyze the impact European colonization in the Americas had on the indigenous populations in the Americas and West Africa. (SS.6.W.2.10)

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!

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World History Student Learning Goal Checklist Many districts require teachers to post the learning goals for each lesson in the classroom. While this may seem like an unnecessary, extra step at first, it is truly beneficial to the students. I created this packet/spreadsheet to make goal posting simple, effective, and consistent. This can be printed out sheet by sheet and placed into their INTERACTIVE NOTEBOOKS, it can be distributed through a Google Sheet, or into a data folder. This is completely up to you. One way- Student directions: It is 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. Before the unit please use a blue highlighter & before the test please revisit and use a pink highlighter. Another way- 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 these :) 4. If you get assigned to an intervention. You will need to edit this on the last day of that cycle P.s. This is also AMAZING for teacher & PLC planning.

Benchmark Resources & Description SS.7.C.3.1 Compare different forms of government (direct democracy, representative democracy, socialism, communism, monarchy, oligarchy, autocracy). SS.7.C.3.2 Compare parliamentary, federal, confederal, and unitary systems of government. This unit has interactive notebook pieces, assessments, and tons of paper-based and technology based items. There are 14 items in this file that hits every part of the standards listed above. It includes a variety of lessons which meet multiple intelligences and different leveled learners. There is no extra work needed. Just pick and chose, print and go!

Distance Learning for Civics Forms, Types, & Systems of Gov INB in Google Slides

Topics Included (but not limited to):

• Citizenship
• 14th Amendment
• National Anthem

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

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

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Product Description/ Breakdown:

*Ready to distribute as "Make One Copy Per Student"*

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

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

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

This compressed unit includes:

-3 Comic Strips

-1 Alternative Learning Unit

-Articles of Confederation Obituary

-1 Close reading with EOC Practice Questions

-2 EOC Practice strategies with multiple example questions

-Standard based exam

-Student Examples

-AND MORE

SS.7.C.1.5

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

Overview:

Benchmark Clarifications:

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

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

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

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

How to get TeachShare credit to use on future purchases:

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

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

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!

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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

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!

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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

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

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

HOW TO PROPOSE A BILL PROJECT: GETTING YOUR CONCERNS OUT THERE BIG IDEAS: What is a problem in the state of Florida or right here in Lee County that you would like to change? Lets work together to create a solution. ESSENTIAL QUESTIONS: 1. What is a bill? 2. How does a bill become a law? 3. What are checks that the legislative and executive branch has on each other in the law making process? SITUATION: You will be taking on the role of a lobbyist. During these crazy times Florida Legislature is very busy trying to keep us out of another Government shutdown. They have been receiving many petitions and concerns about how things are being run in the state of Florida, especially in areas such as Lee County. You have been chosen to propose a bill dealing with an issue that you feel needs the most addressing. Make sure that your bill is well researched and carefully stated seeing as Florida Legislature is so busy that they are not going to be able to meet with you. Your proposal will be submitted in poster form and due to government shortages; you will be providing a voting box. Please make sure that you advertise your bill well and that there is now question left unanswered, seeing as you will not be there to answer them. Good Luck and let the problem-solving process commence. Includes: -Name Placards for members of the Senate with speech and debate procedures for each round of Committee -Name Placards for members of the House with speech and debate procedures for each round of Committee -Powerpoint for writing Legislation -Sample Legislation -Blank Student Legislation Worksheet -Powerpoint Prepping for Speeches during Committee -Powerpoint for each round of Committee with built-in timers, what the students say, the purpose of each round, and who says what. Tags: Mock Congress, Mock Legislature, Mosk Bill, Bill Fair, Bill Process, Voting, Legislation, Bill.

Bill Of Rights Alternative Learning Unit The entire unit includes: scenarios, graphic organizers, readings, vocab, worksheets, etc. At the end your students then apply their knowledge through an alternative learning unit. Both the rubric for the ALU and their learning goal charts are included with standards attached. The unit is also set up that if you wanted to just pick and chose, you could also do that :) Let me know if you have any questions. Standards: SS.7.C.2.4 Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. SS.7.C.2.5 Distinguish how the Constitution safeguards and limits individual rights. Learning Goal: Students will understand what is in the Bill of Rights, what rights the Bill of Rights and other amendments protect, and how the Bill of Rights influences both individuals and society. Essential Question: How do societies balance community and individual rights? What rights are protected by the Bill of Rights and other amendments to the U.S. Constitution?

Great Template to start the year for US History, World History, or Civics

Helps Teach Kids How To Use Slides!

Topics Included (but not limited to):

• Map Skills

• Geography Vocab

• Compass Activity

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

• Meet the Teacher
• Where is Waldo
• Videos and Questions
• Interactive Vocab Activities
• Visual Vocab
• Bellwork to start this unit!

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

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

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

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

Total Pages
34 pages
Answer Key
N/A
Teaching Duration
N/A

Investigating Artifacts- Students have an opportunity to think like an archaeologist or historian as they interpret and analyze various artifacts and photographs. This is unit includes Google Slide lessons with a focus on the question “How do we learn about the past?”

For lesson 3, students can work in cooperative groups to discuss various photographs of artifacts. There are guiding questions included with each station and an opportunity for students to explore the topics with further investigation.

Lesson 4 is an extension activity where students will use these same skills to present a personal artifact or information on the past.

The lessons could work for a substitute plan over several classes. The lessons could be used for either full class discussions or small group activities. There are extra handout slides included so that teachers can add additional information. The parent’s letter explains the last activity which includes a student presentation of an artifact, photograph or interview. 

To prepare for these lessons, you may print out the photographs of artifacts for the student centers in lesson 3. It is helpful that you also collect some artifacts from your own home to share in class as this helps to catch students’ attention.

Included in this resource:

-Twenty-four page slideshow with definitions, discussion questions, a mind map activity, and photographs of over 25 artifacts. Handouts include a presentation organizer and review questions.

-Letter to parents, to tell them about the presentation in lesson 4

-Printable sheets for lesson 3 with 5-8 photographs of artifacts per station which includes questions for discussion and suggestions for further research.

Objectives:

Students will learn how historians and archaeologists use artifacts to learn about the past.

Students will work in cooperative groups to analyze artifacts, discuss ideas and interpret information.

Students will take part in whole group and small group discussion.

Students will learn terms which include artifact, historian, archaeologist, primary and secondary sources of information.

Students will show their understanding of these new terms by creating a mind map.

Students will have an opportunity to share information about their families by presenting a personal artifact, photograph or share information collected during an interview.

** Please note that the writing and images on this Google slide resource have been flattened and secured to protect my work (therefore not editable). As with every Google slide, buyers can add text boxes to write their own information or insert images.**

Follow me @thelibrarians.playground on Facebook, Instagram and Pinterest for teacher tips. Follow the Librarian’s Playground with Ms .G on Teachers Pay teacher for updates on new products. Email me with any questions or suggestions for improvement thelibrarians.playground@gmail.com