8th Grade World History 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, 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

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

Customer Tips:

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

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

How to get TeachShare credit to use on future purchases:

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

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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

Bundle:

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.

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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!

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!

Follow me on Instagram: @HistoryGuruTeachShare

Reading Passages included and assessed through Language Arts based questions:

• Life Expectancy and Growth of Paleolithic vs. Neolithic Humans
• The Differences Between the Paleolithic and Neolithic Periods
• Paleolithic Societies: Hunter-Gatherers
• Neolithic Societies: The Farming Revolution

Three Copies of Each:

1. UNREAL Copy Demonstration of the strategies in Digital Form for students
2. Blank Copy of each without the strategies for Photocopying or assigning
3. Teacher Copy with UNREAL and Answer Key

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

SS.6.W.2.1

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

SS.6.W.2.2

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

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

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

Product Description

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

Bellwork Procedure

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

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

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

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

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

2. Silently do your Bellwork at your seat.

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

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

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

Success:

• UNREAL: __/12 points

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

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

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

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

How to get TeachShare credit to use on future purchases:

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

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

Topics Included (but not limited to):

• Egypt
• Animal Worship
• Egyptian Cats
• Pyramids
• Social Classes
• Pharoahs
• Geography

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

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

• Question Practice
• Readings & Comprehension Questions
• Videos and Questions
• Interactive Vocab Activities
• Visual Vocab
• Learning Goal Charts to start each unit!
• Bellwork to start each unit!
• Close Readings
• History Lab/ mini DBQ

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

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.

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

Let’s face it, close reading isn’t often a skill that comes naturally. When our students get a new reading assignment, their first instinct is often to race to the finish line rather than engage deeply with a text. Getting students to slow down, engage with the text in different ways, and reflect as they read are challenges for every teacher, and are the goals of close reading. They’re also at the heart of the Common Core English Language Arts standards. There’s no magic way to turn your class into top-notch readers overnight, but there are specific close reading skills you can teach that will help your students now and down the line. This Close Reading includes a Primary Resource excerpt from Woodrow Wilson's "Fourteen Points" Speech, January 8th, 1918. It breaks down the vocab used and gives teacher lead questions, student creation of questions, as well as a summary. We all know that it’s not enough to just understand what a text says. Close readers not only grasp an author’s message, but they also take a look under the hood, so to speak.

King Tut!

The Discovery of the Tomb of Tukankhamen by Howard Carter Close Read

Learning Goal: Students will understand why scholars study the people, events, and ideas of long ago.

Essential Question:

1. Why do scholars study the people, events, and ideas of long ago? 2. How do historians improve our understanding of world?

Benchmarks:

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

SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences

SS.6.W.1.5 Describe the roles of historians and recognize varying historical interpretations

SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of human character Common Core:

LACC.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions

LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies

LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

When in Rome....

BUNDLE:

ACTIVITIES, BELLWORK/ BELLRINGERS, GUIDED READINGS, DBQ’S, READING STRATEGIES, VOCAB, & MUCH MORE

Inside this complete Ancient Rome unit bundle you will find the items below and so much more:

*Reading Bellwork on Ancient Rome's Empire and Entertainment.

*Guided Readings with Close Read Strategies.

* 10 DBQ's on Roman Law - The Twelve Tables, Comparing Governments, Art, Language, Literatures, etc.

* Close Readings on Cesar, Romulus and Remus, Roman Baths, Roman Lifestyle, Republic to Empire, Augustus (Octavian), etc.

*Worksheets and organizers on the Roman Republic, Emperors, the hierarchy system, vocab, reading comprehension, and much more.

*Foldables on Vocab and lifestyles.

*I have, Who has? to check comprehension.

Standards:

SS.6.W.3.11

Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one.

SS.6.W.3.8

Determine the impact of significant figures associated with ancient Rome.

SS.6.E.3.3

Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners.

SS.6.W.3.15

Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana

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