9th Grade U.S. History Graphic Organizers

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

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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.

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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The students will walk through the Similarities and Differences of four categories: Religion, Government, Economy, and Reasons for settling there. The teacher answer key is included.

This close read focus' in on "Children for the Colony of Jamestown". This gives guided questions, time to reflect and digs into the vocab. This is a great way to incorporate Marzano strategies alongside ELA annotated text strategies to increase gains by 35%. If your students are struggling with close reading or are still using highlighters (and highlighting the ENTIRE page), this will be extremely helpful. However, this will be useful even if they are old pros at annotating. Students will not only learn how to annotate and read deeply, they will also learn what information to look for depending on the genre. Teaching students how to read closely empowers them to become independent learners, and the importance of reading closely becomes clear in the first two words of the Common Core K-12 Anchor Standards: *CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. The step-by-step process is effective. It includes a gradual release of responsibility, which gives students confidence, as well as practice. Step 1: Teacher directs/models. Step 2: Students collaborate. Step 3: Independent practice. Annotating text can be amazing for students who have problems focusing and paying attention. Annotating keeps students focused, because it requires them to stay actively involved with the text. Annotating makes it difficult for students to drift off. It also enables the teacher to easily monitor attention issues and reading progress, by checking on the student’s annotations.

This comic strip walks through the Lead Up to the Declaration of Independence.

Sugar Act, Townshend Acts, Quartering Act, Boston Massacre, Boston Tea

Party, Paul Revere's Ride, and Declaring Independence.

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

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

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

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

How to get TeachShare credit to use on future purchases:

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

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

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

The graphic organiser provides a framework for students to see the link between causes, events and their impacts in a clear and connie manner. .

Template allows links between:

Long and short causes. (hours to years)

Event

Significant points of interest: Date, places, names, cultural points.

Short and long term impacts of events. (hours to years)

Applications of the template:

• Applied to any course of study
• Used as you progress through your unit of study with students recording major events as you encounter them
• As a revision summary task.
• Supporting template for history essay task.

Please leave a review if you download a copy and utilise it.

DECLARATION OF INDEPENDENCE DBQ Activity: Political Cartoon Analysis Students will analyze and look at different political cartoons from political time to discover how they influenced the colonist in declaring their independence from King George II.

12 History structure strips are visual reminders for students who are struggling with essays, writing, primary and secondary source analysis, compare and contrast and more for middle school and high school grade students.

These simple tool yields BIG results and is perfect for struggling learners or advanced who just need a little support focusing on structure. You'll love this simple classroom tool and so will your students! Hadn't them out as laminated bookmarks or paper to be glued into workbooks for the exercise. See the improvement as I have seen in the quality of student work.

12 Structure strips include the following topics and points;

• Historical Essay Structure Strip:

  • Introduction: Background context, thesis statement.
  • Body Paragraphs: Topic sentence, evidence, explanation, link to thesis.
  • Conclusion: Sum up points, restate thesis, broader significance.

• Historical Narrative Structure Strip:

  • Setting: Time and place.
  • Characters: Important figures involved.
  • Main Events: Chronological order of events.
  • Outcome: Results or effects of the events.
  • Reflection: Why these events are significant in history.

• Cause and Effect Structure Strip:

  • Introduction: Event to be analyzed.
  • Causes: Immediate and long-term causes.
  • Effects: Immediate and long-term effects.
  • Conclusion: Overall impact on society, culture, or history.

• Compare and Contrast Structure Strip:

  • Introduction: Subjects to be compared.
  • Similarities: Key points of overlap or commonality.
  • Differences: Key points of divergence.
  • Conclusion: What can be learned from the comparison.

• Historical Argument Structure Strip:

  • Claim: State your main point.
  • Evidence: Provide historical evidence to support the claim.
  • Counterclaim: Consider opposing viewpoints.
  • Rebuttal: Explain why your initial claim stands strong.

• Historical Biography Strip:

  • Early Life: Birth, childhood, early experiences.
  • Achievements: Key contributions and events.
  • Challenges: Any obstacles faced and overcome.
  • Legacy: How they are remembered or their impact on history.

• Primary vs. Secondary Source Analysis Strip:

  • Source Identification: Type, author, date.
  • Purpose: Why was it created?
  • Content: What information does it provide?
  • Perspective/Bias: Any evident biases or viewpoints?
  • Reliability: Trustworthiness of the source.
  • Usefulness: Relevance to the topic of study.

• Historical Event Deep Dive Strip:

  • Prelude: Events leading up to the main event.
  • The Event: Detailed description.
  • Key Figures: Important individuals and their roles.
  • Aftermath: Consequences and repercussions.
  • Significance: Why is this event important in history?

• Historical Era Overview Strip:

  • Timeframe: Start and end dates.
  • Key Events: Major occurrences in chronological order.
  • Societal/Cultural Changes: Shifts in society or culture.
  • Technological/Scientific Advancements: Major innovations.
  • Legacy: Lasting impact on the world.

• Historical Debate Strip:

  • Position: One side of a historical debate.
  • Supporting Points: Reasons for this stance.
  • Opposing Position: The counter-argument.
  • Rebuttal: Response to the counter-argument.

Common Core Outcomes :

For Grades 6-8:

Reading Standards for Literacy in History/Social Studies 6-8: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.5, RH.6-8.7, RH.6-8.10

For Grades 9-12:

Reading Standards for Literacy in History/Social Studies 9-10 & 11-12: RH.9-10.1, RH.9-10.2, RH.11-12.1, RH.11-12.2, RH.9-10.4, RH.11-12.4, RH.9-10.7, RH.11-12.8, RH.9-10.10, RH.11-12.10

Australian Curriclum Links
Chronology, terms and concepts

• Sequence historical events, developments and periods (ACHHS205) & (ACHHS148)
• Use historical terms and concepts (ACHHS206) & (ACHHS149)

Analysis and use of resources

• Identify the origin and purpose of primary and secondary sources (ACHHS209) & (ACHHS152)
• Locate, compare, select and use information from a range of sources as evidence (ACHHS210) & (ACHHS153)
• Draw conclusions about the usefulness of sources (ACHHS211) & (ACHHS154)

Historical questions and research

• • Identify a range of questions about the past to inform a historical inquiry (ACHHS207) & (ACHHS150)
• • Identify and locate relevant sources, using ICT and other methods (ACHHS208) & (ACHHS151)

Perspectives and interpretations

• • Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) & (ACHHS155)

Explanation and communication

• Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213) & (ACHHS156)
• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214) & (ACHHS157)

Enjoy this resource! Don't forget to follow my store for more awesome products and rate this product for your TeachShare credits :)

People that have purchased this resource have also purchased -

✅ ➡ USA History

✅ ➡ USA History Unit One

✅ ➡ USA History Unit Two

✅ ➡ USA History Unit Three

✅ ➡ USA History Unit Four

✅ ➡ USA History Unit Five

✅ ➡ v ☭️ Cold War

✅ ➡ American Revolution

✅ ➡ ⚔ US Civil War

✅ ➡ ✈ World War Two

✊ USA Civil Rights

☥ Ancient History

Please share feedback to help me improve my resources for you.

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12 History structure strips are visual reminders for students who are struggling with essays, writing, primary and secondary source analysis, compare and contrast and more for middle school and high school grade students.

These simple tool yields BIG results and is perfect for struggling learners or advanced who just need a little support focusing on structure. You'll love this simple classroom tool and so will your students! Hadn't them out as laminated bookmarks or paper to be glued into workbooks for the exercise. See the improvement as I have seen in the quality of student work.

12 Structure strips include the following topics and points;

• Historical Essay Structure Strip:

  • Introduction: Background context, thesis statement.
  • Body Paragraphs: Topic sentence, evidence, explanation, link to thesis.
  • Conclusion: Sum up points, restate thesis, broader significance.

• Historical Narrative Structure Strip:

  • Setting: Time and place.
  • Characters: Important figures involved.
  • Main Events: Chronological order of events.
  • Outcome: Results or effects of the events.
  • Reflection: Why these events are significant in history.

• Cause and Effect Structure Strip:

  • Introduction: Event to be analyzed.
  • Causes: Immediate and long-term causes.
  • Effects: Immediate and long-term effects.
  • Conclusion: Overall impact on society, culture, or history.

• Compare and Contrast Structure Strip:

  • Introduction: Subjects to be compared.
  • Similarities: Key points of overlap or commonality.
  • Differences: Key points of divergence.
  • Conclusion: What can be learned from the comparison.

• Historical Argument Structure Strip:

  • Claim: State your main point.
  • Evidence: Provide historical evidence to support the claim.
  • Counterclaim: Consider opposing viewpoints.
  • Rebuttal: Explain why your initial claim stands strong.

• Historical Biography Strip:

  • Early Life: Birth, childhood, early experiences.
  • Achievements: Key contributions and events.
  • Challenges: Any obstacles faced and overcome.
  • Legacy: How they are remembered or their impact on history.

• Primary vs. Secondary Source Analysis Strip:

  • Source Identification: Type, author, date.
  • Purpose: Why was it created?
  • Content: What information does it provide?
  • Perspective/Bias: Any evident biases or viewpoints?
  • Reliability: Trustworthiness of the source.
  • Usefulness: Relevance to the topic of study.

• Historical Event Deep Dive Strip:

  • Prelude: Events leading up to the main event.
  • The Event: Detailed description.
  • Key Figures: Important individuals and their roles.
  • Aftermath: Consequences and repercussions.
  • Significance: Why is this event important in history?

• Historical Era Overview Strip:

  • Timeframe: Start and end dates.
  • Key Events: Major occurrences in chronological order.
  • Societal/Cultural Changes: Shifts in society or culture.
  • Technological/Scientific Advancements: Major innovations.
  • Legacy: Lasting impact on the world.

• Historical Debate Strip:

  • Position: One side of a historical debate.
  • Supporting Points: Reasons for this stance.
  • Opposing Position: The counter-argument.
  • Rebuttal: Response to the counter-argument.

Common Core Outcomes :

For Grades 6-8:

Reading Standards for Literacy in History/Social Studies 6-8: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.5, RH.6-8.7, RH.6-8.10

For Grades 9-12:

Reading Standards for Literacy in History/Social Studies 9-10 & 11-12: RH.9-10.1, RH.9-10.2, RH.11-12.1, RH.11-12.2, RH.9-10.4, RH.11-12.4, RH.9-10.7, RH.11-12.8, RH.9-10.10, RH.11-12.10

Australian Curriclum Links
Chronology, terms and concepts

• Sequence historical events, developments and periods (ACHHS205) & (ACHHS148)
• Use historical terms and concepts (ACHHS206) & (ACHHS149)

Analysis and use of resources

• Identify the origin and purpose of primary and secondary sources (ACHHS209) & (ACHHS152)
• Locate, compare, select and use information from a range of sources as evidence (ACHHS210) & (ACHHS153)
• Draw conclusions about the usefulness of sources (ACHHS211) & (ACHHS154)

Historical questions and research

• • Identify a range of questions about the past to inform a historical inquiry (ACHHS207) & (ACHHS150)
• • Identify and locate relevant sources, using ICT and other methods (ACHHS208) & (ACHHS151)

Perspectives and interpretations

• • Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) & (ACHHS155)

Explanation and communication

• Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213) & (ACHHS156)
• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214) & (ACHHS157)

Enjoy this resource! Don't forget to follow my store for more awesome products and rate this product for your TeachShare credits :)

People that have purchased this resource have also purchased -

✅ ➡ USA History

✅ ➡ USA History Unit One

✅ ➡ USA History Unit Two

✅ ➡ USA History Unit Three

✅ ➡ USA History Unit Four

✅ ➡ USA History Unit Five

✅ ➡ v ☭️ Cold War

✅ ➡ American Revolution

✅ ➡ ⚔ US Civil War

✅ ➡ ✈ World War Two

✊ USA Civil Rights

☥ Ancient History

Please share feedback to help me improve my resources for you.

Follow us!!!!!

Instagram

https://www.instagram.com/yugenlearning/

Pinterest

https://www.pinterest.com.au/yugenlearning/

TeachShare Store

https://www.TeachShare.com/Store/Yugen-Learning

In this lesson, students will gain a frame of reference for understanding how multiple factors can influence how history is written. This resource will prompt students to be able to answer not only “What happened?” BUT-- “How do you know?” and “Why do you believe your interpretation is valid?”

Critical questions are posed;

• What kind of factors can influence how history is written?
• What is a primary source? What is a secondary source? Strengths and limitations of each?
• Does one's analysis of recent historical events differ from distant past events?

Students will explore these important questions through the study of Christopher Columbus. Through the analysis of primary & secondary sources, students will re-examine the way in which the Columbus story has been portrayed in mainstream literature. A culminating Venn diagram activity will complete the lesson.

Two Optional Extension activities include;

#1. Analyze Excerpts from Children's books; Identify the different possible ways in which the following images and/or text can influence a reader’s understanding of Christopher Columbus and the Taino culture.

#2. Debate: Should Columbus Day be Celebrated?; FOR & AGAINST arguments included.

This Resource Includes:

• Teacher Reference Guide
• 34 Google Slide Presentation & Guided Notes
• Two Optional Extension Activities: 1# Analyzing Children's Literature, #2 Debate- Should Columbus Debate continue to be celebrated?

If you liked this lesson see other related lessons here:

• The Debate on Affirmative Action: Exploring Two Sides of the Issue
• Native American Residential Schools in the U.S. (Gallery Walk Activity)
• Westward Expansion & the Transcontinental Railway: Exploring Perspectives
• U.S. Imperialism UNIT: Interactive Notebook
• The 'Bill of Rights' Time Travel

The Cuban Missile Crisis of October 1962 pushed the United States and the Soviet Union to the brink of nuclear war. This lesson will have students critically examine the complex relationship between the United States and Cuba that led to this climatic point in history. Students will delve deeper into this conflict by analyzing the differing points of view and perspectives concerning the events that led to the Cuban Missile Crisis through the study of three sources of information.

This resource is a perfect lesson for students to work independently, or for a substitute to teach!

This lesson includes:

• Teacher Reference Guide
• Reading: ‘On the Brink- From the Bay of Pigs to the Cuban Missile Crisis’
• 44 min Documentary film ‘Fidel Castro Declassified’
• 2 page set of 7 questions (analysis and comprehension)
• Venn Diagram
• American history textbook version

If you liked this lesson see other related ‘Cold War’ lessons here:

• Hot War Turns into the Cold War
• The Cold War and Vietnam
• Cold War Unit Review & Assessment
• The Korean War: A Critical Reading Activity
• Protest Movements of the 1960's: E-Chapter Textbook Project

This highly engaging, primary based, interactive Slide Presentation will have students examine; the underlying roots from which the Ku Klux Klan (KKK) came to exist in America, the organization's primary tactics of using intimidation & fear in fighting against social equality, and why many poor whites were recruited to join the KKK organization. Students will delve deeper by comparing the circumstances and social conditions of two former KKK leaders (one who lived during the era of Jim Crow, and the other of present day).

Class discussion, and critical thinking is promoted throughout the entire lesson.

Materials Include:

• Slide Presentation & Guided Notes Handout
• Venn Diagram- 'Comparing White Supremacy of the Past with Today'
• Primary Source Reading- 'C.P. Ellis Why I Quit the Klan'
• Teacher Answer Key Included

*All THREE lessons (Era of Reconstruction, the Ku Klux Klan, & Jim Crow) is available in the BUNDLE for a discounted %.

This lesson will have students explore & debate the five major compromises that were made at the Constitutional Convention in Philadelphia in 1787. The delegates were charged with the task of amending the Articles of Confederation. However, they quickly decided to replace the Articles and write a new constitution. Because the delegates came from all parts of the country, they differed on a number of key issues. In order to keep the convention going and ensure ratification of the Constitution, the delegates had to compromise a number of times. As a result, the final document is sometimes described as a "bundle" of compromises.

Materials Include:

• Student Guided Notes T-Chart
• 23 Slide Presentation
• Teacher Answer Key

Supporting Questions:

• What was the purpose of the Constitutional Convention?
• What are the five compromises of the Constitution?
• How did the Constitutional Convention address the issue of slavery?

If you liked this lesson see other related 'Government' lessons here:

• Controversy and the Criminal Justice System (Eric Garner Case)
• The 'Bill of Rights' Time Travel
• Mock Trial: Class Preparation (MY BEST SELLER)!
• Post Zombie Apocalypse: What Form of Government Would YOU Create?
• YOU Be the Judge: Analyzing Supreme Court Decisions

G-RATED VERSION | CLEAN VERSION

Please Note: Sex and drugs of this time are not addressed in this lesson as they may not be appropriate in certain educational settings. You are welcome to put your spin on it if you feel your students are developmentally and socially ready.
This lesson is focused on counterculture's free-thinking.

**INCLUDES TWO REAL-LIFE ENCOUNTERS (INTERVIEWS)**

What is counterculture and how can it change the world we live in?

Students will look at the counterculture of the 1960-70s through the festival at Bethel, New York— the age of hippies, the Civil Rights Movement, and the Vietnam War. Explore the event surrounding this time and event and determine how the counterculture of this time made an impact and changed American culture. This lesson also implements depth and complexity of the topic.

GRADE LEVEL: 7TH-12TH

TIME FRAME: 60-90 MINUTES

TYPE OF ACTIVITY: GROUP COOPERATION OR INDIVIDUAL ACTIVITY

OBJECTIVES

o The learner will understand the circumstances and purpose of the Woodstock Art & Music Fair Festival of ‘69.

o The learner will read first-hand accounts of those who attended Woodstock ‘69.

o The learner will hypothesize how Woodstock ‘69’s counterculture changed American culture.

o The learner will explore the changes over time in American culture before, during, and after Woodstock.

MATERIALS:

o Reading Activity (Included) May consider laminating for future use with classes and for durability.

o Depth & Complexity Activity (Included)

o Folder with pockets, one per group. Place the laminated reading activity on the left-hand pocket and

the Depth & Complexity, Geographically Speaking, and Exit Tickets copies in the right-hand pocket, paper

clipped together. Print the cover page and glue or staple it to the front of the folder. Place one folder at

each group’s station.

o Exit Tickets (Included)

o Song from Spotify or other sources: Jimi Hendrix's “The Star Spangle Banner,” Live at Woodstock

o Technology to play the YouTube video of Jimi Hendrix’s appearance on the Dick Cavett Show.

o Internet access for any research needed.

INCLUDES:

o Teacher's Guide

o Introduction Activity

o Procedure

o Closure/Evaluation

o Anwer guides

Disclaimer:

One purchase is for the use of one teacher. If additional teachers would like to use this product, please purchase additional licenses.

A zip file reader is needed to open the compressed file.

Students will work in cooperative learning groups to learn how laws are made in the US and understand the roles each branch of government — legislative, executive and judicial plays in the law-making process. Students will work in cooperatively to complete a How Laws are Made order game. Students will then participate in a reading activity focusing on the roles of the 3 branches of government. This lesson is used to introduce students to the processes of the branches of government in the US.

This lesson includes:

• Detailed Teacher Instructions
• Printable: 3 Branches of Government Article
• Printable: How Laws are Made Article
• How Laws Are Made Introductory Game
• Branches of Government Bookmarks
• 2 Branches of Government Chart for Early Learners (One Full Color to Project, One to Reproduce in Black and White)
• 2 Branches of Government Chart of More Mature Learners (One Full Color to Project, One to Reproduce in Black and White)

☑ Check out the preview to see what is included.

Visit our store Geography & Math Made Easy to view other related resources:

Similar Resources & Skills

✧ World Goverment Lessons

✧ World Economics Lessons

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Disclaimer:

One purchase is for the use of one teacher. If additional teachers would like to use this product, please purchase additional licenses.

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Related Topics:

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Explore the world of Colonial New England and the Pilgrims with this artifact scavenger hunt. Get students engaged with the historical aspect of Pilgrim artifacts, but also strengthen their inference skills as they connect artifacts with Pilgrim values.

Please see the preview images for the use of the digital and printable activities.

~This product contains: One digital artifact scavenger hunt with graphic organizer One printable artifact scavenger hunt Answer key (possible answers too!)

~How can I use this product? The Scarlet Letter novel study unit (or other Pilgrim/Colonial literature story, such as The Crucible) Studying the history of Colonial New England Fun Thanksgiving Activity Any subject about Pilgrims and Colonies

This resource goes beyond having students simply take notes and restate the different causes leading to the American Revolutionary War. A unique lesson designed to have students participate in the learning process by continually drawing inferences and predictions of how each causal factor worked to increase the tensions between the colonies and Britain. An interactive & discussion based Slide Presentation will encourage students to delve deeper into their analysis.

Two choices of hands-on summative activities;

1. Creating a ‘Loop’ diagram' (web) that will serve to identify the causal factors and how they interconnect with each other.

OR

2. Creating an ‘Unjust-O-Meter’. Students will rate which of the causal factors were the most unjust to the colonists. Each group will defend and present their decisions to their classmates.

Materials:

• Teacher Reference Guide
• Google Slide Presentation
• Guided Notes & Answer Key
• ACTIVITY #1: Loop Diagram (criteria & grading rubrics)
• ACTIVITY #2: Unjust-O-Meter (rating matrix & grading rubrics)

If you liked this lesson see other related lessons here:

• The 'Bill of Rights' Time Travel
• Post Zombie Apocalypse: What Form of Government Would YOU Create?
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Protest Worksheets | Protest Activities | Civil Rights Movement | Civil Rights

This resource is also included in the following discounted Bundles:

• Protest BUNDLE
• ELA/SEL MEGA BUNDLE

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ABOUT THIS RESOURCE

★ Protest Activities

★ 29 pages

★ Suitable for Middle and High School Students

★ Print and Digital (PDF and Google Slides)

★ Editable version included

This resource includes:

★ 12 Protest Graphic Organizers (PDF, Google Slides, and EDITABLE)

★ 5 ANSWER KEYS

★ Google Slide Links

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This resource is also included in Google Slides! Text boxes have already been created to make it easier for you and your students! Each worksheet slide includes two instruction solution tabs for when students accidentally delete text boxes and when they want to zoom in (to enlarge worksheets). It's super helpful for students who are not that familiar with how to use Google Slides or need the extra assistance.
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❤ This resource includes 12 Protest Activities and Graphic Organizers to help students examine and analyze the purpose of protests, causes and effects of protesting, the difference between violent and non-violent protesting, whether the advantages of peaceful protesting outweigh violent protesting, and how protesting can make a difference in addressing the problems our society faces.

❤ These activities can foster great discussions and help students explore questions like “What is the root cause of violence?” “Are nonviolent protests always the best way to achieve change?”, “Is violence ever justified?”, “What factors make protests effective?”, etc.

❤ These activities are also designed to help students analyze past and current protests and demonstrations and consider actions they might take around the issues they care about. Students have opportunities to reflect about what can make their voices uniquely powerful as well as how they can have a real impact on society.

❤ The activities contain breath-taking borders, fonts, and clipart to appeal to your students and make the display of students’ work on bulletin boards visually appealing.

❤ These graphic organizers will make a great addition to ANY LESSON!

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✅ Editable versions are also included. Kindly note that the editable versions do not have the same page borders and fonts as the activities in the PDF and Google Slides versions due to copyright terms by other contributing artists. The fonts included in the editable versions are TimesNewRoman and Calibri to ensure that they are organized and accessible to you. You may change borders, fonts, texts, images as you wish to meet the needs of your students!!

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The Protest Graphic Organizers feature the following topics:

⭐ Peaceful vs. Violent Forms of Protests (and ANSWER KEY)

⭐ Effects of Peaceful and Violent Protests (and ANSWER KEY)

⭐ Advantages vs. Disadvantages of Non-Violent and Violent Protests (and ANSWER KEY)

⭐ Examining Protests and Demonstrations

⭐ Why Protesters Resort to Violence – Causes and Triggers

⭐ Your Perspective on Protesting

⭐ Comparing Protests Venn Diagram (You choose protests to analyze)

⭐ 2 Protest Details

⭐ Making Inferences About Protests (under study) and Citing Evidence

⭐ 2 Protest Tactics and Outcomes

Lesson plans are not included. You can use these activities in addition to your own lesson plans and in such a way that best meets the needs of your students.

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You may also be interested in the following related resources:

❤️ Protest BUNDLE

❤️ Racism Question Task Cards and Worksheets

❤️ Protest Question Task Cards and Worksheets

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Created by © Queen's Educational Resources / All Rights Reserved

Your purchase includes one copy to be used in a single classroom. If you are looking for multiple copies, please be sure to purchase additional licenses.

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Interested in REAL-LIFE SCENARIOS?

Checkout my REAL-LIFE SCENARIOS LIBRARY!

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Interested in realistic kids, teens, and adults clipart? Check out my CLIPART GALLERY!

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Please feel free to email me if you have any questions!

queenseducationalresources@gmail.com

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Civics Bellwork for the WHOLE YEAR

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

18 topics: Including Economics, Enlightenment, Elections, Executive Branch, Legislative Branch, Citizenship, ETC!

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

*Placed into Quizizz on Day 5 together __/ 80 points total

· Efficiency: Smart Goal of 80% or above

SS.7.C.1.1, SS.7.C.1.2, SS.7.C.2.1, SS.7.C.2.2, SS.7.C.3.1, SS.7.C.3.3, SS.7.C.3.12, SS.7.C.3.3 & SS.7.C.3.6 etc etc

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