Higher Education Activities

• My students had so much fun doing this, they didn't want it to end! Four Disney villains are being brought to court with charges and your students will either prosecute or defend them in "court":

• Ursula - The Little Mermaid: Fraud & Exploitation

• Scar - The Lion King: Manslaughter & Environmental Crimes

• Gaston - Beauty & The Beast: Attempted Murder & Inciting a Riot

• Lady Tremaine - Cinderella: Emotional Abuse/Neglect & Exploitation

Assign your students to be prosecutors and defenders with their own custom files. Each team has their own responsibilities and will need to craft their argument well to win the judge & jury.

-Reinforce learning of claim, support, point of view and more!

- Students need to support their claims with facts from the movie. Perfect for an argumentative unit!

*Lesson has been adapted with extensive sentence stems and examples. Teacher made examples are also included. This is a scaled activity that all students can do without too much teacher intervention.

Check out these other resources!

• ELA Test Prep, Study Guide & Activities Bundle (new)
• All Things English For Middle & High School Students (best seller)
• Revising & Editing Workbook
• Revising & Editing for Group Lessons
• Bell Ringers for the Semester
• Everything Writing

• Do you need help getting your students to understand how text is structured and how authors craft their writing?
• Do you want them to practice aligning ideas and writing their own?

Help your students master paragraph structure with this comprehensive resource designed for middle and high school learners. "Building Strong Paragraphs" focuses on key writing skills such as identifying topic sentences, supporting details, and crafting thesis statements. This ready-to-use packet includes practice worksheets, engaging exercises, and thesis sentence-building activities that will enhance your students' writing abilities.

Ideal for both informational and argumentative writing, this resource walks students through the entire process of constructing well-organized, coherent paragraphs. Whether you're teaching how to develop supporting sentences, transition between ideas, or conclude effectively, this resource covers it all!

What's Included:

• Graphic Organizer for understanding structure
• Identification exercise
• Two Unique Passages per skill: topic sentences, thesis statements, supporting sentences & concluding sentences
• 9 Passages
• 20 Pages
• Available as a PDF and a Word Document

Perfect for:

• Grades 6-10
• English Language Arts (ELA) Teachers
• Writing Workshops
• STAAR Writing Prep
• Argumentative and Informational Essay Practice

Benefits of this Resource:

• Aligned with Common Core Standards and TEKS for writing.
• Great for differentiated learning in classrooms with ELLs and students needing extra practice.
• Supports critical thinking and writing clarity.

Who is this for?

• Middle and High School Teachers: Perfect for educators looking to strengthen their students’ paragraph-writing skills with structured, step-by-step activities.
• ELA Teachers: Aligned with TEKS and Common Core standards, this resource is ideal for anyone teaching informational and argumentative writing.
• Students Preparing for Standardized Tests: Great for test prep, including STAAR writing, helping students improve clarity, coherence, and overall writing structure.
• Special Education & ELL Support: Easily adaptable for differentiated instruction, making it an excellent tool for classrooms with diverse learners, including English Language Learners and students with varying writing levels.
• Homeschool Educators: A valuable resource for guiding students through the fundamentals of paragraph writing at home.

Let's face it, forming good cooperative learning teams can be a chore. Not anymore! To create effective teams, we must juggle a lot of variables. Writing everything out by hand on TONS of index cards is a hassle. Simply type in the template, print on cardstock, or just store in a google doc. BOOM, amazingness. Cooperative Learning at it's best.

SS.7.C.4.1 - Understanding U.S. Domestic & Foreign Policy Differentiate concepts related to U.S. domestic and foreign policy. SS.7.C.4.2 - Government and Citizen Participation in International Organizations Recognize government and citizen participation in international organizations. SS.7.C.4.3 - The U.S. & International Conflicts Describe examples of how the United States has dealt with international conflicts. This zipped folder includes: Hooks, Engagement Activities, Graphic Organizers, Questions, Processing Activities

This Zipped Folder Includes: Hooks, Processing Activities, Answer Keys, and Questions. SS.7.C.3.5 - Amending the United States Constitution Student Review Reading for SS.7.C.3.5 Explain the Constitutional amendment process. Benchmark Clarifications: Students will recognize the methods used to propose and ratify amendments to the U.S. Constitution. Students will be able to identify the correct sequence of each amendment process. Students will identify the importance of a formal amendment process. Students will recognize the significance of the difficulty of formally amending the U.S. Constitution.

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 of the Emancipation Proclamation speech from President Abraham Lincoln. It breaks down the vocab used and gives teacher lead questions, student creation of questions, as well as a summary.

Articles of Confederation Unit:

U.S. History & Civics

In this complete PDF you will find:

• Learning Goal Charts

• Interactive Notebook Items

• Charts/ Activities

• Readings

• Comic Strips

• Assessment

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Civics & US History Learning Goal Charts:

Have your students track

their learning!

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

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

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

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

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

Instructions: Step By Step

1. Find the unit we are in right now.

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

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

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

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US History & Civics Driven Interactive Notebook style unit:

Right Side Goes in the brain

Left Side Comes back out

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

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Articles of Confederation Fake Obituary:

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

Includes: Reading, Engagement,Activities & Comic Strips.

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Check out samples on my Instagram: @HistoryGuruTeachShare

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Holocaust & WWII DBQ Freebie!

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

SS.7.C.2.11

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

Document Based Questioning

What will the students learn?

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

How will they learn it?

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

How will you know that they have learned it?

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

SS.7.C.2.11

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

Subject Area: Social Studies Grade: 7

Strand: Civics and Government

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

Status: State Board Approved

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

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Federalist vs Anti-Federalist Bellwork/ Bellringer/ Close Reading

*With a bonus FREEBIE*

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

SS.7.C.1.8

Civics

Federalists & Anti-Federalists Reading

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

Bellwork Procedure

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

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

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

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

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

2. Silently do your Bellwork at your seat.

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

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

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

Success:

• UNREAL: __/12 points

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

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

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SS.8.A.3.2 Explain American colonial reaction to British policy from 1763 - 1775.

SS.8.A.2.4 Identify the impact of key colonial figures on the economic, political, and social development of the colonies.

This is an anonymous article that was originally published in The Providence Gazette Newspaper in 1775. This article was found in the American Archives

and edited by Peter Force, who collected records from newspapers, state papers, committee papers, and gathered them together in several volumes as

part of forming a documentary history of the American Revolution. However, it is clear that the article is not written by an objective source.

Scholars In Action presents case studies that demonstrate how scholars

interpret different kinds of historical evidence. This newspaper article was published in the Patriot press in 1775 and describes a political demonstration in Providence, Rhode Island, where protesters burned tea and loyalist newspapers. As opposition to British rule grew in the years leading up to the American Revolution, many people in the colonies were forced to take sides. Popular movements such as the "Sons of Liberty" attracted artisans and laborers who sought broad social and political change. Street actions against the British and their economic interests brought ordinary citizens, including women and youth, into the political arena and often spurred greater militancy and radicalism. By 1775, a number of major political protests and clashes with the British had occurred, including the Stamp Act riots, the Boston Massacre, and the Boston Tea Party.

Before you move to the next page, read this newspaper article. How does the article describe the event? Can you tell who participated in the protest? Are the political issues and tensions clear? What is puzzling or unclear?

SOAP (Source, Occasion, Audience, Purpose)

Who/what is the Source?

What person or group produced this document?

Whose perspective is being voiced?

What is the Occasion?

When and where was this evidence created?

What context or situation encouraged the creation of this document?

Who is the Audience?

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

What is the Purpose?

What was this document intended to accomplish?

What was its creator’s aim?

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

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Directions: Complete the timeline for the Supreme Court Landmark Cases. Be sure to include the title and outcome of each case that corresponds with the picture and date. Student Review Reading for SS.7.C.3.12 Analyze the significance and outcomes of landmark Supreme Court cases including, but not limited to, Marbury v. Madison, Plessy v. Ferguson, Brown v. Board of Education, Gideon v. Wainwright, Miranda v. Arizona, In re Gault, Tinker v. Des Moines, Hazelwood v. Kuhlmeier, United States v. Nixon, and Bush v. Gore.

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

This zipped folder includes: Hooks, Bellringers, Questions, and Processing Activities. Student Review Reading for SS.7.C.3.10 Identify sources and types (civil, criminal, constitutional, military) of law. Overview: Benchmark Clarifications: Students will use examples of historical law codes to identify how laws originated and developed in Western society. Students will recognize constitutional, statutory, case, and common law as sources of law. Students will compare civil, criminal, constitutional, and/or military law.

I Have, Who Has? Review Activity

Brief description: Engage students with this fast-paced interactive review activity where students listen, think, and respond to their peers.

Make a list of the key vocabulary terms, specific content, people, and/or events that you would like to use for the activity. Next to each one write the definition or explanation you want the students to practice using. This first step will help you when you go to create the actual cards.

Using key vocabulary terms, specific content, people, and events create cards with an answer on the top beginning with the term, The first card will state, “ I have the first card…” and then the first question will be stated beginning with the phrase, “ Who has…?”. The answer to the last question will be on this card. The second card will begin with the answer to the question from the first card beginning with the phrase, “I have…” then beneath that response write the question for the next answer beginning with the phrase, “ Who has…?”. The next card will have the answer to the previous question. Repeat this process until all questions and answers are accounted for.

See attached example for 7th grade Civics

Process: Give each student 2-3 cards depending on the class size. Give students time to think about the terms on their cards before beginning. Make sure they don’t have cards that are in order. This way they need to be paying attention during the whole activity. The student who has the first card starts. Continue until all the cards have finished. This is designed, so you can do it multiple times and students can have different cards each time.

Scaffolding Tips:

Work with partners

Have students create hints for the questions on their cards

Provide hints on the back of each card

___________________________________________

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New Years Check-In Directions:

Please answer the questions below. It is important to be honest and open in your responses, while also being respectful of yourself and others. This will give me a better understanding of who you are as a person, which can help me to better support you in the time you have here at our school.

Note:

I did this today with my freshman advisory group as a New Year's Check-In. They loved it! I taught Middle School for the past 12 years and did something similar, but never actually had it on a formal worksheet. I would just say the questions out load and they would answer on paper.

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

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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

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SS.7.C.2.2

Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

Essential Question: What are the obligations and responsibilities of citizens?

Obligations and Responsibilities of Citizens

Visual Vocabulary builder to show that students fully understand the following words: Obligation/ Duty, Responsibility, and Common Good.

Directions: Provide a definition in your own words to each concept. Then draw a picture, symbol, or pictoword in each box representing concepts you learned in this lesson.

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SS.7.C.3.7 Voting Rights Amendments Contains: Hook for SS.7.C.3.7 Process for SS.7.C.3.7 Double Entry Journal Process for SS.7.C.3.7 Learning Log Questions for SS.7.C.3.7 Student Review Reading for SS.7.C.3.7 Analyze the impact of the 13th, 14th, 15th, 19th, 24th, and 26th amendments on participation of minority groups in the American political process. Overview: Benchmark Clarifications: Students will recognize the rights outlined in these amendments. Students will evaluate the impact these amendments have had on various social movements. Students will analyze historical scenarios to examine how these amendments have affected participation in the political processes. Students will recognize how the amendments were developed to address previous civil rights violations.

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.

Start your review with some simple EOC bellwork/ exit questions.

Christmas theme Bible verses printable coloring bookmarks for teens and adults, DIGITAL DOWNLOAD, Christmas Trees, ornaments, wreaths, snowflakes, and other decorations, Christian scripture coloring craft page.

Great for Bible journaling page tags, for tracing, used as a relaxing family, Bible study, Sunday school, or party activity, as a DIY gift, like cards, or gift tags.

For best results print them on thick cardstock paper, color, and cut up.

Files include: 1 Pdf US letter-size pages 8.5” by 11”.

Large bookmarks measure about 8.25" by 2.5",

and smaller set 7" by 2"

Similar coloring bookmarks for kids:

Christmas Bible Verse Nativity Coloring Bookmarks Craft Activity for Kids

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