Higher Education DBQs

This 20-page Primary Source Analysis and DBQ activity gives students a chance to learn about the contributions and changing roles of women during the Revolutionary Era between 1763 and 1783. There are two Document-Based Questions (DBQs). Included at the beginning is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY (Historical Context, Audience, Purpose, Point of View, Why Significant). There is also a page of Teacher Notes. Primary sources include essays, letters, journal entries, images and cartoons. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. An Answer Key to all the questions and the HAPPY process is available at the end of the packet. This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers, college students or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. Each page includes questions based on the primary sources, along with an Answer Key. There is also an answer key for the DBQ prompts.

There is also an Easel Activity which allows students to answer the questions at the end of each primary source online. For homework purposes, Home Schoolers or for asynchronous learning, this is an especially valuable digital option .

This is part of the Women in American History Series which includes PowerPoint lessons as well as Reading Assignments and Worksheets, Analyzing Primary Sources and DBQ's and Activities about women's experiences in other eras.

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Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.

Thank you for your interest in this resource!

If you like World War II historical fiction, I have written a book called Hearts of War about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle Unlimited and I appreciate any reviews!

Thank you!

Christa Nonnemaker

DBQ: Prohibition - A Critical Thinking Adventure

Engage your students in a deep dive into the complex history of Prohibition with this engaging DBQ!
This resource provides students with a rich collection of primary sources, including speeches, newspaper articles, and historical documents, that allow them to explore the multifaceted impacts of Prohibition on American society. By analyzing these sources, students will develop critical thinking skills, historical understanding, and a nuanced perspective on this pivotal era.

Key Features:

• Comprehensive DBQ: The DBQ includes a thought-provoking prompt, a variety of primary sources, and guiding questions to help students analyze and interpret the evidence.
• Real-world connections: The documents offer a glimpse into the lives of ordinary Americans during Prohibition, fostering a deeper understanding of the historical context.
• Critical thinking skills: Students will develop essential skills such as analyzing sources, evaluating arguments, and synthesizing information.
• Differentiated learning: The DBQ can be adapted to suit various learning styles and abilities, making it a valuable resource for all students.
• Sub-plan friendly: Use this DBQ as a standalone activity or incorporate it into your unit on the Progressive Era or American history.

Learning Objectives:

• Students will be able to analyze primary sources to identify key arguments and perspectives.
• Students will be able to evaluate the impact of Prohibition on American society, including its economic, social, and political consequences.
• Students will be able to develop a well-supported argument based on historical evidence.

Common Core Standards:

• History/Social Studies: CCSS.ELA-Literacy.RH.6-8.1, CCSS.ELA-Literacy.RH.6-8.2, CCSS.ELA-Literacy.RH.6-8.3, CCSS.ELA-Literacy.RH.6-8.4, CCSS.ELA-Literacy.RH.6-8.6, CCSS.ELA-Literacy.RH.6-8.7, CCSS.ELA-Literacy.RH.6-8.8, CCSS.ELA-Literacy.RH.6-8.9, CCSS.ELA-Literacy.RH.6-8.10, CCSS.ELA-Literacy.RH.11-12.1, CCSS.ELA-Literacy.RH.11-12.2, CCSS.ELA-Literacy.RH.11-12.3, CCSS.ELA-Literacy.RH.11-12.4, CCSS.ELA-Literacy.RH.11-12.6, CCSS.ELA-Literacy.RH.11-12.7, CCSS.ELA-Literacy.RH.11-12.8, CCSS.ELA-Literacy.RH.11-12.9, CCSS.ELA-Literacy.RH.11-12.10

Recommended Courses:

• American History
• Progressive Era
• 20th Century American History

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!

Related Product:

Progressive Era Reading Comprehension Bundle

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.

This 25-page resource with 15 primary sources plus a DBQ question gives students a chance to delve deeper into the experiences of Japanese-Americans during World War II, both in internment camps and outside of internment camps. Many students know that Japanese-Americans from the West Coast were interned. Here’s a chance to read documents that shed light on how the decision was made, whether the racial prejudices were shared among all Americans, how Japanese-Americans contributed outside the camps, and how re-integration was perceived. The Japanese-American experience went far beyond their internment in the camps.

Assign just one, a few or all of the sources depending on time constraints and student interest.

Primary Sources include:
*Customer Complaint and Restaurant Owner’s Response
*Transcript from a Meeting in General DeWitt’s Office, January 1942
* Excerpt from Executive Order 9066, February 1942
*Evacuation Notice Number 9, April 1942
*Images from Evacuation and Assembly Center
*Letter from Internee to Former Middle School Teacher, September 1942
*Excerpt of Congressional Report of Dies Committee, August 1943
*Photographs of Life inside the Internment Camp
*Resolution by the Native Sons of the Golden West, Santa Cruz Parlor, April 1944
*Photographs of Contributions by Japanese-Americans
*Letter Insert by Assistant Director of War Relocation Authority, January 1946

Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include letters, photos, reports and other documents. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. Two DBQ prompts are included at the end. An Answer Key to all the questions and the DBQ prompts are available at the end of the packet.

This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

This is also available as a digital resource through Easel so students may complete it online.

Please check out my other Teaching Resources about World War II:

*The Japanese-American Experience in World War II: PowerPoint Presentation
*The Japanese-American Experience in World War II: Reading Assignment and Worksheet
*Women in the US Military during World War II: Reading Assignment and Worksheet
*Victory Gardens of World War II: PowerPoint Mini-Lesson
*Victory Gardens during World War II: Analyzing Primary Sources
*Victory Gardens during World War II: Classroom Activities
*The Home Front in World War II: Crossword Puzzle and Word Search
*The Home Front during World War II: Reading Assignment and Worksheet
*The Home Front in the United States During World War II: PowerPoint Lesson

More are always being added so check back frequently!

If you like World War II historical fiction, I have written a book called Hearts of War about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle and I appreciate any reviews!

Thank you!

Christa Nonnemaker

Engage your students this Halloween with a unique set of five mini DBQs designed to explore how fear, superstition, and hysteria have shaped key moments in history. This DBQ bundle is perfect for high school history classes, connecting historical inquiry with a Halloween twist. Each mini DBQ focuses on a different event, allowing students to analyze primary sources and think critically about the impact of fear and belief on societies throughout history.

The bundle includes:

1. Salem Witch Trials (1692): Investigate how religious extremism and fear of witchcraft led to mass hysteria in colonial America.
2. The Spanish Inquisition (1478-1834): Analyze how fear and persecution were used to enforce religious conformity and political control in Spain.
3. The Black Death (1347-1351): Examine the social, religious, and economic impacts of the plague and the scapegoating of Jewish communities.
4. The Mummy’s Curse (1920s): Explore how media sensationalism and public superstition created widespread belief in the "curse" of King Tutankhamun’s tomb.
5. The Panic of 1835: The Great Moon Hoax: Investigate how a series of fabricated newspaper articles stirred public hysteria about life on the moon.

Each DBQ includes 4 primary sources with analysis questions, a short answer prompt, and a final essay prompt connecting all five events. An answer key is also provided to make grading easier and support deeper discussions in class.
This resource is perfect for fostering critical thinking, historical analysis, and evidence-based writing. It can also serve as a great sub plan or engaging classroom activity around Halloween.

Learning Objectives:

• Students will critically analyze historical events shaped by fear, superstition, and hysteria.
• Students will develop historical thinking skills by examining primary sources and constructing evidence-based arguments.
• Students will connect past events to larger themes of how fear influences societal and political decisions.

Common Core Standards:

• CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events.
• CCSS.ELA-LITERACY.WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.

Courses this product is great for:

• U.S. History
• World History
• AP European History
• AP U.S. History
• Social Studies

Why This Resource?

This Halloween-themed DBQ bundle offers a creative way to dive into historical analysis and critical thinking. It’s a versatile tool that promotes deeper learning and can also be used as an engaging, ready-to-go sub plan.

Support a fellow educator and get rewarded!
Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom!

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?

The resource bundle includes the following items:

*The Japanese-American Experience During World War II: Power Point Presentation
* The Japanese-American Experience During World War II: Reading Assignment and Worksheet with Answer Key

*The Japanese-American Experience During World War II: Analyzing Primary Sources and DBQs

PowerPoint Presentation
This 30-slide presentation on the Japanese-American experience in World War II presents a broad and deep look at the nature of the four years between the bombing of Pearl Harbor and the end of World War II and how it impacted the Japanese immigrants (Issei) and their American-born children (Nisei). The slides include information about the Japanese and Japanese-American internment in camps along with the enlistment of both young Nisei men and Nisei women in the military. The slides also include information about those who didn't live in the camps and those who presented legal challenges to internment. The slides use engaging visuals including photographs, letters, documents and art to convey the experiences of an entire group of people who were moved away from their homes and businesses without constitutional redress. These visuals are primary sources that the instructor can use to further student understanding. The slides also include Reflection Questions which the instructor can choose to discuss with students. There are no correct answers to the Reflection Questions but should prompt interesting discussions. This slide presentation is equally valuable for the home-schooled student or for those instructors who want to provide supplemental information to their students. At the end of the presentation, there is a slide that provides annotations on the websites used to access the primary sources which are featured throughout the presentation. I hope that students find this presentation worthwhile and deepens their understanding about an experience that should give everyone pause but also shows the resiliency of both the Issei and Nisei during a very difficult time.

Reading Assignment and Worksheet with Answer Key

This 7-page Reading Assignment about the Japanese internment and other experiences in World War II presents a broad and deep look at the nature of the four years between the bombing of Pearl Harbor and the end of World War II and how it impacted the Japanese immigrants (Issei) and their American-born children (Nisei). This close reading assignment goes beyond typical textbook descriptions of the Japanese-American experience during World War II. It provides detailed explanations as to the evacuation process, life in the camps and issues that the residents faced. The assignment also includes information about those who didn't live in the camps and those who presented legal challenges to internment. The 3-page Worksheet asks students to answer questions based on their reading. This will reinforce their learning on the topic.

This Reading Assignment is equally valuable for the home-schooled student or for those instructors who want to provide supplemental information to their students. The second page of this assignment provides a list of important terms as well as an explanation about the use of historical terminology. I hope that students find this Reading Assignment worthwhile and deepens their understanding about an experience that should give everyone pause but also shows the resiliency of both the Issei and Nisei during a very difficult time. A worksheet is included.

This is also available as a digital resource through Easel so students may complete it online.

Analyzing Primary Sources and DBQs

This 23-page resource with 15 primary sources and 2 DBQ prompts gives students a chance to delve deeper into the experiences of Japanese-Americans during World War II. Many students know that Japanese-Americans from the West Coast were interned. Here’s a chance to read documents that shed light on how the decision was made, whether the racial prejudices were shared among all Americans, how Japanese-Americans contributed outside the camps, and how re-integration was perceived. The Japanese-American experience went far beyond their internment in the camps.

Primary Sources include:
Customer Complaint and Restaurant Owner’s Response
Transcript from a Meeting in General DeWitt’s Office
Excerpt from Executive Order 9066
Evacuation Notice Number 9
Images from Evacuation and Assembly Center
Letter from Internee to Former Middle School Teacher
Report from Congressional Committee on Camps
Photographs of Life inside the Internment Camp
Resolution by the Native Sons of the Golden West, Santa Cruz Parlor
Photographs of Contributions by Japanese-Americans
Letter Insert by Assistant Director of War Relocation Authority

Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include letters, photos, reports and other documents. Each page of primary sources includes questions. Two DBQ prompts with instructions are included.

There is also a page at the end for students to apply the HAPPY process to one source. An Answer Key to all the questions and the HAPPY process is available at the end of the packet.

If you like World War II historical fiction, I have written a book called Hearts of War about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle and I appreciate any reviews!

Thank you!

Christa Nonnemaker

Freedom's Journey: A DBQ on African American Liberty After the Civil War

Delve into the complex journey of African American freedom with this engaging DBQ!
This meticulously crafted DBQ offers a comprehensive exploration of the extent to which African Americans achieved freedom following the Civil War. Through a carefully curated selection of primary sources, students will analyze the challenges, triumphs, and enduring struggles faced by African Americans in their pursuit of liberty.

Key Features:

• Engaging Primary Sources: A diverse collection of primary sources, including excerpts from historical texts, images, and personal accounts, provide a firsthand glimpse into the experiences of African Americans during this transformative era.
• Thought-Provoking Questions: Each primary source is accompanied by carefully crafted questions that encourage critical thinking and analysis.
• Clear Directions and Rubric: Detailed instructions and a comprehensive rubric guide students through the DBQ process and help teachers assess their work effectively.
• Real-World Relevance: The DBQ connects historical concepts to contemporary issues, fostering a deeper understanding of the enduring struggles for racial equality.
• Versatile Use: Ideal for classroom instruction, independent study, or as a sub plan, this DBQ is adaptable to various teaching styles and learning needs.

Primary Sources

1. Emancipation Proclamation (1863)
2. Thirteenth Amendment (1865)
3. Black Codes (1865-1867)
4. Fourteenth Amendment (1868)
5. Fifteenth Amendment (1870)
6. Ku Klux Klan (1865-Present)
7. Jim Crow Laws (1877-1960s)
8. Plessy v. Ferguson (1896)
9. The Experiences of a Sharecropper (Personal Account)
10. Hiram Rhodes Revels (1827-1901)

Learning Objectives:

• Analyze the challenges and triumphs faced by African Americans in the pursuit of freedom after the Civil War.
• Evaluate the extent to which African Americans achieved freedom during this period.
• Develop critical thinking skills through the analysis of primary sources.
• Understand the historical context of the Civil Rights Movement and its enduring legacy.

Common Core Standards and Courses:
This DBQ aligns with the following Common Core Standards:

• History/Social Studies: Analyze primary sources to construct and support arguments.
• Language Arts: Analyze the author's purpose in a nonfiction text.
• English Language Arts: Produce clear, coherent, and focused writing.

Recommended Courses:

• American History
• World History
• AP U.S. History

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too!

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.

History comes to life for students when they read primary sources! This Early America Women's History Mini-Bundle will fascinate and engage your students.

Each Primary Source Analysis and DBQ resource gives students a chance to delve deeper into life of women during the Colonial Era (1607-1763), the Revolutionary Era (1763-1783) and the Early Women's Rights Movement (1840-1865). Through reading, review and analysis of sources, students will be able to determine what issues and challenges faced women during each era and how they contributed to society.

*Colonial American Women: Primary Source Analysis and DBQs (21 pages)
*Women of the American Revolution: Primary Source Analysis and DBQs (19 pages)
*Early Women's Rights Movement: Primary Source Analysis and DBQs (22 pages)

Along with primary sources, there are Document-Based Questions (DBQs). Additionally, each resource includes a one-page sheet for students that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Examples of primary sources include cartoons, diary and journal excerpts, indenture contracts, political cartoons, letters, and more. Each page of primary sources includes questions. Each resource includes two DBQ prompts which help students to weigh and evaluate the significance of women's actions, thoughts and contributions during the era.

A page near the end of each resource allows students to apply the HAPPY process to one source. An Answer Key to all the questions and the DBQs and the HAPPY process is available at the end of the packet.

This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers, college students or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. A Worksheet with questions based on the reading is included, along with an Answer Key. Each resources can take up to 2-3 class periods depending on whether they complete the entire packet or just complete portions of it.

Each source includes an Easel Activity which allows students to answer the questions at the end of each primary source online. For homework purposes, Home Schoolers or for asynchronous learning, this is an especially valuable digital option .

If you like World War II historical fiction, I have written a book called Hearts of War about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle and I appreciate any reviews!

Industrial Revolution DBQ: A Comprehensive Inquiry into Its Impact

Engage your students in a deep dive into the Industrial Revolution with this comprehensive DBQ!
This meticulously crafted DBQ offers a rich exploration of the Industrial Revolution's profound impact on ordinary Americans in the 19th century. Through a carefully curated selection of primary sources, students will analyze the complex interplay of social, economic, and political factors that shaped the lives of people during this transformative era.

Key Features:

• Engaging Primary Sources: A diverse collection of primary sources, including excerpts from historical texts, images, and primary source documents, provide a firsthand glimpse into the Industrial Revolution.
• Thought-Provoking Questions: Each primary source is accompanied by carefully crafted questions that encourage critical thinking and analysis.
• Clear Directions and Rubric: Detailed instructions and a comprehensive rubric guide students through the DBQ process and help teachers assess their work effectively.
• Real-World Relevance: The DBQ connects historical concepts to contemporary issues, fostering a deeper understanding of the enduring impact of the Industrial Revolution.
• Versatile Use: Ideal for classroom instruction, independent study, or as a sub plan, this DBQ is adaptable to various teaching styles and learning needs.

Primary Sources

1. Excerpts from "The American System" by Henry Clay

• Description: Clay argues that the Industrial Revolution is beneficial for the United States and advocates for policies such as protective tariffs, internal improvements, and a national bank to promote economic growth and development.

2. Excerpt from "The Wealth of Nations" by Adam Smith

• Description: Smith believes that the economy is governed by natural laws and that free trade and competition benefit society.

3. Text-Based Primary Source: Child Labor

• Description: The text describes the dangerous and exploitative working conditions faced by children during the Industrial Revolution, highlighting the negative impact on their health and education.

4. Excerpt from "The Communist Manifesto" by Karl Marx and Friedrich Engels

• Description: Marx and Engels criticize the Industrial Revolution and capitalism for creating a class system and exploiting the working class. They envision a future society without class divisions.

5. Excerpt from "The Gospel of Wealth" by Andrew Carnegie

• Description: Carnegie argues that wealthy individuals have a responsibility to use their wealth to benefit society and that the Industrial Revolution has created new opportunities for people.

6. Text-Based Primary Source: Tenement Buildings

• Description: The text describes the overcrowded, unsanitary conditions of tenement buildings, which were often the only affordable housing option for working-class families during the Industrial Revolution.

7. Excerpt from "Progress and Poverty" by Henry George

• Description: George argues that poverty in America is caused by the unequal distribution of land ownership and proposes a single tax on land values to address inequality.

8. Excerpt from "The Jungle" by Upton Sinclair

• Description: Sinclair's novel reveals the unsanitary and dangerous conditions of the meatpacking industry, exposing the exploitation of workers and the risks to consumer health.

9. Excerpt from "The Adventures of Huckleberry Finn" by Mark Twain

• Description: Twain's novel portrays the Industrial Revolution as a disruptive force that disrupts traditional ways of life and values.

10. Excerpt from "The Promise of American Life" by Herbert Croly

• Description: Croly argues that the Industrial Revolution presents opportunities for social progress but also acknowledges the challenges of inequality and poverty. He believes that the government should play a role in addressing these issues.

Learning Objectives:

• Analyze the social, economic, and political impacts of the Industrial Revolution on ordinary Americans.
• Evaluate the positive and negative consequences of industrialization.
• Develop critical thinking skills through the analysis of primary sources.
• Understand the historical context of the Industrial Revolution and its enduring legacy.

Common Core Standards and Courses:
This DBQ aligns with the following Common Core Standards:

• History/Social Studies: Analyze primary sources to construct and support arguments.
• Language Arts: Analyze the author's purpose in a nonfiction text.
• English Language Arts: Produce clear, coherent, and focused writing.

Recommended Courses:

• American History
• World History
• AP U.S. History

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of reading comprehensions that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there's something for every classroom! Support a fellow educator and get rewarded! Purchase this resource, leave a review, and earn TeachShare credits you can use on any product on the platform. Your feedback helps others and benefits you too

Related Product

Industrial Revolution Reading Comprehension Bundle

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

This 22 page Primary Source Analysis and DBQ activity gives students a chance to delve deeper into life of colonial women from 1607 to 1763. They will be able to determine what issues were important to women and how they contributed to society.

The first three pages provide background on the Colonial Era, notes on primary sources and Teacher Notes.

Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY (Historical Context, Audience, Purpose, Point of View and Why Significant).

Primary sources include pamphlet excerpts, photographs and posters. Each page of primary sources includes questions.

There are also two DBQ prompts. DBQ questions are an excellent way for students to identify point of view, consider intended audience and context. DBQ practice helps students prepare for AP and IB exams.

There is also a page at the end for students to apply the HAPPY process to one source. An Answer Key to all the questions and the HAPPY process is available at the end of the packet. This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. A Worksheet with questions based on the reading is included, along with an Answer Key.

There is also an Easel Activity which allows students to answer the questions at the end of each primary source online. For homework purposes, Home Schoolers or for asynchronous learning, this is an especially valuable digital option .

This is part of the Women in American History Series which includes PowerPoint lessons as well as Reading Assignments and Worksheets, Analyzing Primary Sources and Activities for other eras.

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Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.

Thank you for your interest in this resource!

Do you or your students love WWII historical fiction? My novel, Hearts at War, features a white girl and a Japanese-American boy who come of age in Southern California only to have their lives severed by war, family and social pressures once they enter college. Coincidence will throw them together again in the Pacific theater of war as they both serve in the military. Will they be able face the challenges of war and find a way to one another? Available on Amazon or Kindle/Kindle Unlimited. Young Adults/Adults/Interracial Romance. I appreciate any reviews!

Thank you!

Christa Nonnemaker

DBQ Worksheet & Teacher Cheat Sheet: Why Did the U.S. Enter World War I in 1917? Analyzing Economic, Security, and Public Opinion Factors

Engage your students with a comprehensive DBQ worksheet and teacher cheat sheet that explore the complex factors behind the United States’ decision to enter World War I in 1917. This educational resource includes 10 primary sources, guiding analysis questions, and a sample answer key to help teachers facilitate critical discussions and streamline grading.

This DBQ package includes:

• 10 Primary Sources: Carefully selected sources offering different perspectives on U.S. motivations, such as economic ties, national security threats, and shifts in public opinion.

  • Economic Interests:
    • U.S. Trade Report (1915): Shows the economic importance of Allied markets as U.S. exports to the Allies grew, with American businesses increasingly reliant on these trade relationships.
    • Letter from J.P. Morgan & Co.: Highlights the financial stakes for American banks tied to Allied loans and the potential for economic collapse if the Allies lost the war.
  • National Security Concerns:
    • Zimmermann Telegram (1917): Uncovers Germany's proposal for an alliance with Mexico, posing a direct threat to U.S. national security.
    • Statement by President Woodrow Wilson: Frames the war as a defense of democratic values and security, supporting the argument for intervention.
  • Public Opinion:
    • New York Times Editorial (1917): Argues for action following German submarine attacks, reinforcing public sentiment for U.S. involvement.
    • Anti-War Pamphlet by the American Union Against Militarism: Represents the anti-war viewpoint, warning against sacrificing American lives in foreign conflicts.
    • Speech by Senator Robert La Follette: Critiques the economic motivations behind the war, emphasizing the divide between wealthy interests and public welfare.

• Analysis Questions and Cheat Sheet: Each source includes guiding questions for students and a complete teacher cheat sheet with sample answers, designed to help teachers facilitate analysis and understanding, while supporting grading consistency.

• Essay Prompt & Rubric: After analyzing the sources, students are prompted to answer, “What factors influenced the United States’ decision to enter World War I in 1917?” An included rubric helps teachers evaluate thesis development, evidence use, analysis, organization, writing style, historical context, and synthesis.

Learning Objectives:

• Interpret and analyze primary sources in historical context.
• Evaluate differing perspectives on U.S. foreign policy decisions.
• Develop a thesis-driven argument supported by historical evidence.
• Practice critical thinking and historical analysis through document-based questioning.

Common Core Standards:

• CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources.
• CCSS.ELA-LITERACY.WHST.11-12.1: Write arguments focused on discipline-specific content.
• CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media.

Suggested Courses:
Ideal for U.S. History, AP U.S. History, Government, and World History classes, this DBQ is also a great tool for deeper learning and can be used as sub plans on American foreign policy and WWI topics.

Ready to unlock your students' critical thinking potential? Explore my store for a treasure trove of readings, worksheets, and DBQs that tackle diverse themes and inspire insightful discussions. From historical mysteries to scientific explorations, there’s something for every classroom!

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Related Readings

U.S. Entry into WWI Reading Comprehension

WWI Reading Comprehension Bundle (27 different readings!)

Civic Foundations of the US Government File Interactive Notebook Unit This Interactive Notebook file is filled with hook activities, processing activities, and EOC practice items for ALL four standards listed above. There are 35 pages filled with standard based learning activities for each of the FOUR standard topics listed above. Over the years with being Tech Leader for our school, along with Social Studies Department Head, Coach, Interactive Notebook Leader, and Civics teacher... I have become very talented in taking benchmarks, getting to the root of what is tested on within that benchmark and making lessons. Through the Universal Design Model and AVID, I have created great lessons, activities, DBQs, and practice EOC items that will make your life so much easier this school year. If you like these items, please feel free to check out my store. SS.7.C.1.1 Recognize how Enlightenment ideas including Montesquieu's view of separation of power and John Locke's theories related to natural law and how Locke's social contract influenced the Founding Fathers. SS.7.C.1.2 Trace the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Thomas Paine's "Common Sense" had on colonists' views of government. 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 resource bundle includes the following items:

*Colonial American Women: Power Point Presentation

*Colonial American Women: Reading Assignment and Worksheet
*Colonial American Women: Analyzing Primary Sources and DBQs

Power Point Lesson

This 22-slide PowerPoint presentation covers women's experiences in Colonial America between 1607 and 1763. It is an ideal lesson for the colonial period or as a stand-alone resource for women’s history. It is also a good resource during Women’s History Month.

Each slide contains primary sources and images that highlight the varied experiences of women in colonial America. Some specific women are highlighted through primary source excerpts and images. Native American women's experiences during this period are explored in more detail in the Native American Women PowerPoint Presentation in the Women in American History Series.

The PowerPoint file is included as a Bonus file.

This is also available as a digital resource through Easel. Students may review independently.

Reading Assignment and Worksheet

This five-page Reading Assignment and Worksheet provides an overview of the various activities, attributes and activities of women in Colonial America between 1607 and 1763 which was the start of the French and Indian War.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. A Worksheet with questions based on the reading is included, along with an Answer Key.

Reading Assignment - 3 pages

Worksheet - 2 pages

Analyzing Primary Sources

This 21-page Primary Source Analysis activity gives students a chance to delve deeper into life of colonial women prior to the French and Indian War which began in 1763. They will be able to determine what issues were important to women and how they contributed to society. Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include pamphlet excerpts, photographs and posters. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. There are also two DBQ questions. An Answer Key to all the questions and the HAPPY process is available at the end of the packet. This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. A Worksheet with questions based on the reading is included, along with an Answer Key.

This is part of the Women in American History Series which includes PowerPoint lessons as well as Reading Assignments and Worksheets, Analyzing Primary Sources, Activities and Teaching Bundles for other eras.

Provide Feedback

Also, don’t forget that you can earn credit towards future purchases when you give feedback!

For each purchase that you make, you can leave feedback which earns you credit for future purchases. Easy and financially-savvy too! Feedback helps me to know what teachers want for their students.

Interested in Free Resources?

Sign up for my mailing list to receive the FREE resource: Nurses during the Civil War: Mini-DBQ and Primary Source Analysis (also included in Women in the Civil War DBQ and Primary Source Analysis resource).

Sign up for my mailing list to receive the FREE resource: World War II Oral Histories from the Homefront.

To receive information about podcasts, offers for freebies, and more, join my mailing list here.

Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.

Thank you for your interest in this resource!

Do you or your students love WWII historical fiction? In Hearts at War, Tosh and Betty come of age in Southern California only to have their lives severed by war, family and social pressures once they enter college. Coincidence will throw them together again in the Pacific theater of war as they both serve in the military. Will they be able face the challenges of war and find a way to one another? Available on Amazon or Kindle/Kindle Unlimited. Young Adults/Adults/Interracial Romance. I appreciate any reviews!

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

Check out samples on my Instagram: @HistoryGuruTeachShare

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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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This resource bundle includes the following items:

*Revolutionary Women: Power Point Lesson

*Revolutionary Women: Reading Assignment and Worksheet

*Revolutionary Women: Primary Source Analysis and DBQs

Power Point Lesson

This 13-slide PowerPoint presentation covers the Revolutionary Era between 1763 and 1783. The Pre-Revolutionary Era lasted from 1763 through 1776 and the Revolutionary War lasted from 1776 to 1783. It is an ideal lesson for the Revolutionary War period or as a stand-alone resource for women’s history. The presentation includes descriptive text as well as primary sources. It is also a good resource during Women’s History Month.

Each slide contains information and graphics that highlight how women contributed during this period. Unlike during the Colonial Era, women began to take part politically, albeit in the form of writing or in choosing to boycott British goods. Nonetheless, it was a shift in women's roles in which women did not have a voice. This period challenged Americans to ask themselves what they sought in their new country. Not surprisingly, some women and African-Americans questioned whether they too should have equality in society. This question was not satisfactorily answered as a result of the war, but it did at least offer a platform wherein some people could pose the questions.

The Power Point presentation is available as a PDF and as a PPT file, included as a bonus file.

There is also an Easel Activity and Assessment. Whether for standard classroom use, Home Schoolers or for asynchronous learning, these are valuable digital tools.

This is also available as a digital resource through Easel. Students may review independently.

Reading Assignment and Worksheet

This four-page Reading Assignment and Worksheet provides an overview of the various activities, attributes and activities of women during the Revolutionary Era. It covers the time period 1763, the end of the French and Indian War and through the American Revolution to 1783. Due to increasing pressures from Great Britain, colonists began to resist and women, for the first time, became involved on a political level, although not at the same level as men. Women's contributions will be highlighted during the Pre-Revolutionary Era (1763-776) and the Revolutionary War (1776-1783).

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. A Worksheet with questions based on the reading is included, along with an Answer Key.

Reading Assignment - 3 pages

Worksheet - 1 page

Analyzing Primary Sources

This 20-page Primary Source Analysis and DBQ activity gives students a chance to the contributions and changing roles of women during the Revolutionary Era between 1763 and 1783. In addition, there are two Document-Based Questions (DBQs). Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include pamphlet excerpts, photographs and posters. Each page of primary sources includes questions. Teaching Notes are also included at the beginning of the resource. There is also a page at the end for students to apply the HAPPY process to one source. An Answer Key to all the questions and the HAPPY process is available at the end of the packet. This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers, college students or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. A Worksheet with questions based on the reading is included, along with an Answer Key.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. A Worksheet with questions based on the reading is included, along with an Answer Key.

These resources are part of the Women in American History Series which includes individual PowerPoint lessons as well as Reading Assignments and Worksheets, Analyzing Primary Sources and DBQ's, Activities and Teaching Bundles.

Provide Feedback

Also, don’t forget that you can earn credit towards future purchases when you give feedback!

For each purchase that you make, you can leave feedback which earns you credit for future purchases. Easy and financially-savvy too! Feedback helps me to know what teachers want for their students.

Interested in Free Resources?

Sign up for my mailing list to receive the FREE resource: Nurses during the Civil War: Mini-DBQ and Primary Source Analysis (also included in Women in the Civil War DBQ and Primary Source Analysis resource).

Sign up for my mailing list to receive the FREE resource: World War II Oral Histories from the Homefront.

To receive information about podcasts, offers for freebies, and more, join my mailing list here.

Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.

Thank you for your interest in this resource!

Do you or your students like WWII historical fiction? In Hearts at War, Tosh and Betty come of age in Southern California only to have their lives severed by war, family and social pressures once they enter college. Coincidence will throw them together again in the Pacific theater of war as they both serve in the military. Will they be able face the challenges of war and find a way to one another? In writing Hearts at War, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle/Kindle Unlimited. Young Adults/Adults/Interracial Romance. I appreciate any reviews!

Thank you!

Christa Nonnemaker

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/

Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

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

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

How to get TeachShare credit to use on future purchases:

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

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

History will come to life for students when they read primary sources! This teaching bundle will fascinate and engage your students. Primary sources puts the "story" back into history.

Each Primary Source Analysis and DBQ resource gives students a chance to delve deeper into life of women during the Colonial Era (1607-1763), the Revolutionary Era (1763-1783), the Early Women's Rights Movement (1840-1865), the Civil War (1861-1865), the Industrial Revolution (1865-1920), and the Women's Rights Movement (1865-1920) Through reading, review and analysis of sources, students will be able to determine what issues and challenges faced women during each era and how they contributed to society.

*Colonial American Women: Primary Source Analysis and DBQs (21 pages)
*Women of the American Revolution: Primary Source Analysis and DBQs (19 pages)
*Early Women's Rights Movement: Primary Source Analysis and DBQs (22 pages)
* Women in the Civil War, 1861-1865: Primary Source Analysis and DBQs (20 pages)
* Women during the Industrial Revolution: Primary Source Analysis and DBQs (20 pages)
* Women's Suffrage Movement, 1865-1920: Primary Source Analysis and DBQs (20 pages)

Along with primary sources, there are Document-Based Questions (DBQs). Additionally, each resource includes a one-page sheet for students that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Examples of primary sources include cartoons, diary and journal excerpts, indenture contracts, political cartoons, letters, and more. Each page of primary sources includes questions. Each resource includes two DBQ prompts which help students to weigh and evaluate the significance of women's actions, thoughts and contributions during the era.

A page near the end of each resource allows students to apply the HAPPY process to one source. An Answer Key to all the questions and the DBQs and the HAPPY process is available at the end of the packet.

This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers, college students or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. A Worksheet with questions based on the reading is included, along with an Answer Key. Each resource can take up to 2-3 class periods depending on whether they complete the entire packet or just complete portions of it.

Do you or your students like WWII historical fiction? Consider having your students read Hearts of War, a novel about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle and I appreciate any reviews!

Thank you, Christa Nonnemaker