Homeschool Social Studies & History Scaffolded Notes

Use this resource to learn how to ChatGPT can help you claim back hours of work for a better work life balance when preparing time and delivering history to your students. How you can more quickly develop interesting and differentiated resources to cater for all your students, even on the fly in the classroom.

Find inspiration in the processes shared and gain insights into how ChatGPT can transform your teaching practice

This resource includes;
Sample . preview pages from the full book (Limited due to Amazon conditions)
The book is free if you have Kindle Unlimited

The full book is available from Amazon:
https://bit.ly/3Mnp1DM

Or for a small investment you can reclaim back hours of normal preparation time.

What the eBook covers to help you reclaim time and get a better work life balance:

"ChatGPT for History Teachers" is a valuable resource for educators seeking to unlock the full potential of A.I. in the classroom. Written in a clear and engaging style, this book empowers history teachers to harness the power of ChatGPT and revolutionise their teaching practice. By embracing A.I., you'll create immersive learning experiences, foster critical thinking skills, and ignite a passion for history in your students.

Discover the power of artificial intelligence in the classroom with "ChatGPT for History Teachers." This comprehensive guide equips history teachers with the foundational skills needed to integrate ChatGPT, a cutting-edge language model, into their teaching practice. Whether you're a seasoned educator or just starting your teaching journey, this book will empower you to harness the potential of A.I. to create more engaging, efficient, and personalised learning experiences for your students.

Chapter 1: Understanding ChatGPT, where you'll gain an overview of how to use ChatGPT, its potential benefits, and how it can enhance your teaching practice. Dive deeper into Chapter 2: Getting Started with ChatGPT, where you'll learn how to set up an account, navigate the interface, and engage with the A.I. through various modes of interaction.

Chapter 3: Using ChatGPT as a Research Assistant shows you how to leverage ChatGPT's capabilities to assist with research tasks, generate content, and access historical information with ease. Learn how to create historical timelines in Chapter 4, allowing you to cater to different literacy levels and provide targeted support for student learning.

Chapter 5: Advanced Techniques and Classroom Applications takes you to the next level, showcasing how ChatGPT can be used to create interactive historical scenarios, facilitate formative assessment, and personalise learning experiences for students with different abilities and learning styles. Explore the ethical considerations and limitations of using A.I. in education in Chapter 6.

As you progress, the book highlights the experiences of real history teachers who have successfully integrated ChatGPT into their classrooms. Case studies provide practical examples of how ChatGPT can enhance teaching and learning. Journey alongside Socrates as he discovers the power of personalised learning, formative assessment, and research and writing support through ChatGPT.

Chapter 8: Future Directions and Conclusion, explore the exciting possibilities of using A.I. in education. Discover emerging trends and the potential for advancements in the field, including the integration of image, speech, and animation A.I. in history education.

SS.8.A.3.3

Recognize the contributions of the Founding Fathers (John Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamilton, Thomas Jefferson, James Madison, George Mason, George Washington) during American Revolutionary efforts.

Subject Area: Social Studies Grade: 8

Strand: American History

Standard: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles of our nation.

Description

Letter, June 18, 1775—the day after the Battle of Bunker Hill—from Abigail Adams in Braintree, Massachusetts, to her husband, John Adams. He was in Philadelphia representing Massachusetts at the Continental Congress.

The letter, one of more than 1,000 that Abigail and John Adams exchanged during long years of separation, combines political and family news with Abigail's forthright views on the events of the day.

The Adamses felt the cost of the battle on a personal level: Abigail's letter opens with the news that they've lost their close friend Dr. Joseph Warren, who had been a spokesman for the Revolutionary cause.

Strategy used:

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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Essential Question: How does the system of checks and balances work?

Guiding Text-Dependent Questions and Student-Generated Questions

Excerpts from Federalist Paper #51

Vocabulary: rigorous(ly), strict(ly), oblige, agency, & administered.

Questions include, but not limited to:

Question: What lines in Federalist 51 echo Hobbes' words in Leviathan?

Question: In what is "government itself the greatest of all reflections on human nature"?

Question: Madison lists three ways to protect the "separate and distinct exercise of the different powers of government". What are those?

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Check out samples on my Instagram: @HistoryGuruTeachShare

Customer Tips:

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

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

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

How to get TeachShare credit to use on future purchases:

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

Like this product?

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

Follow me on Instagram: @HistoryGuruTeachShare

Close Reading Scaffolding- the Reading Entry: -Guiding Text-Dependent Questions and Student-Generated Questions: Who was granted voting rights? Who has the power in a republic? -Text Under Discussion: "THE EARLY REPUBLIC" -Vocabulary: Etruscan, hilltop villages, royal order, Forum, Tyrant, Plotted, deposed, res publica, Republic. -Follow-up Questions Standards: SS.6.W.3.11 Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one. SS.6.W.3.8 Determine the impact of significant figures associated with ancient Rome. SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners. SS.6.W.3.15 Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana Customer Tips: Be the first to know about my new discounts, freebies and product launches: • Look for the green star next to my store logo and click it to become a follower. You will then receive email updates about this store. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. If you have any concerns or any of my resources are not what you expected, please contact me first before leaving feedback so I can have a chance to fix it for you! You can email me at kaisha.dunne@gmail.com or follow/DM me on instagram (@msdunneseocprepcourse). How to get TeachShare credit to use on future purchases: • Please go to your My Purchases page (you may need to login). Beside each purchase you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. This is such an awesome program. Like this product? • Click on the Pin it button and pin it to one of your boards!

Close Reading Scaffolding- the Reading Entry: -Guiding Text-Dependent Questions and Student-Generated Questions: Mesopotamia is known as the land between two ________. They invented and used a system of math based on the number ______. -Text Under Discussion: "Ancient Mesopotamia" -Vocabulary: Mesopotamia, Sumer, Agricultural, Sumerians, Cuneiform, Pictographs, Tablets, Library of Nineveh, The Epic of Gilgamesh, Babylonians, & Assyrians. -Follow-up Questions base on the following Language Arts Standards: LA.6.1.7.2.: Author’s Purpose LA.6.1.7.3: Main Idea LA.6.1.6.3 Context Clues LA.6.2.2.1: Text Features

This close read model on the "Canefight! Preston Brooks and Charles Sumner" from ushistory.org. This model walks students through teacher guided questions, student created questions, vocab, a summary, and an exit question about the Stamp Act. This is great for an ELA, Reading, US History, Government, or Civics class.