Constitution Unit - Judicial Branch Supreme Court and Judicial Branch FOR GOOGLE DRIVE Digital, 1:1, interactive Social Studies learning! Aim: What are the roles and responsibilities of the highest court of the Judicial Branch? Included in this product: • Title page • Do Now: Student-centered critical thinking question - Have you ever had someone settle an argument for you? What did they do or say to settle the argument? • The Supreme Court graphic organizer including the outlining of the role of the Supreme Court and the requirements of a person to be nominated to be a Supreme Court Justice • Understanding Judicial Review: Marbury v. Madison reading passage • Judicial Review simulation/explanation activity • Who’s who on the current Supreme Court bench? - Identifying today’s Supreme Court justices ★ NOTE: When identifying the current Supreme Court justices, I have my students research their names and nominations via internet research. The website I typically have them use is:The Supreme Court {they sometimes work with a partner} • Application/Closing/Higher Order thinking question • Answer Key for Teachers ★ NOTE: This is usually a two-day lesson with my students. ★★ Looking for the printable, pen and paper version of this resource? Find it here! The Judicial Branch ASSL Students will research and understand the role and responsibilities of the Judicial Branch’s Supreme Court, the structure of the Supreme Court, judicial review Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher’s discretion for activities}; questions are scaffolded; students participate in application scenarios Patriotic Papers provided by Ashley Hughes Rainbow Tags by Ashley Hughes USA clipart by Educlips KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Constitution - Electoral College Aim: How is the president of the United States elected? Included in this product: • Title page • Do Now: Student-centered critical thinking question - How is the president of the United States elected? • What is the Electoral College reading passage with scaffolding questions • Simulation/Activity: Testing out the Electoral College with a mock-Class President election • Electoral Voting Map/Map question • Schoolhouse Rock "I'm Gonna Send Your Vote to College" scaffolding questions corresponding to lyrics {NOTE: I do not attach the lyrics in this product. They are not mine to sell! However, you can find them easily online} • Application/Closing/Higher Order thinking question • Two "official" class president election ballots ;) ★ NOTE: This is usually a two-day lesson with my students. Students will research and understand the structure of the electoral college, the background and weaknesses of the electoral college, the importance of the "magic" 271 number a candidate needs to get elected, and the understanding that winning the popular vote does not determine the presidency Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities}; questions are scaffolded; students participate in a real-life simulation Buy the BUNDLE and SAVE!! •• This product is also included in the Constitution UNIT BUNDLE! •• Digital Paper provided by Ashley Hughes Glitter clip art by Glitter Meets Glue KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Supreme Court and Judicial Branch Aim: What are the roles and responsibilities of the highest court of the Judicial Branch? Included in this product: • Title page • Do Now: Student-centered critical thinking question - Have you ever had someone settle an argument for you? What did they do or say to settle the argument? • The Supreme Court graphic organizer including the outlining of the role of the Supreme Court and the requirements of a person to be nominated to be a Supreme Court Justice • Understanding Judicial Review: Marbury v. Madison reading passage • Judicial Review simulation/explanation activity • Who's who on the current Supreme Court bench? - Identifying today's Supreme Court justices ★ NOTE: When identifying the current Supreme Court justices, I have my students research their names and nominations via internet research. The website I typically have them use is:The Supreme Court {they sometimes work with a partner} • Application/Closing/Higher Order thinking question • Answer Key for Teachers Updated October 2017 with President Trump and Associate Justice Neil Gorsuch ★ NOTE: This is usually a two-day lesson with my students. Students will research and understand the role and responsibilities of the Judicial Branch's Supreme Court, the structure of the Supreme Court, judicial review Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities}; questions are scaffolded; students participate in application scenarios Buy the BUNDLE and SAVE!! •• This product is also included in the Constitution UNIT BUNDLE! •• Patriotic Papers provided by Ashley Hughes Rainbow Tags by Ashley Hughes USA clipart by Educlips KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Constitution - Executive Branch and the Powers of the President FOR GOOGLE DRIVE Digital, 1:1, interactive Social Studies learning! Aim: What are the roles and responsibilities of the executive branch? **Updated with President Trump Included in this product: • Title page • Do Now: Student-centered critical thinking question - What is the world's toughest job? • Structure of the executive branch diagram • The Executive Branch graphic informational organizer • Powers of the President at-a-glance • Activity: Hats of the President {flashcards included} • Application/Closing/Higher Order thinking question • Answer Key for Teachers ★ NOTE: This is usually a two-day lesson with my students. ★★ Looking for just the printable version of the Hats of the President Flash Cards? Find them here. Students will research and understand the structure of the executive branch, the roles, responsibilities and powers of the president, and the many "hats" the president often has to wear during his/her presidency. We use them as interactive notebooks! Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities} Digital Papers provided by Ashley Hughes KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Marbury v. Madison, James Madison, War of 1812 Marbury v. Madison • William Marbury, James Madison, John Marshall, and the power of Judicial Review Aim: Why is the Supreme Court case Marbury v. Madison significant in American history? Included in this product: • Cover Page • Student-centered Do Now questions: - Explain the power of Judicial Review under the U.S. Constitution - What principle of the Constitution is judicial review a part of? • Marbury v. Madison guided vocabulary fill in the blank reading passage with ten scaffolding questions • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passage and complete the fill in the blanks describing the historical background of the Supreme Court case Marbury v. Madison; the story, the people, the problem, and the power of Judicial Review Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for questions}; questions are scaffolded; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies Buy the BUNDLE and SAVE!! •• This product is also included in the Thomas Jefferson, James Madison, War of 1812 UNIT BUNDLE! •• Digital Paper by Ashley Hughes KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

War of 1812: Causes of the War of 1812 FOR GOOGLE DRIVE Aim: What were the causes of the War of 1812? Digital, 1:1, Interactive, Social Studies learning! Included in this product: • Cover Page • Student-centered situational Do Now question • The Causes of the War of 1812 reading passages with scaffolding graphic organizer outlining the impressment of sailors, interference with American shipping, British support of Native American resistance, and the War Hawks • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passages to understand the causes of the War of 1812. Students will complete the graphic organizer based on the readings. ★★ Directions for Activity: Students will be assigned to groups. Ideally, it would be groups of four students. There are four reading passages. Each student will be assigned one part of the graphic organizer (one document each). They will each read about their assigned cause of the war of 1812 and explain the issue and how it created conflict between the United States and Great Britain. Once each group member has completed their assigned section of the graphic organizer, each group member will discuss their section with the group and have the other students fill in that section of their own charts. ★★NOTE★★ Since this is a 1:1 resource, you do not have to put your students in groups. They can complete the assignment on their own. But you can, of course! Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizer}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies Ship and Cover Page Clip Art by KERRI'S ART CORNER James Madison Clip Art by Educlips Digital Papers by Ashley Hughes KG Fonts © 2015 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Marbury v. Madison, James Madison, War of 1812 for Google Drive Marbury v. Madison • William Marbury, James Madison, John Marshall, and the power of Judicial Review Aim: Why is the Supreme Court case Marbury v. Madison significant in American history? Digital, 1:1, interactive Social Studies learning! Included in this product: • Student-centered Do Now questions: - Explain the power of Judicial Review under the U.S. Constitution - What principle of the Constitution is judicial review a part of? • Marbury v. Madison guided vocabulary fill in the blank reading passage with ten scaffolding questions • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passage and complete the fill in the blanks describing the historical background of the Supreme Court case Marbury v. Madison; the story, the people, the problem, and the power of Judicial Review Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for questions}; questions are scaffolded; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies Digital Paper by Ashley Hughes KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Louisiana Purchase Louisiana Purchase • Thomas Jefferson and the effects of the Louisiana Purchase Digital, 1:1, interactive Social Studies learning! Aim: Why was the purchase of the Louisiana Territory significant in American history? Included in this product: • Student-centered Do Now questions using map skills • The Louisiana Purchase reading passage and maps with corresponding graphic organizers and questions • Student-centered Brainstorming activity: Political, Economic, and Social Effects of the Louisiana Purchase • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers • Directions The download includes directions and the link to the Google Slides activity. Students will analyze the close-reading passages and maps to understand the causes and effects the purchase of the Louisiana Territory had on the nation. Students will also decide if Thomas Jefferson was going against his strict interpretation of the Constitution while buying the territory. Adheres to Social Studies Standards - research, application, literacy, vocabulary, creating arguments with evidence Original Illustrations/Maps by KERRI'S ART CORNER Thomas Jefferson Clipart by Educlips Digital Paper by Ashley Hughes KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Louisiana Purchase • Thomas Jefferson and the effects of the Louisiana Purchase Aim: Why was the purchase of the Louisiana Territory significant in American history? Included in this product: • Cover Page • Student-centered Do Now questions using map skills • The Louisiana Purchase reading passage and maps with corresponding graphic organizers and questions • Student-centered Brainstorming activity: Political, Economic, and Social Effects of the Louisiana Purchase • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passages and maps to understand the causes and effects the purchase of the Louisiana Territory had on the nation. Students will also decide if Thomas Jefferson was going against his strict interpretation of the Constitution while buying the territory. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for questions and graphic organizers}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies Original Illustrations/Maps by KERRI'S ART CORNER Thomas Jefferson Clipart by Educlips Digital Paper by Ashley Hughes KG Fonts Buy the BUNDLE and SAVE!! •• This product is also included in the Thomas Jefferson, James Madison, War of 1812 UNIT BUNDLE! •• © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Andrew Jackson, John C. Calhoun, and the Tariff of Abominations 1828 Aim: Why did the Tariff of 1828 cause controversy? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered situational Do Now questions • Tariff of 1828 - "An Abomination?" reading passages with scaffolding questions • "Think It Over" analysis question • Application/Closing/Higher Order Thinking Questions • Answer Key for Teachers Students will analyze the document/close-reading passages to understand the circumstances surrounding and the outcome of the Tariff of 1828. Students will complete the reading passage scaffolding questions based on the documents/readings, and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for scaffolding questions}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Age of Jackson Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

George Washington and John Adams Presidencies - Problems Facing the New Nation Aim: What problems faced the nation after the Constitution was ratified? Included in this product: • Title page • Do Now student-centered situation question: What difficulties did you face when starting the new school year? Explain the changes you had to make. Have you had to work with new people you've met in school? Explain how. • Cooperative Learning/Group Activity: Economic Problems Facing the Nation {students brainstorm 3 economic problems that they think could face the new nation and provide an explanation} • Factual Economic Problems Facing the Nation Graphic Organizer • Cooperative Learning/Group Activity: Political Problems Facing the Nation {students brainstorm 3 political problems that they think could face the new nation and provide an explanation} • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will think critically to brainstorm possible problems that could be affecting the new nation & discuss the factual economic and political problems that the new nation encountered Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities}; questions are scaffolded; students argue their opinions using relevant examples and details from the lesson and their knowledge of social studies Buy the BUNDLE and SAVE!! •• This product is also included in the George Washington and John Adams UNIT BUNDLE! •• USA clipart by Educlips KG Fonts Updated 112217 © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Constitution - Electoral College FOR GOOGLE DRIVE Digital, 1:1, interactive Social Studies learning! Aim: How is the president of the United States elected? Included in this product: • Title page • Do Now: Student-centered critical thinking question - How is the president of the United States elected? • What is the Electoral College reading passage with scaffolding questions • Simulation/Activity: Testing out the Electoral College with a mock-Class President election • Electoral Voting Map/Map question • Schoolhouse Rock "I'm Gonna Send Your Vote to College" scaffolding questions corresponding to lyrics {NOTE: I do not attach the lyrics in this product. They are not mine to sell! However, you can find them easily online} • Application/Closing/Higher Order thinking question • Two "official" class president election ballots ;) ★ NOTE: This is usually a two-day lesson with my students. ★★ Looking for the printable, pen and paper version of this resource? Find it here! The Electoral College ASSL Students will research and understand the structure of the electoral college, the background and weaknesses of the electoral college, the importance of the "magic" 271 number a candidate needs to get elected, and the understanding that winning the popular vote does not determine the presidency Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities}; questions are scaffolded; students participate in a real-life simulation Digital Paper provided by Ashley Hughes Glitter clip art by Glitter Meets Glue KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Battles of the American Revolution Lesson FOR GOOGLE 1:1 CLASSROOM Aim: Why did colonists choose sides and why were the battles of the American Revolution important? Included in this resource: • Title page • Americans Divided reading passage with Patriots vs. Loyalists definitions • Sides of the American Revolution graphic organizer • Battles of the American Revolution reading passages with graphic organizer • Answer key/ideas for graphic organizer • Application/Closing/Higher Order thinking question Students will research the importance and significance of the battles of the Revolutionary War: Lexington and Concord, Fort Ticonderoga, Bunker Hill, Battle of Long Island, Trenton & Princeton, Saratoga, Camp at Valley Forge, Yorktown Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: graphic organizer, cooperative (may work with a partner according to teacher's discretion for graphic organizer) ★★ Note: This is usually a two-day lesson, with day one cooperative work and day two whole-group discussion ★★ Looking for the printable, pen and paper version of this resource? Find it here! American Revolution Battles ASSL •• Digital Papers by Lovin Lit and Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Industrial Revolution - Lesson: Industrial Revolution Innovations and Inventions Aim: How did new inventions help lead to the Industrial Revolution? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered opinion Do Now question • Industrial Revolution inventions graphic organizer based on student knowledge and notes ◦ Invention ◦ Founder ◦ Function: what does it do? ◦ Impact on the United States • Create Your Own Invention poster mini-project • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will complete the graphic organizer based on their knowledge of the industrial revolution and notes. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizers}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies; students use their creativity to create their own inventions ★★ This is usually a two-day activity with my students. However, the choice is optional to have the students create their own inventions in order to save time or complete the activity within one class period. Simply do not give them those activity sheets if you do not choose to give them that activity. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Innovations and Inventions ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Flexibility and Elastic Clause of the Constitution Aim: Why is the Constitution considered a "living document? Included in this product: • Title page • Do Now question: What considers something or someone "alive?" • Student-centered activity brainstorming question: How is the United States different today than when the Founding Fathers wrote the Constitution over 200 years ago? • Understanding the flexibility of the Constitution: amendment process, elastic clause, supreme court decisions • The Amendment Process reading passage with scaffolding questions • The Elastic Clause questions based on primary source quotation from the Constitution • Supreme Court decisions reading passage with scaffolding questions • Application/Closing/Higher Order Thinking Question • Flexibility Political Cartoon analysis for application • Answer Key for Teachers Students will research and understand the concept of the flexibility of the Constitution and what makes the Constitution a "living document" through the amendment process, the elastic clause, and supreme court decisions Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities}; questions are scaffolded; students argue their opinions using relevant examples and details from the lesson and their knowledge of social studies Buy the BUNDLE and SAVE!! •• This product is also included in the Constitution UNIT BUNDLE! •• Paper and Tags by Ashley Hughes USA clipart by Educlips & Melonheadz KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Constitution Unit Flexibility and Elastic Clause of the Constitution FOR GOOGLE DRIVE Digital, 1:1, interactive Social Studies learning! Aim: Why is the Constitution considered a "living document? Included in this product: • Title page • Do Now question: What considers something or someone "alive?" • Student-centered activity brainstorming question: How is the United States different today than when the Founding Fathers wrote the Constitution over 200 years ago? • Understanding the flexibility of the Constitution: amendment process, elastic clause, supreme court decisions • The Amendment Process reading passage with scaffolding questions • The Elastic Clause questions based on primary source quotation from the Constitution • Supreme Court decisions reading passage with scaffolding questions • Application/Closing/Higher Order Thinking Question • Flexibility Political Cartoon analysis for application • Answer Key for Teachers Students will research and understand the concept of the flexibility of the Constitution and what makes the Constitution a "living document" through the amendment process, the elastic clause, and supreme court decisions Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities}; questions are scaffolded; students argue their opinions using relevant examples and details from the lesson and their knowledge of social studies ★★ Looking for the printable, pen and paper version of this resource? Find it here! Flexibility of the Constitution ASSL Paper and Tags by Ashley Hughes USA clipart by Educlips & Melonheadz KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Christopher Columbus: A Hero or a Villain? Aim: How can Christopher Columbus be viewed as a hero? How can he be viewed as a villain? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered question • Christopher Columbus Hero/Villain reading passage with positive/negatives graphic organizer • Debate Worksheet: Students will be placed into debate groups upon teacher's discretion; will gather information based on their side's argument - Evidence worksheet included • Application/Closing Questions Students will analyze and evaluate the effect Christopher Columbus had on the world and if he should be considered a hero or a villain Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument Differentiation: graphic organizer; cooperative (students will be placed into debate groups based upon teacher's discretion) ★★ NOTE: When I execute this lesson, I usually split it up into two days: Day One giving the students time to create their arguments in groups, and Day Two allowing them to argue each side with closing arguments and submitting their application questions answers ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Christopher Columbus ASSL •• Digital, 1:1, interactive Social Studies learning! Christopher Columbus Original Illustrations/Clip Art by Kerri Webb {GET IT HERE!} Application tag by Ashley Hughes KG Fonts and Kevin/Amanda Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

John Adams, Alien and Sedition Acts, XYZ Affair John Adams' Presidency: Election of 1796, XYZ Affair, Alien and Sedition Acts, Kentucky and Virginia Resolutions FOR GOOGLE DRIVE Aim: How did John Adams overcome challenges during his presidency? Digital, 1:1, interactive Social Studies learning! Included in this product: • Title page • Do Now: The Election of 1796 analytical thinking question • President Adams' Challenges {document-based learning activity} with scaffolding questions and activities • Document #1: The Election of 1796 • Document #2: The XYZ Affair w/scaffolding questions • XYZ Affair political cartoon analysis • Document #3: Alien & Sedition Acts w/scaffolding questions • Document #4: Kentucky & Virginia Resolutions w/scaffolding questions • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze close-reading documents describing challenges faced by Adams during his presidency and will complete document-based scaffolding questions Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities}; questions are scaffolded; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! John Adams' Presidency ASSL Clipart by Educlips Digital Paper by Ashley Hughes © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Boston Tea Party - "Fight For Your Right to Tea Party!" Rap Song with Lyrics and Questions FOR GOOGLE 1:1 CLASSROOM ★★ This rap song activity can be used to supplement The Boston Tea Party lesson. Find it for Google Classroom HERE! ★★ To sing along with music, the tune to use is the Beastie Boys "Fight For Your Right to Party." ★★ Looking for the printable, pen and paper version of this resource? Find it here! Boston Tea Party Rap Song with Lyrics and Questions ASSL © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Native Americans - First Empires of the Americas: Mayas, Incas, Aztecs Aim: Were pre-Columbian peoples civilized? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered question • Ancient Maya reading passage • Ancient Inca reading passage • Ancient Aztec reading passage • Ancient Maya, Inca, and Aztec graphic organizers (3) • Venn Diagram/Compare & Contrast the Inca, Maya, and Aztec • Application/Closing/Higher Order Thinking Question Students will research and analyze documents to determine the characteristics and elements of civilization from the Ancient Incas, Mayans, and Aztecs; Venn diagram/compare & contrast application Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument Differentiation: graphic organizers; cooperative (students can work in teams or partners for reading passages/graphic organizers/compare & contrast based on teacher's discretion) ★★ NOTE: This can be a one or two day lesson depending on the length of time students need for their work - it can be used as day one: cooperative learning, day two: whole-group discussion ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Mayans, Incas, Aztecs ASSL •• Digital Paper by Christi Fultz Mayas, Incas, Aztecs Clip Art/Illustrations by Kerri Webb {GET IT HERE!} KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.