Manifest Destiny - Oregon Trail, Mormon Trail, Mountain Men, Forty-Niners Aim: Why did certain groups of people move west? Which trails did they travel on? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now question • Document Analysis and corresponding graphic organizer - Mountain Men - Missionaries and Families - Mormons - Forty-Niners/49ers • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the primary/secondary source documents that describe the groups and circumstances surrounding migration west. They will complete the graphic organizer based on the documents and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence, analyzing secondary and primary source documents Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizer}; students argue their opinions using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Manifest Destiny Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Manifest Destiny and Who Went West 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.

Manifest Destiny and Reasons Why People Moved West Aim: What is Manifest Destiny? Why did people move west? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now questions - what is destiny? • 1820 Territorial Map Analysis with scaffolding question • Manifest Destiny student-created definition • Moving West Graphic Organizer for brainstorming and outlining Social, Political, Economical, and Religious reasons for moving • Application/Closing/Higher Order Thinking Student Journal Entry • Answer Key for Teachers Students will analyze the meaning of manifest destiny and brainstorm the various reasons for movement to the west. 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 using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Manifest Destiny Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Manifest Destiny and Why People Moved West 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.

Age of Jackson UNIT BUNDLE 9 Lessons, Writing Activity, Review Packet, Assessment, Task Cards, Project FOR GOOGLE CLASSROOM Included in this download: 14 resources including lessons, a review packet, writing assignment, formal assessment, task cards, and project! A $59.00 VALUE FOR ONLY $47.00!! 20% OFF! This bundle is priced to save you significantly over buying each resource separately! See the links below for full details on each lesson/product included! 1) James Monroe and the Era of Good Feelings Google Drive ASSL 2) The Monroe Doctrine - A Primary Source Analysis Lesson Google Drive ASSL 3) The Missouri Compromise Google Drive ASSL 4) Andrew Jackson, John Quincy Adams, and the Election of 1824 Google Drive ASSL 5) Andrew Jackson, Election of 1828, Jacksonian Democracy and the Spoils System Google Drive ASSL 6) Andrew Jackson, Indian Removal Act, Worcester v. Georgia, and the Trail of Tears Google Drive ASSL 7) Native American/Indian Removal Writing Assignment Google Drive ASSL 8) Andrew Jackson, Nicholas Biddle, and the Second Bank of the United States Google Drive ASSL 9) Andrew Jackson, John C. Calhoun and the Tariff of Abominations of 1828 Google Drive ASSL 10) Andrew Jackson Document Analysis Google Drive ASSL 11) The Age of Jackson Review Packet Google Drive ASSL 12) Age of Jackson Unit Assessment Google Drive ASSL 13) Age of Jackson Snapshot Project Google Drive Google Drive ASSL 14) Age of Jackson Task Cards Google Drive ASSL ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Age of Jackson UNIT BUNDLE 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.

Andrew Jackson Task Cards and Recording Sheet for Student Responses FOR GOOGLE CLASSROOM Included in this resource: • Title page • Full Set of 40 vocabulary words/terms/important people tasks cards in the form of a question (you don't have to use all the cards in your activity!) • Answer Key Cards (you do not have to give these to students or you can after the activity) • Recording Sheet for student responses (can make enough copies for your students to answer as many questions as you'd like) This set of 40 task cards covers important people, terms, and events during the age of Jackson. These cards are great for stations, centers, as an independent study tool, SCOOT and other cooperative learning activities. ★ You can find all my Age of Jackson lessons and activities HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Age of Jackson Task Cards 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.

Andrew Jackson Snapshot Foldable Project FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Age of Jackson Snapshot Foldable Task Sheet and Reminders for students • Foldable template • Age of Jackson Snapshot Foldable Rubric • Directions for teacher (to give to your students) with images • The completed foldable images (to show you what the end result should be) Do your students LOVE the app Snapchat?? This popular foldable/project is a great way for them to create "snapshots" of the aspects of Andrew Jackson's presidency! Students will create a collection of snapshots from the study of the Age of Jackson. The snapshot foldable booklet will include: • Title and illustration on the cover • Three “snapshots” that must include COLORED ILLUSTRATIONS exemplifying three aspects of the Andrew Jackson's presidency • Students will write a paragraph (at least 5 sentences) next to/under each image explaining the image and details about the aspect • Illustration on the back page of your booklet that exemplifies the Age of Jackson This foldable project can be given as in an in-class assignment/assessment or a homework assignment. It is up to teacher's discretion. ★★Looking for my complete Age of Jackson UNIT BUNDLE for middle grades?! CLICK HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Age of Jackson Snapshot Project 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.

Age of Jackson Test Andrew Jackson Formal Assessment for A Social Studies Life's Age of Jackson Unit FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • 30 Questions including: - Multiple Choice - Vocabulary - Important Figures - Political Cartoon Analysis • Answer Key for Teachers Students will use their knowledge of the Age of Jackson and Social Studies to complete the exam. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence ★ 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! Age of Jackson Assessment 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.

Andrew Jackson Document Analysis Aim: Identifying positives and negatives of Jackson's presidency FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • (8) primary/secondary source documents with scaffolding questions and outside information graphic organizers • Application/Closing/Higher Order Thinking Questions Students will analyze the primary/secondary source documents that describe aspects of Andrew Jackson's presidency. Students will complete the scaffolding questions based on the documents and their knowledge of Social Studies. They will brainstorm two pieces of outside information pertaining to each document topic. 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. ★ Note - You can use this lesson as a document activity. I post the documents around the room and have the students travel in groups, OR you can use the documents for a jigsaw activity (if you're using the hard-copy version of this resource. You can assign partners if you're using the 1:1 version). For more information on how to execute a jigsaw activity with your class, email me at asocialstudieslife@gmail.com :) ★ 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! Age of Jackson Document Analysis 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.

Andrew Jackson Unit Review FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • 23 review questions including two cartoon analysis questions • Answer Key for Teachers Students will use their knowledge of the Age of Jackson and Social Studies to complete the review packet of questions. It is up to the teacher's discretion the technique (whether they use their notes, in groups, etc.) in which the students answer the questions. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence ★ 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! Age of Jackson Review ASSL •• Digital, 1:1, interactive Social Studies learning! 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.

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.

Andrew Jackson, Nicholas Biddle and the Second Bank of the United States Aim: Why did Andrew Jackson veto the charter of the Second Bank of the United States? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Andrew Jackson's feelings on the National Bank background Do Now questions • Andrew Jackson and the National Bank reading passage with scaffolding questions • "King Andrew the First" political cartoon analysis questions • Application/Closing/Higher Order Thinking Questions • Answer Key for Teachers Students will analyze the document/close-reading passage to understand the circumstances surrounding and the outcome of the veto of the Second Bank of the United States' charter. Students will complete the reading passage scaffolding questions and political cartoon analysis 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! Nicholas Biddle and the National Bank 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.

Indian/Native Americans Removal Writing Assignment FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Writing Assignment Task Questions (2) • Space(s) for student writing and drawing • Rubric Students will answer one of the two task questions assigned. They will place themselves in an imaginative situation and discuss the circumstances, outcome, and feeling, as though they are in that situation themselves. They will use their knowledge of the Indian Removal Act and Native American movement to the west as well as their knowledge of Social Studies task writing. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: students argue their opinions using relevant examples and details from 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! Native American Removal Writing Assignment 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.

Andrew Jackson, Indian Removal Act of 1830, Worcester v. Georgia, and the Trail of Tears Aim: How did Andrew Jackson enforce the Indian Removal Act? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered Do Now situational question • Six documents with corresponding scaffolding questions including: - Native Americans in the Southeast - The Cherokee Nation - Jackson's Reasons for Removal - The Indian Removal Act of 1830 - Worcester v. Georgia 1832 - The Trail of Tears • Application/Closing/Higher Order Thinking Questions • Answer Key for Teachers Students will analyze the documents/close-reading passages to understand the circumstances surrounding and the outcome of the Indian Removal Act. Students will complete the questions and based on the documents/readings, and their knowledge of Social Studies. ★ Note - You can use this lesson as a document activity. I post the documents around the room and have the students travel in groups, OR you can use the documents for a jigsaw activity. For more information on how to execute a jigsaw activity with your class, email me at asocialstudieslife@gmail.com :) 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! Native American Removal 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.

Andrew Jackson, Election of 1828, Jacksonian Democracy, and the Spoils System Aim: How did Andrew Jackson shape his presidency? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Types of Jobs graphic organizer with student centered Do Now questions • The Election of 1828 map analysis with scaffolding questions • Andrew Jackson Becomes President reading passage with scaffolding questions • The People's President reading and photograph activity • The Spoils System reading passage and graphic organizers • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passages to understand the circumstances surrounding and the outcome of the Election of 1828. They will identify who the candidates were, what happened in the election, who won, and how Jackson shaped his presidency. Students will complete the questions and graphic organizer(s) based on the reading, graphic organizers, 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 and graphic organizers}; 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! Jacksonian Democracy 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.

Andrew Jackson, John Quincy Adams, and the Election of 1824 Aim: Why was the election of 1824 significant? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Election of 1824 graphic organizer with student centered Do Now scaffolding questions • The Election of 1824 reading passage with corresponding scaffolding questions • Changes after the Election of 1824 graphic organizer with corresponding scaffolding questions • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passage and primary source document to understand the circumstances surrounding and the outcome of the Election of 1824. They will identify who the candidates were, what happened in the election, and who decided who who. Students will complete the questions and graphic organizer(s) based on the reading, graphic organizers, 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 and graphic organizers}; 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! Election of 1824 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.

Missouri Compromise - Age of Jackson Aim: Why did Congress agree to the Missouri Compromise? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now questions • The Missouri Compromise reading passage with corresponding scaffolding questions • Map Analysis with scaffolding questions • Letter from Thomas Jefferson primary source document analysis with corresponding vocabulary defined and scaffolding questions • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passage and primary source document to understand the background and principles of the Missouri Compromise. They will study the surrounding issues pertaining to the passage and agreement of the Compromise. Students will complete the questions and graphic organizer(s) based on the readings and 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 and graphic organizers}; 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! Missouri Compromise 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.

Monroe Doctrine Aim: How did the Monroe Doctrine affect the United States? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Political Cartoon Do Now Analysis • The Monroe Doctrine Background reading passage • The Monroe Doctrine primary source document with vocabulary explained • Scaffolding questions corresponding to primary source document • Analyzing the Monroe Doctrine graphic organizer • Application/Closing/Higher Order Thinking Questions • Answer Key for Teachers Students will analyze the close-reading passage and primary source document to understand the background and principles of the Monroe Doctrine. They will study James Monroe and the surrounding issues pertaining to the writing of the doctrine. Students will complete the graphic organizer(s) based on the reading and 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 and graphic organizers}; 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! Monroe Doctrine 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.

James Monroe and the Era of Good Feelings Aim: What was the Era of Good Feelings? How did James Monroe's presidency promote national unity? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered Do Now questions: How does nationalism affect a country? How does sectionalism affect a country? • James Monroe and the Era of Good Feelings reading passage • Spotlight on James Monroe scaffolding questions corresponding with reading passage • Era of Good Feelings Political Cartoon Analysis • National Unity graphic organizer with critical thinking question • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passage to understand the issues and events that contributed to the perception of the Era of Good Feelings. They will study James Monroe and surrounding issues of his presidency including significant court cases. Students will complete the graphic organizer(s) based on the reading. 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. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Monroe and the Era of Good Feelings ASSL •• Digital, 1:1, interactive Social Studies learning! 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.

Industrial Revolution in England UNIT BUNDLE (suitable for upper grade Global History students: 8th, 9th, 10th, 11th) 5 Lessons and Activities FOR GOOGLE CLASSROOM Included in this download: 5 resources including lessons and activities! A $25 VALUE FOR ONLY $20!! This bundle is priced to save you significantly over buying each resource separately! See the links below for full details on each resource included! 1) The Urban Game Google Drive ASSL 2) Introduction to the Industrial Revolution in England: A Document-Based Activity Google Drive ASSL 3) Causes of the Industrial Revolution in England Google Drive ASSL 4) The Industrial Revolution Begins in England Google Drive ASSL 5) Technology and Inventions of the Industrial Revolution in England Google Drive ASSL ★★★ This bundle is geared toward GLOBAL HISTORY students in the UPPER GRADES. If you notice in my store, I have other Industrial Revolution lessons that are not included in this bundle. This is because they are geared toward American History students in the MIDDLE GRADES. To view that bundle, CLICK HERE. ★★ Looking for the hard-copy, pen and paper version of this resource? Find it here! Industrial Revolution in England UNIT BUNDLE ASSL Digital, 1:1, interactive Social Studies learning! Clip Art by KERRI'S ART CORNER 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.

Industrial Revolution Lesson - Technology and Inventions of the Industrial Revolution in England FOR GOOGLE CLASSROOM Included in this resource: • Technology/Inventions of the Industrial Revolution Lesson Plan • Significant Inventions/Inventors Activity Sheet, readings, and graphic organizer • Application/Closing/Higher Order Thinking Question Students will research the significant inventions/inventors of the Industrial Revolution; steam engine, cotton gin, spinning jenny; Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating/applying arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for Venn diagram, graphic organizer}; 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! Industrial Revolution Technology 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.

Industrial Revolution Begins in England: Land, Labor, Capital FOR GOOGLE CLASSROOM Included in this resource: • Industrialization Begins in England Lesson Plan • Why did industrialization begin in England? Activity Sheet, readings, and graphic organizer • Application/Closing/Higher Order Thinking Question Students will research the causes of the industrial revolution in England, factors of production: land, labor, capital; population growth in England, and analysis of British factors Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating/applying 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. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Industrialization Begins in England 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.