Why did the Panic of 1873 lead to widespread financial distress and economic hardship in the United States? This lesson and activity examines the Panic of 1873 how it impacted banks, financial institutions, and American citizens. Students will analyze documents the viewpoint of Grant and answer corresponding scaffolding questions. They will apply their knowledge by creating their own diary entry and answering the final summary question to apply their knowledge. Included in this resource: Do Now - Wall Street 1873 political cartoon analysis and scaffolding questions The Panic of 1873: A Tough Time for America reading passage with scaffolding questions Ulysses S. Grant’s role during the Panic of 1873 analysis and corresponding graphic organizer scaffolding questions Ulysses S. Grant Panic of 1873 perspective with scaffolding questions Panic of 1873: Time Traveler’s Diary creative writing assignment analysis Application/Closing/Higher-Order Thinking Assessment: How did the Panic of 1873 contribute to the economic challenges faced by people during that time? Answer key for teachers ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 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.

How did poll taxes, literacy tests, and grandfather clauses function as tools during the Reconstruction era to restrict voting rights and disproportionately impact certain groups within the population? This activity closely examines the tactics used to deter newly able people to vote. Students will analyze documents and scenarios and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Voter Suppression Tactics graphic organizer refresher Voter Suppression Tactics Station Activity or Document Pass with corresponding scaffolding questions Station #1 - Voter Registration Office Station #2 - Poll Tax Payment Station #3 - Literacy Test Station #4 - Intimidation Tactics Station #5 - Gerrymandering/Unfair Voting Districts Application/Closing/Higher-Order Thinking Assessment: Why did the implementation of various voter suppression tactics during Reconstruction disproportionately affect African Americans, and how did these tactics contribute to the broader issues of systematic racism in the United States? Answer key for teachers ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 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.

How did the Radical Republicans seek to ensure civil rights for African Americans during Reconstruction? This lesson and activity examines Congressional radical Republicans reconstruction plans. Students will examine documents and provisions of radical Republican plans and draw conclusions based on their analysis. Included in this resource: Do Now primary source analysis questions - Charles Sumner on Reconstruction in the South, 1866 Who were the Radical Republicans? reading passage with questions Remembering Dred Scott v. Sandford short reading passage critical thinking prediction question Congressional Reconstruction Legislation and Amendments Activity - Students will examine reconstruction plan documents and complete a graphic organizer with conclusions based off the guided questions (documents are tiered for different learning/reading levels) Wade Davis Bill 1864 Freedmen’s Bureau Acts 1865-1866 13th Amendment 1865 Civil Rights Act 1866 Reconstruction Acts 1867 14th Amendment 1868 Enforcement Act 1870 15th Amendment 1870 Civil Rights Act 1875 What is the historical context for this legislation? What events or social changes prompted its creation? What were the goals or intended effects of the legislation? What were the key provisions or requirements of this legislation? How effective was this legislation in achieving its goals? What were the historical consequences or impact of the legislation? Application/Closing/Higher-Order Thinking Question - How did Radical Reconstruction differ from earlier attempts to rebuild and reunite the country after the Civil War? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 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.

How did the differing approaches of Johnson and Radical Republicans to reconstruction reflect their contrasting views on the best way to reunite the country after the Civil War? This lesson examines Andrew Johnson’s and Congressional Radical Republicans Reconstruction plans. Students will review and examine both plans to best conclude which plan should be implemented by Congress. Included in this resource: Do Now primary source photograph analysis with questions Johnson and Radical Republicans Reconstruction Plans reading passage with guided questions Comparing Reconstruction Plans Activity Students will become members of Congress as they analyze the pros and cons of each reconstruction plan They will create two to three questions to ask either Johnson’s or Republicans’ team After the team presentations, they will vote on the best plan Some students will be on either Johnson’s or Republicans’ team as: President Johnson or Senator Wade Public Relations Person Chief Speech Writer Press Secretary ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 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.

How did the passage of the Tenure of Office Act and impeachment of President Johnson shape the balance of power between the executive and legislative branches of the government during the Reconstruction era? This lesson examines the passage of the Tenure of Office Act by Congress and the subsequent impeachment of President Johnson. Students will analyze documents, including primary sources, to draw conclusions regarding the impartiality of the Johnson impeachment. Included in this resource: Do Now 1868 Thomas Nast political cartoon analysis questions The Tenure of Office Act primary source excerpt and reading passage with guided questions “Get your tickets here!” reading passage with critical thinking analysis question The Impeachment of Andrew Johnson reading passage with graphic organizer scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Design your own ticket to President Johnson’s impeachment trial. Be sure to include details including one article or reason for impeachment that was used by Congress and be creative! Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! If you run out of time in one class period, you can give the exit/application as homework! ©2023 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.

How did the 13th amendment impact the lives of newly freed African Americans during the Reconstruction era? This lesson examines the background and passage of the 13th amendment and the impact it had on the lives of newly freed African Americans. Students will also critically think to conclude what rights or freedoms were not included in the 13th amendment. Included in this resource: Do Now - Section 1 of the 13th amendment primary source excerpt with scaffolding questions The Thirteenth Amendment reading passage with vocabulary and scaffolding questions Application/Closing/Higher-Order Thinking Assessment: What specific rights or protections did the 13th Amendment fail to provide for newly freed African Americans? Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 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.

What was America’s goal for the South after the Civil War? How did this goal succeed or fail? This lesson introduces the sensitive topic of the Reconstruction Era to your students in a document-based station activity. Students will determine the goal of the United States for the South and the affect Reconstruction had on black American freedmen after the Civil War. Included in this resource: • Reconstruction & The New South cover page • Full Lesson Plan • Student-centered Do Now question: What does it mean to “reconstruct” something? Does “reconstruction” always work? Why or why not? • Introduction to Reconstruction “Museum Walk”/Station Activity: Students walk around to each station {in cooperative groups} analyzing documents and answering scaffolding questions {5 documents/5 groups} • Application/Closing/Higher-Order Thinking Questions ★★ Please Note: I execute this lesson with my 8th grade students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! If you would like more information on how to execute this lesson/activity in your class, please email me at asocialstudieslife@gmail.com. ©2023 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.

How did the Civil War create a divided nation? This lesson and activity summarizes the Civil War and has your students analyze and identify problems and formulate resolutions! Students will examine and recognize the effects of the Civil War on the United States as whole, and start to think about how the nation will come together afterward - in the reconstruction era. Included in this resource: Close reading passage with scaffolding questions “The Civil War” Sum it Up! student-centered analysis activity (could be independent or in cooperative groups) - Identify problem(s) and formulate resolution(s) for each situation after the Civil War Application/Closing/Higher-Order Thinking Question Interactive notebook pages ★★ Please Note: I execute this lesson with my 8th grade students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 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.

How did Reconstruction after the Civil War fail black American freedmen? Your students will read, research, and critically think to answer questions based on their knowledge and analysis of the reconstruction era after the Civil War. Included in this resource: • Lesson plan • Do now student centered question based on quotation • Primary & Secondary source documents with scaffolding questions • Application/Higher Order Thinking/Closure analysis question Analyzing Reconstruction, documents, questions, Jim Crow laws, Ku Klux Klan, Black Codes, lynching, black freedmen, challenges of Reconstruction for black freedmen, failure of Reconstruction, common core literacy and vocabulary ©2023 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.

Why did the Battle of the Little Bighorn end in a decisive victory for the Native American forces led by Sitting Bull and Crazy Horse against the 7th Calvary commanded by Lieutenant General Custer? This lesson and activity examines the background and impact of the Battle of the Little Bighorn. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Observations of the Custer battlefield primary source quote with analysis questions The Battle of the Little Bighorn reading passage with scaffolding graphic organizer questions The Little Bighorn Gazette - Creating a historical newspaper activity with activity sheet and rubric Sitting Bull POV with scaffolding questions Crazy Horse POV with scaffolding questions Custer POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the outcome of the Battle of the Little Bighorn impact the relationships between Native American tribes and the United States government in the years that followed? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

This activity explores and examines the background and impact of Sitting Bull. Students will analyze Sitting Bull’s life and point of view and answer corresponding scaffolding questions. Included in this resource: Sitting Bull POV with scaffolding questions “Spotlight On”: Sitting Bull Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

This activity explores and examines the background and impact of Chief Joseph. Students will analyze Chief Joseph’s life and point of view and answer corresponding scaffolding questions. Included in this resource: Chief Joseph POV with scaffolding questions “Spotlight On”: Chief Joseph Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

This activity explores and examines the background and impact of George Armstrong Custer, Custer’s Last Stand. Students will analyze Custer’s life and point of view and answer corresponding scaffolding questions. Included in this resource: Custer POV with scaffolding questions “Spotlight On”: George Armstrong Custer Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

This activity explores and examines the background and impact of Geronimo. Students will analyze Geronimo’s life and point of view and answer corresponding scaffolding questions. Included in this resource: Geronimo POV with scaffolding questions “Spotlight On”: Geronimo Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

How did the leadership of Red Cloud and Crazy Horse impact the Sioux people’s resistance against United States expansion, and what role did the Treaty of Medicine Lodge play in the broader context of Native American relations with the U.S. government during the 19th century? This lesson and activity examines the background and impact of the Sioux’s resistance, Red Cloud and Crazy Horse’s leadership and the Treaty of Medicine Lodge. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Harper’s Weekly “Council at Medicine Lodge Creek” primary source drawing and scaffolding questions The Fight Back reading passage with scaffolding graphic organizer questions Crazy Horse “I Have Spoken” speech primary source document with scaffolding questions Crazy Horse POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why were the actions and leadership of the Sioux, particularly figures like Crazy Horse and Red Cloud, alongside treaties like the Treaty of Medicine Lodge pivotal in shaping the relationship between Native AMerican tribes and the United States government in the 19th century? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

This activity explores and examines the background and impact of Crazy Horse. Students will analyze Crazy Horse’s life and point of view and answer corresponding scaffolding questions. Included in this resource: Crazy Horse POV with scaffolding questions “Spotlight On”: Crazy Horse Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

How did William McKinley’s presidency mark a turning point in American foreign policy towards imperialism and global influence? This lesson and activity examines the early life, education, background, presidency and legacy of President William McKinley. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - William McKinley’s inaugural address primary source analysis and questions William McKinley document pass/station activity with corresponding scaffolding questions Document 1: Early Life and Political Career Document 2: Domestic Policies Dingley Tariff Gold Standard Act 1900 Document 3: Foreign Affairs Spanish-American War Open Door Policy Treaty of Paris Annexation of Hawaii Document 4: Becoming President Document 5: Assassination and Legacy Spotlight On: William McKinley William McKinley POV and scaffolding questions Create a legacy brochure of William McKinley with rubric Application/Closing/Higher-Order Thinking Assessment: How did the economic and foreign policies of William McKinley’s presidency contribute to the shaping of the modern American economy and the country’s role on the global stage? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

How did Benjamin Harrison’s presidency contribute to the shaping of modern American economic policy and environmental conservation efforts? This lesson and activity examines the early life, education, background, presidency and legacy of President Benjamin Harrison. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Benjamin Harrison’s inaugural address primary source analysis and questions Benjamin Harrison document pass/station activity with corresponding scaffolding questions Document 1: Early Life and Political Career Document 2: Domestic Policies McKinley Tariff Land Revision Act 1891 Document 3: Foreign Affairs Pan-American Conference 1889 Samoan Crisis Document 4: Electoral Defeat and Legacy Spotlight On: Benjamin Harrison Benjamin Harrison POV and scaffolding questions Create a legacy brochure of Benjamin Harrison with rubric Application/Closing/Higher-Order Thinking Assessment: Why is Benjamin Harrison’s presidency considered a pivotal period for environmental conservation and civil service reform in the United States? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

Why was the election of 1896 considered a realignment election, and how did it change the future of American politics? This lesson and activity examines the background and impact of populism on the election of 1896. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Harper’s Weekly “Uncle Sam’s Thanksgiving” political cartoon analysis with scaffolding questions Election of 1896 reading passage with scaffolding graphic organizer questions Document analysis with scaffolding questions Document #1 - Election of 1896 electoral map Document #2 - McKinley campaign poster analysis Document #3 - Bryan campaign poster analysis Document #4 - Bryan’s “Cross of Gold” speech analysis Populists: Radicals or Reactionaries? reading passage with scaffolding questions William McKinley Election of 1896 POV with scaffolding questions William Jennings Bryan Election of 1896 POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why was the election of 1896 significant for shaping the economic direction of the United States during that period? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.

Why did the introduction of the assembly line by Henry Ford make the Model T more affordable and popular among Americans in the early 20th century? This lesson and activity examines the background and impact of the invention and implementation of the assembly line by Henry Ford. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “The First Assembly Line” primary source analysis with questions The Revolution of the Assembly Line reading passage with scaffolding questions Henry Ford on the assembly line POV with scaffolding questions Advertising the Model-T Ford activity/project with rubric Application/Closing/Higher-Order Thinking Assessment: How did Henry Ford’s introduction of the assembly line and the Model T, combined with the discovery of crude oil in 1859, transform American society and the global economy? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 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.