How did Chief Joseph and Geronimo’s leadership and resistance efforts impact the history and perceptions of Native American struggles in the United States? This lesson and activity examines the background and impact of Geronimo and Chief Joseph. 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 - Primary source quote analysis with questions Resistance Leaders reading passage with scaffolding graphic organizer questions Geronimo POV with scaffolding questions Chief Joseph POV with scaffolding questions Spotlight On: Geronimo Spotlight On: Chief Joseph Application/Closing/Higher-Order Thinking Assessment: How do the stories of Chief Joseph and Geronimo’s resistance efforts continue to influence our understanding of American history and the treatment of Native American peoples? 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 Ulysses S. Grant’s policies and actions during his presidency influence the course and outcomes of the Reconstruction era, particularly in terms of civil rights and national reunification? This lesson and activity examines President Grant’s policies during his presidency and the Reconstruction era. Students will analyze primary source documents including Grant’s first inaugural address and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - President Grant’s first inaugural address primary source document with scaffolding questions Ulysses S. Grant and the Reconstruction Era reading passage with scaffolding questions graphic organizer Ulysses S. Grant on Reconstruction perspective/point of view and questions Application/Closing/Higher-Order Thinking Assessment: Why was Ulysses S. Grant’s approach to the Reconstruction era significant in shaping the post-Civil War United States, and how did his strategies and policies contribute to the goals of national unity and civil rights advancement? 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 Plessy v. Ferguson decision shape the course of racial segregation laws in the United States? This lesson and activity examines the circumstances surrounding the Plessy v. Ferguson Supreme Court case decision and its impact. Students will analyze documents and perspectives and answer corresponding scaffolding questions. They will answer the final application question to apply their knowledge. Included in this resource: Do Now - Timeline leading up the Plessy v. Ferguson decision and corresponding scaffolding questions Plessy v. Ferguson 1896 reading passage with corresponding scaffolding questions Spotlight on: Homer Plessy document with scaffolding questions graphic organizer Justice Brown on Plessy v. Ferguson majority opinion perspective and questions Justice Harlan on Plessy v. Ferguson dissenting opinion perspective and questions Application/Closing/Higher-Order Thinking Assessment: Why was the Plessy v. Ferguson decision significant in shaping social and legal attitudes towards segregation and civil rights 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 Oklahoma Land Rush and the concept of the “Sooners” reflect the broader American values of opportunity and competition during the end of the frontier era? This lesson and activity examines the background and impact of the Land Rush of 1889, the opening of Oklahoma, and the end of the frontier. 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 “The Rush to Oklahoma” primary source article excerpt with scaffolding questions The End of the Frontier Era reading passage with scaffolding graphic organizer questions A Native American’s Perspective POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the closing of the American frontier, including events like the Oklahoma Land Rush impact the development of American identity and the relationship between settlers and Native American tribes? 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 Gold Standard restrict the supply of money, and why did supporters of the Free Silver Movement argue this was a problem for the economy? This lesson and activity examines the background and impact of the Gold Standard and Free Silver Movement. 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 - Primary Source photograph analysis and questions Silver and Gold reading passage with scaffolding graphic organizer questions Primary source political cartoon analysis and scaffolding questions Create your own bumper sticker advocating or against the Gold Standard and/or Free Silver Movement Application/Closing/Higher-Order Thinking Assessment: Why was the Gold Standard considered limited by some, and how did the Free Silver Movement propose to change the impact of this standard on the 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.

How did the Homestead Act facilitate the creation of new communities and economies in the American West? This lesson and activity examines the background and impact the Homestead Act of 1862 had on migrants who were later called homesteaders. 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 - Primary Source photograph analysis and questions The Homestead Act reading passage with scaffolding graphic organizer questions The Homestead Act primary source text and scaffolding questions A Homesteader POV and questions Application/Closing/Higher-Order Thinking Assessment: How did the Homestead Act of 1862 impact the westward expansion of 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 did cowboys, vigilantes, and ranchers play such a significant role in shaping the society and economy of the Wild West? This lesson and activity examines the background and impact cowboys, vigilantes, and ranchers had in shaping the “wild west.” 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 - Primary Source photograph analysis and questions Cowboys and the “Wild West” reading passage with graphic organizer questions Wyatt Earp: The Wild West’s Lawman reading passage and questions Wyatt Earp POV and questions Application/Closing/Higher-Order Thinking Assessment: How did cowboys, vigilantes, and ranchers help shape the Wild West? 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 railroad affect the development of the West? This lesson and activity examines economic, political, social, and environmental effects of the transcontinental railroad. 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 - Primary Source photograph analysis and questions Results of the Railroad Graphic Organizer Reading Economic Impact Social and Cultural Impact Environmental Impact Political and Military Impact Technological and Infrastructure Development Effects of the Transcontinental Railroad graphic organizer scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the construction of the Transcontinental Railroad alter the economic, environmental, and cultural landscapes of 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 did settlers face both excitement and trepidation as they embarked on their journey to the western frontier? This lesson and activity examines the reasons why settlers moved west and the causes and effects of westward expansion. Students will analyze reading passages and a settler’s point of view to answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - California: The Cornucopia of the World primary source poster Settlers Move West reading passage with scaffolding questions Frontier, Comstock Lode, Boomtowns, Causes and Effects of Westward Expansion A Settler’s Journey West POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the establishment of boomtowns during the westward expansion of the 1870s affect the economic and social development of the western frontier? 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 assessment evaluates students’ knowledge from the Reconstruction era unit. Can be used as a review packet or a formal assessment. Included in this resource: Multiple Choice questions Thematic Essay question 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! Up to teacher’s discretion regarding grading ©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.

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.

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.

Mexican-American War - United States, Mexico, James K. Polk, Mexican Cession and the Treaty of Guadalupe Hidalgo Aim: Why did the United States go to war with Mexico? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now question • The U.S-Mexico War Document Analysis Activity with scaffolding questions for student answers • Documents include: - Texas Revolution Background Refresher - War Begins - Military Campaigns - The Mexican Cession/Results • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the documents that describe causes, details, and results of the Mexican-American War including the Texas Revolution, Battle of Buena Vista, boundary disputes, Zachary Taylor, Winfield Scott, James K. Polk, the Treaty of Guadalupe Hidalgo, and the Mexican Cession. Students will complete the scaffolding questions based on the documents and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing 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 pass, station activity, or jigsaw activity. I have my students in groups and they pass the documents group to group with the use of a classroom timer OR I post the documents around the room and have the students travel to each station with their group. ★ 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! U.S.-Mexico War 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.

Causes of the Civil War Sectionalism: Comparing the North and South Before the Civil War Aim: How does where we live determine how we live? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now Student constructed response: How is living in your town different from living in another town across the world? • Comparing the North and South before the Civil War reading passages - Climate/Geography - Population - Cities - Economy • Comparing the North and South before the Civil War graphic organizer for student completion • North vs. South comparison key - students analyze and create their own keys! • Application/Closing/Higher Order thinking question/written response • Answer Key for Teachers Students will examine the geographical differences of the North and South and how they created separate ways of life. They will analyze differences in physical geography and climate and how they led to differences in their economies, population, transportation, and culture thus encouraging the belief of sectionalism among individuals during the period before the Civil War. 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 and key activity) ★ You can find all of my Civil War lessons and activities HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Sectionalism Before the Civil War ASSL •• Digital, 1:1, interactive Social Studies learning! Cover page digital paper by Ashley Hughes Horse clip art by Kerri's Art Corner 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.

United States Pursues Manifest Destiny: Thirteen Colonies, Louisiana Purchase, Florida Territory, Texas, Mexican Cession, Adams-Onis Treaty, and the Gadsden Purchase Aim: How did the United States pursue Manifest Destiny? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now question • Manifest Destiny Territory Clues with corresponding graphic organizer • Documents include clues on: - 13 colonies - Louisiana Purchase - Florida and the Adams-Onis Treaty - Texas Annexation - Mexican Cession and the Treaty of Guadalupe Hidalgo - The Oregon Territory and Treaty with Great Britain - The Gadsden Purchase • How did the U.S. pursue Manifest Destiny? Graphic Organizer • Territory Map for student highlighting and labeling • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the clues describing the territories the United States acquired throughout history leading up the Gadsden Purchase. Students will complete the graphic organizer based on the clues and their knowledge of Social Studies. Students will label the territory map with the corresponding territory acquisitions. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing clues and making conclusions, 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. ★ Note - You can use this lesson as a cooperative group activity. ★ 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! United States Land Acquisition ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes United States Clip Art by KERRI'S ART CORNER Clip Art by Educlips 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.

Compromise of 1850 Causes of the Civil War Wilmot Proviso, Missouri Compromise, Compromise of 1850 ACTIVITIES Interactive Notebook activity, Line Graph activity, Scaffolding Questions Aim: What should happen to slavery in the territories? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Slavery Compromises background reading passage - Should slavery exist in new lands gained after the U.S.-Mexico War? • Part I: Legislative Branch Interactive Notebook Activity • Part II: Graphing Political Power - students create line graphs (free vs. slave states) showing the gaining of representatives in Congress over time through 1850; scaffolding questions based on line graphs • Part III: What to do with California? Question for student written response • Part IV: Compromise of 1850 Provisions and questions for student written responses • Answer Key for Teachers Students will research, analyze, and use their critical thinking skills to complete the activities. They will use their previous knowledge of slavery compromises and Social Studies to create their line graph and answer the scaffolding questions. ★ These are great activities to use after the Slavery Compromises lesson that can be found HERE. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: scaffolding questions, cooperative (may work with a partner(s) according to teacher's discretion for scaffolding questions and activities) ★ You can find all of my Civil War lessons and activities HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Compromise of 1850 Activities ASSL •• Digital, 1:1, interactive Social Studies learning! Cover page digital paper 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.

Constitutional Amendments 11-27! Amendments Patriotic Paraphrased Posters This product includes: • Colorful 8.5 X 11" sized posters for Amendments 11-27! {The Amendments are paraphrased for interpretation} ★★ Looking for Constitutional Amendments 11-27 primary source posters? Find them HERE! Print, laminate, and hang! Patriotic Papers 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.

Constitutional Amendments 11-27 Amendments Patriotic Primary Source Posters This product includes: • Colorful 8.5 X 11" sized posters for Amendments 11-27! {Transcript from the Constitution} Print, laminate, and hang! Patriotic Papers 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.