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.

Cold War Word Wall with Definitions and Images Included in this product: • Title page • 56 vocabulary words/terms/important people (30 pages) with images Terms include: Harry Truman Winston Churchill Iron Curtain Fair Deal Cold War Containment Communism Truman Doctrine NATO Warsaw Pact Berlin Airlift Mao Zedong 38th Parallel Blacklists Joseph McCarthy McCarthyism Closed Shop Stalemate Demilitarized Zone Arms Race Nuclear Summit Korean War and more! ★ This word wall is a great addition to any classroom or bulletin board! Each word can be cut out, laminated, and displayed in your classroom! © 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.

Why was Ellis Island important in American history? This activity examines the background and impact of the experiences of immigrants through Ellis Island. Students will role play the experiences of both immigrants and inspectors during this activity. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Critical thinking question to introduce activity Student activity directions Role Cards Station instruction cards Station Cards Included Medical Inspection Legal Inspection Baggage Check Final Approval/Denial Medical Inspection Form Legal Inspection Form Approved and Denial Stamps Application/Closing/Higher-Order Thinking Assessment: How did participating in the Ellis Island simulation change your understanding of what immigrants experienced when they arrived in America, and why do you think it’s important to learn about this part of history? Activity instructions for teachers Rubric 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.

Native Americans - Land Bridge Aim: How did humans get to the Americas? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered map-skills questions • The Land Bridge reading passage with scaffolding questions • The Land Bridge graphic organizer • Application/Closing/Higher Order Thinking Questions Students will research how the first humans reached the Americas by the Land Bridge Theory and use their research and analysis of the document to answer scaffolding questions and complete the graphic organizer Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument Differentiation: graphic organizer; cooperative (students may work in groups/teams/partner to complete reading questions and graphic organizer) ★★ NOTE: This can be a one or two day lesson depending on the length of time students need for their work - day one can be cooperative, day two can be whole-group discussion -->your discretion !) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Land Bridge Settlers ASSL •• Digital Papers by Christi Fultz KG Fonts and Kevin/Amanda fonts Clip Art by KERRI'S ART CORNER © 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.

War of 1812 Snapshot Foldable Activity Booklet/Project FOR GOOGLE DRIVE Digital, 1:1, interactive Social Studies learning! Included in this product: • Cover Page • War of 1812 Snapshot Foldable Task Sheet and Reminders for students • Foldable template • War of 1812 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 causes/effects of the War of 1812! Students will create a collection of snapshots from the study of the War of 1812. The snapshot foldable booklet will include: • Title and illustration on the cover • One “snapshot” that must include a COLORED ILLUSTRATION exemplifying a CAUSE of the War of 1812 • Two “snapshots” that must include COLORED ILLUSTRATIONS exemplifying two EFFECTS of the War of 1812 • Students will write a paragraph (at least 5 sentences) next to/under each image explaining the image and why it was a cause or effect of the War of 1812 • Illustration on the back page of your booklet that summarizes the War of 1812 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 Thomas Jefferson/James Madison unit bundle for middle grades?! CLICK HERE! 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.

Articles of Confederation Constitutional Compromises Lesson Virginia Plain, New Jersey Plan, and the Great Compromise Aim: What needs to happen for people to agree? Buy the BUNDLE and SAVE!! •• This product is also included in the Articles of Confederation UNIT BUNDLE! •• Included in this product: • Title page • Do Now/Motivation/Critical Thinking opening question • Definition of compromise & benefits • Compromise #1: The Power of the Central Government reading passage and diagram • Virginia Plan graphic organizer • Compromise #2: Representation in the Legislature graphic organizer • The Great Compromise reading passage with scaffolding questions • Application/Closing/Higher-Order thinking question • Answer Key for Teachers Students will research and analyze the compromises made at the Constitutional Convention in 1787; Virginia Plan, New Jersey Plan, the Great Compromise Differentiation: graphic organizer, research, cooperative (may work with a partner according to teacher's discretion for questions) Digital Papers by Christi Fultz and 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.

Articles of Confederation and Constitutional Convention Unit Peanuts Gang Explain the Constitutional Convention Aim: How was the U.S. Constitution born? Buy the BUNDLE and SAVE!! •• This product is also included in the Articles of Confederation UNIT BUNDLE! •• Included in this product: • Title page • Chronological Guided Video Questions corresponding with "This Is America, Charlie Brown: Birth of the Constitution" (25 minutes) Students will watch and learn about the Constitutional Convention from Charles Schultz's Peanuts Gang ★★ Note: The video clip is not bundled with this lesson. It is not mine to sell! ★ This video is what I show my students to get started with the Constitutional Convention. It is a great and fun introduction. I usually break the lesson into two days: We watch half the video and talk about the questions together on each day. Differentiation: cooperative (may work with a partner according to teacher's discretion for questions) Digital Paper by Christi Fultz 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 War Hawks vs. Doves: A Debate Activity of the Opposing Viewpoints on the War of 1812 FOR GOOGLE DRIVE Aim: Should the United States remain neutral in the quarrel with Great Britain? Digital, 1:1, interactive Social Studies learning! Included in this product: • Cover Page • Hawks and Doves At-A-Glance graphic organizer • Yes/No graphic organizer for evidence • Evidence and Reasons graphic organizer for student responses • Closing Argument Organizer Students will use their knowledge of the War of 1812 and War Hawks and Doves to brainstorm ideas, evidence, reasons, and arguments in favor or opposing the United States entrance into war with Great Britain. 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. Clip Art by KERRI'S ART CORNER 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.

Thirteen Colonies - Jamestown and Plymouth FOR GOOGLE CLASSROOM Aim: Why were the colonies of Jamestown and Plymouth successful? Included in this resource: • Title page • Scaffolding questions for Discovery Education "English Come to America: Jamestown and Plymouth" video clip • Answer Key for video questions • Jamestown vs. Plymouth reading with graphic organizer • Application/Closing/Higher Order thinking question Students will research the causes of settlement for Jamestown and Plymouth; push/pull factors for both groups of settlers; location; relationship with Native Americans; government and problems Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: video clip, scaffolding questions, cooperative (may work with a partner for questions or graphic organizer) ★★ NOTE: video clip can be found on the Discovery Education website ★★ Looking for the printable, pen and paper version of this resource? Find it here! Jamestown and Plymouth ASSL Digital Paper by Erin Cobb 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.

Motivations for Exploration Aim: Why did people explore? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered question • A Sea Route to Asia reading passage with scaffolding questions • Why Europe? graphic organizer • Exploration Cause/Effect activity • Application/Closing/Higher-order thinking question • Answer Key for Teachers Students will research the goals of European exploration: gold, god, glory, why Europeans explored, when they explored, and where they explored Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: scaffolded questions based on reading passage, cooperative (may work in collaborative groups or with partners according to teacher's discretion) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Motivations for Exploration ASSL Digital, 1:1, interactive Social Studies learning! 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.

Mercantilism during the Age of Exploration Aim: Why was mercantilism so important to European countries and their colonies in the New World? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered question • Mercantilism reading passage with scaffolding questions • All-About Mercantilism Graphic Organizer • Application/Closing/Higher Order Thinking questions • Answer Key for Teachers Students will study and analyze the economic system of mercantilism and why it was important to European nations and their colonies Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument Differentiation: graphic organizer; cooperative (students can work with a partner for reading and questions based upon teacher's discretion) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Mercantilism ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Paper by Erin Cobb 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.

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.

Civil Rights Movement Word Wall without definitions Included in this product: • Title page • 50 vocabulary words/terms/important people (26 pages) with images Terms include: • Discrimination • Racism • Segregation • CORE • NAACP • Plessy v. Ferguson • Thurgood Marshall • Brown v. Board of Education of Topeka, Kansas • Earl Warren • Integration • Little Rock 9 • Rosa Parks • Boycott • Dr. Martin Luther King, Jr. • Civil Disobedience • John F. Kennedy • “New Frontier” • Lyndon B. Johnson • Poverty Line • Job Corps • Medicare • Medicaid • Civil Rights Act of 1964 • Sit-in • Ella Baker • Robert F. Kennedy • Interstate • James Meredith • George Wallace • Medgar Evers • Register • “Freedom Summer” • Voting Rights Act of 1965 • Malcolm X • “Black Power” • Feminists • NOW • Equal Rights Amendment • Sandra Day O’Connor • Latino • Cesar Chavez • American Indian Movement ★ This word wall is a great addition to any classroom or bulletin board! Each word can be cut out, laminated, and displayed in your classroom! © 2017 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.

America in the 1970s Task Cards FOR GOOGLE DRIVE DISTANCE LEARNING Included in this product: Title page Full Set of 43 vocabulary words/terms/important people tasks cards in the form of a question 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 43 task cards covers important people, terms, and events of the 1970s unit. Terms include: • Henry Kissinger • Realpolitik • Detente • Balance of Power • “Ping-Pong Diplomacy” • Zhou Enlai • Technology • Leonoid Brezhnev • Salt I • Embargo • Yom Kippur War • Golda Meir • Anwar el-Sadat • New Federalism • Revenue Sharing • Affirmative Action • OSHA • EPA • Tight Money Policy • Deficit • OPEC • Energy • Watergate Scandal • Sam Ervin • Executive Privlege • Gerald Ford • Impeach • Resign • Controversy • Amnesty • Jimmy Carter • Trade Deficit • Three Mile Island • Human Rights • Apartheid • Camp David Accords • Salt II • Fundamentalists • Iranian Revolution • Election of 1980 • Richard Nixon These cards are great for stations, centers, as an independent study tool, SCOOT and other cooperative learning activities. Digital, 1:1, interactive Social Studies learning! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! 190s America Task Cards ASSL © 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.

Why did the innovations and technological advancements of the Gilded Age playa crucial role in transforming the United States into a modern industrial nation? This lesson and activity examines the background and impact of the Gilded Age. 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 - Mark Twain’s The Gilded Age: A Tale of Today, 1873 excerpt analysis with questions The Gilded Age reading passage with scaffolding questions Document analysis with graphic organizer scaffolding questions Document #1 - Industrialization Document #2 - Urbanization Document #3 - Immigration Document #4 - Labor Movements Document #5 - Wealth Inequality and the Social Gospel Document #6 - Political Corruption Document #7 - Innovation and Technology Document #8 - Cultural Developments Document #9 - Environmental Exploitation Document #10 - Rise of Monopolies and Trusts Application/Closing/Higher-Order Thinking Assessment: How did the Gilded Age’s economic transformations and social developments impact the daily lives and future prospects of American workers and immigrants? 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.

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 formerly enslaved people strive to achieve social equality? This lesson examines the realities of Reconstruction including sharecropping, the violence of the KKK, and differing viewpoints on education. Students will evaluate documents to conclude how sharecropping played a complex role in shaping the lives of formerly enslaved peoples. They will critically think to conclude if or how the experiences of the formerly enslaved, including their challenges and aspirations, shaped the path toward a more equitable future in the United States. Included in this resource: Do Now - “The First Vote” by Harper’s Weekly political cartoon analysis questions Reconstruction Realities: Sharecropping, the KKK, Hiram Revels, and Education Perspectives reading passage with scaffolding questions Exploring Sharecropping reading passage and definitions Exploring Sharecropping: An Agreement activity which includes: an agreement/contract Sharecropping outcomes dice roll game/simulation Ku Klux Klan reading passage and scaffolding questions Booker T. Washington perspective with scaffolding questions W.E.B DuBois perspective with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the experiences of the formerly enslaved, including their challenges and aspirations during Reconstruction, shape the path toward a more equitable future in the United States? Answer key for teachers ***cut out the colored cards in the document (landowner/sharecropper cards) to distribute to your students in their groups ★ 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.

Why is the 14th Amendment considered a pivotal and transformative piece of legislation in American history? This lesson examines the background and passage of the 14th amendment and the impact it had on the lives of newly freed peoples. Students will examine the sections and provisions of the amendment and how due process played a key role in shaping the nation’s laws. They will critically think to conclude how the 14th amendment would shape the future of civil rights and equality in the U.S. Included in this resource: Do Now - Section 1 of the 14th amendment primary source excerpt with scaffolding questions The Fourteenth Amendment reading passage with vocabulary and scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How do you believe the 14th Amendment will continue to shape the future of civil rights and equality in the United States? 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.