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.

Industrial Revolution - Lesson: Causes of the Industrial Revolution in England FOR GOOGLE CLASSROOM Included in this resource: • Causes of the Industrial Revolution Lesson Plan • Agrarian Revolution vs. Vaccination Revolution readings & activity Students will research the causes of the industrial revolution and complete graphic organizers comparing and contrasting the two. 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! Causes of the Industrial Revolution 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.

Industrial Revolution Introductory/Overview of Unit Lesson Aim: What was the Industrial Revolution? How did the Industrial Revolution impact people and societies during the 1700-1900s? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Industrial Revolution Introduction/Overview Lesson Plan • Industrial Revolution colorful leveled documents with scaffolding questions; includes primary source documents • Application/Closing/Higher Order thinking question Students will research the causes and effects of the Industrial Revolution and the impact of technology on people and societies; agrarian to industrial way of life; Agrarian and Vaccination revolutions; factors of production: land, labor, capital; inventions spur industrialization: flying shuttle, steam engine, railroad; effects of child labor primary source document; emergence of social classes primary source document Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: scaffolded questions based on documents, cooperative (may work in collaborative groups according to teacher's discretion; document pass only works in 5 groups) ★★ Please note: I use this lesson with my 10th grade Global History students. To view more Industrial Revolution lessons for middle school and high school CLICK HERE!. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Introduction to the Industrial Revolution 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.

Industrial Revolution Lesson/Activity - The Urban Game FOR GOOGLE CLASSROOM Included in this resource: • Introduction to Industrial Revolution Lesson Plan • The Urban Game instructions This is a great way to start off your Industrial Revolution unit! Students can see their farms/villages turn into industrialized cities! ★ Please NOTE: This lesson addresses the introduction of industrialization in England. Differentiation: student-centered simulation, visual ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Urban Game 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 in the United States UNIT BUNDLE (suitable for middle grades: 5th, 6th, 7th, 8th) 8 Lessons and Activities FOR GOOGLE CLASSROOM Included in this download: 8 resources including lessons, activities, and thematic essay! A $36 VALUE FOR ONLY $28!! MORE THAN 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) The Beginning of the Industrial Revolution in the United States Google Drive ASSL 2) Early Industry and Inventions Google Drive ASSL 3) Innovations and Inventions Google Drive ASSL 4) Erie Canal, Roads, Railroads Google Drive ASSL 5) Effects of the Industrial Revolution Google Drive ASSL 6) Industrial Revolution Thematic Essay Google Drive ASSL 7) Industrial Revolution Snapshot Project Google Drive ASSL 8) Industrial Revolution Task Cards Google Drive ASSL ★★★ This bundle contains resources that gear toward the Industrial Revolution in America. 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 Global History students and the Industrial Revolution in England. To view that bundle for Google Classroom, CLICK HERE! ★ To view both bundles sold together, CLICK HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Industrial Revolution in America ASSL Digital, 1:1, interactive Social Studies learning! Clip Art by Kerri Webb 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 TASK CARDS and Recording Sheet for Student Responses FOR GOOGLE CLASSROOM Included in this resource: • Title page • Full Set of 48 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 48 task cards covers important people, terms, and events during the Industrial Revolution and the Expansion period. These cards are great for stations, centers, as an independent study tool, SCOOT and other cooperative learning activities. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Industrial Revolution 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.

Industrial Revolution Snapshot Foldable Project FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • IR Snapshot Foldable Task Sheet and Reminders for students • Foldable template • IR 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 Snapchat?? This foldable/project is a great way for them to create "snapshots" of the causes/effects of the Industrial Revolution! Students will create a collection of snapshots from the study of the Industrial Revolution unit. The snapshot foldable booklet will include: • Title and illustration on the cover • One “snapshot” that must include a COLORED ILLUSTRATION exemplifying a GSPIRE (Geography, Social, Political, Intellectual, Religious, or Economic) Cause/Aspect of the Industrial Revolution • Two “snapshots” that must include COLORED ILLUSTRATIONS exemplifying two GSPIRE (Geography, Social, Political, Intellectual, Religious, or Economic) Effects/Aspects of the Industrial Revolution • Next to/underneath each image, write a paragraph (at least 5 sentences) explaining the image and why it was an important aspect to the Industrial Revolution • Illustration on the back page of the booklet that summarizes the Industrial Revolution unit 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 the pen and paper, hard-copy version of this resource? Find it here! Industrial Revolution 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.

Industrial Revolution Thematic Essay Aim: Writing a successful Industrial Revolution Thematic Essay FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Thematic Essay Historical Context, Task, and Reminders • Industrial Revolution Thematic Essay Steps - Introduction - Body Paragraphs - Conclusion • Industrial Revolution Thematic Essay Outline for students • Industrial Revolution Thematic Essay space for student writing • 2 versions of Industrial Revolution Thematic Essay Rubrics A great packet for students - they will complete their outline using their Industrial Revolution notes and knowledge of Social Studies. Then, they will write their essays. Students may work in pairs/groups according to teacher's discretion to complete their outlines. Thematic Essay can be given as in an in-class assignment/assessment or a homework assignment. It is up to teacher's discretion. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Industrial Revolution Thematic Essay 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 - Lesson: Effects of the Industrial Revolution Aim: What were the effects of the Industrial Revolution? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered opinion Do Now question • Nationalism vs. Sectionalism reading passage with scaffolding • Venn diagram for student completion • More about Nationalism reading passage with critical thinking question • More about Sectionalism graphic organizer for student application/completion • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will complete graphic organizer based on the Nationalism vs. Sectionalism reading passage. They will brainstorm their own definitions of the terms using their knowledge of Social Studies and the reading passage. They will complete the graphic organizer discussing the sectional differences between each region - the North, South, and West. 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 Effects 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 - Lesson: Erie Canal, Roads, and Railroads Aim: How did canals, roads, and railroads help to link the United States together? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered opinion Do Now question • Roads and Railroads Link Cities reading passage with maps • The Erie Canal reading passage with primary source quotation from Thomas Jefferson to Governor DeWitt Clinton • Canals, Roads, and Railroads scaffolding questions corresponding to reading passages • Canals, Roads, and Railroads Create A Postcard • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will complete the scaffolding questions based on the reading passages discussing the ways in which canals, roads, and railroads help to unify the United States. They will then create a postcard imagining they are a person taking, building, or observing someone using a newly built canal, road, or railroad. 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 scaffolding questions}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies; students use their creativity to create their own postcards ★★ This is usually a two-day activity with my students. However, the choice is optional to have the students create their own postcards in order to save time or complete the activity within one class period. Simply do not give them that activity sheet if you do not choose to give them that activity. Also, you can have them create their postcards on different piece of paper, however, I do give an option for creative space. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Erie Canal, Roads, Railroads 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 - Lesson: Industrial Revolution Innovations and Inventions Aim: How did new inventions help lead to the Industrial Revolution? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered opinion Do Now question • Industrial Revolution inventions graphic organizer based on student knowledge and notes ◦ Invention ◦ Founder ◦ Function: what does it do? ◦ Impact on the United States • Create Your Own Invention poster mini-project • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will complete the graphic organizer based on their knowledge of the industrial revolution and notes. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizers}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies; students use their creativity to create their own inventions ★★ This is usually a two-day activity with my students. However, the choice is optional to have the students create their own inventions in order to save time or complete the activity within one class period. Simply do not give them those activity sheets if you do not choose to give them that activity. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Innovations and Inventions ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Industrial Revolution Lesson: Early Industry and Inventions in the United States Aim: How did the Industrial Revolution change America? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered situational Do Now prediction question • Early Industry and Inventions Jigsaw Activity: • Six documents: ◦ Causes of the Industrial Revolution and the Factory System ◦ Slater and Lowell Mills ◦ Interchangeable Parts ◦ The Steamboat ◦ Morse Code ◦ Farming Improvements • Six sets of questions that correspond to each document • Early Industry and Inventions corresponding graphic organizer • Space for the creation of an advertisement promoting an early invention/technique/improvement/place • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers ★★★ NOTE: YOU DO NOT HAVE TO HAVE YOUR STUDENTS PARTICIPATE IN THE JIGSAW ACTIVITY. I merely gave the directions in case you would like your students to complete the jigsaw (directions below and included in the product). You can have your students complete the lesson/activity any way you would like. ★ Usually a two-day activity. Students will analyze the close-reading passages and complete the corresponding scaffolding questions and graphic organizer. They will then create an advertisement promoting a person, place, invention, or improvement during the Industrial Revolution. 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! Early Industry 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 - Lesson: The Industrial Revolution Begins in the United States Aim: Are all revolutions violent? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered situational Do Now questions • Brainstorming of the definition of "revolutions." • Definitions of Revolution and the Industrial Revolution explained • Life Before the Industrial Revolution analysis of image and corresponding graphic organizer (students brainstorm responses individually and then collaboratively as a whole-group) • The Factory System reading passage with corresponding space for student explanations • Life During the Industrial Revolution analysis of image and corresponding graphic organizer (students brainstorm responses individually and then collaboratively as a whole-group) • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passage and images to understand the changes that occurred during the Industrial Revolution. Students will complete the graphic organizers based on the reading and images. 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! Industrial Revolution Begins in America 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.