Slavery during the Age of Exploration Aim: How did slavery grow in the Americas and what was its impact? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation questions based on map • A Slave's Voyage reading passage with images • The Middle Passage primary source document with scaffolding questions • Application/Closing/Higher Order thinking question • Answer Key for Teachers Students will study and analyze the growth of slavery in the Americas: importation of slaves; Middle Passage, Triangular Trade, primary source account; classroom simulation Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument Differentiation: questions are scaffolded; cooperative (students can work with a partner for reading and questions based upon teacher's discretion); simulation/role-playing ★★ NOTE: Included with this product is a photograph of the "ship" I create in my classroom. To understand thoroughly what it was like to be transported on a slave-trade ship, I have about 12 students sit crowded into that area of the floor in the classroom. I then have them link arms to simulate the cramped quarters of the ship. They stay in the "ship" for about 5 minutes and they begin to very much understand the close quartered conditions ! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Growth of Slavery in the Americas ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Paper by Christi Fultz 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 - 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.

Native Americans - Five Characteristics of a Civilization FOR GOOGLE CLASSROOM Aim: Why did civilizations develop? Included in this resource: • Title page • Do Now/Motivation student-centered question • Characteristics of a Civilization Station Activity • Documents for Station Activity • Five Characteristics Graphic Organizer • Application/Closing/Higher Order Thinking Questions • Answer Key for Teachers Students will research and analyze documents to determine the five characteristics of a civilization in a cooperative setting; whole-group discussion on the five characteristics Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument Differentiation: graphic organizer; cooperative (students work in teams for station activity; grouping 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 at the stations ! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Characteristics of a Civilization ASSL •• Digital, 1:1, interactive Social Studies learning! © 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.

Age of Exploration UNIT BUNDLE 10 Lessons, Review, Unit Assessment, Task Cards, Project, Simulation FOR GOOGLE CLASSROOM Included in this download: 14 resources including lessons, a review packet, and test! A $50.00 VALUE FOR ONLY $40.00!! 20% OFF! This bundle is priced to save you significantly over buying each resource separately! See the links below for full details on each lesson/product included! 1) Motivations for Exploration Google Drive ASSL 2) The Vikings Google Drive ASSL 3) New France, New Spain, New Netherlands Google Drive ASSL 4) Spanish Exploration Google Drive ASSL 5) The Columbian Exchange Google Drive ASSL 6) Christopher Columbus: Hero or Villain? Google Drive ASSL 7) Mercantilism Google Drive ASSL 8) Technological Advances Google Drive ASSL 9) The Growth of Slavery in the Americas: Middle Passage & Triangular Slave Trade Google Drive ASSL 10) The Great Explorers Play Google Drive ASSL 11) Age of Exploration Review Google Drive ASSL 12) Age of Exploration Unit Assessment Google Drive ASSL 13) Age of Exploration Snapshot Activity Google Drive ASSL 14) Age of Exploration Task Cards Google Drive ASSL © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Native Americans - The Iroquois Confederacy Aim: Why did the Iroquois form a confederacy? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered question • Problems & Solutions graphic organizer • The League of the Iroquois Policies Document • The Iroquois League Graphic Organizer • Application/Closing/Higher-Order Thinking Question Students will research how and why the 5 Iroquois tribes formed a union; students will agree or disagree with the policies of the confederacy and explain why or why not and suggest new policies if in disagreement Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups/teams/partner to complete graphic organizer 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 - day one can be cooperative, day two can be whole-group discussion -->your decision !) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Iroquois Confederacy ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Paper by Christi Fultz 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.

Iroquois Native Americans Native Americans - Iroquois People of the Eastern Woodlands Aim: How did the Iroquois people live? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered questions based on document • The Iroquois reading passage with graphic organizer • The Hiawatha Wampum Belt reading passage with scaffolding questions • Application/Closing/Higher Order Thinking Question • Answer Key for Graphic Organizer Students will research how the Iroquois lived: location, tribes, homes, adaptation based on environment, role of women, League of Five Nations, Hiawatha Wampum Belt Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; questions are scaffolded; cooperative (students may work in groups/teams/partner to complete reading questions and graphic organizer based on teacher's discretion) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Iroquois Native Americans ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Christi Fultz 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 - Algonquian People of the Eastern Woodlands Aim: How did the Algonquian people live? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered question • The Algonquian reading passage with graphic organizer • Application/Closing/Higher Order Thinking Question • Answer Key for Graphic Organizer Students will research how the Algonquian lived: location, tribes, homes, adaptation based on environment, role of women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups/teams/partner to complete graphic organizer based on teacher's discretion) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Algonquian Native Americans ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Christi Fultz and Ashley Hughes KG 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.

Native Americans Assessment for A Social Studies Life's Native Americans Unit FOR GOOGLE CLASSROOM Included in this resource: • Title page • Multiple Choice questions • Document-Based Questions (can be used as a quiz or a test) • Suggested Answer Key ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Native Americans Unit Formal Assessment ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Christi Fultz 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 Thematic Essay Writing Aim: How do I write a successful thematic essay? FOR GOOGLE CLASSROOM Included in this resource: • Thematic Essay packet for students: Thematic Essay task question, How to write a thematic essay guideline, Outline for student use • Thematic Essay Writing Powerpoint presentation for whole-group discussion ★★ Note: This is usually a two to three day lesson culminating in the students writing the essay in class. However, utilize these materials anyway you'd like ! If you have any questions regarding how to execute these materials, please do not hesitate to ask ! :) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Native Americans Thematic Essay ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers for Student Outline by MsFultzCorner Digital Papers for Powerpoint Presentation by Emily Wean 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 of the Southeast, Great Basin, Plateau and Northwest Coast Regions Aim: How did Native Americans of various cultural regions live? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered questions • Document Pass Activity ! - Reading passages/documents on Northwest Coast Region, Great Basin, Plateau & Southeast • Graphic Organizers • Application/Closing/Higher Order thinking question • Answer Key Graphic Organizer for Teachers Students will research & analyze the culture and adaptations of the Northwest Coast Native Americans, Plateau, Southeast, & Great Basin: climate, food, shelter, transportation, ceremonies/rituals ★★ NOTE: This lesson has been structured to have the students conduct a document pass however, you can structure your lesson anyway you'd like ! Station activity, close-text partner readings, or whole-group discussion ★ I have my students complete the document pass and graphic organizers on day 1 and then conduct whole-group discussion on day 2 Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: cooperative (students may work in groups/teams/partner to complete graphic organizer based on teacher's discretion); analysis & evaluate based on Bloom's Taxonomy ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Native American Regions ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Paper by Christi Fultz 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 UNIT BUNDLE 10 Lessons, Formal Assessment (Quiz/Test), Thematic Essay, Project, Task Cards FOR GOOGLE CLASSROOM Included in this download: 14 resources including lessons, a review packet, assessments, task cards, and project! A $55 VALUE FOR ONLY $41.25!! 25% OFF!! This bundle is priced to save you significantly over buying each product separately! See the links below for full details on each lesson/product included! 1) Characteristics of a Civilization Google Drive ASSL 2) Empires of the Americas: Mayas, Incas, Aztecs Google Drive ASSL 3) The Land Bridge and the First Settlers of the Americas Google Drive ASSL 4) Iroquois Native Americans Google Drive ASSL 5) The Iroquois Confederacy Google Drive ASSL 6) Algonquian Native Americans Google Drive ASSL 7) Iroquois and Algonquian Native Americans Google Drive ASSL 8) Southwest Native Americans Google Drive ASSL 9) Great Plains Native Americans Google Drive ASSL 10) Native Americans of the Northwest Coast, Southeast, Great Basin, and Plateau Regions Google Drive ASSL 11) Native Americans Unit Quiz/Test Google Drive ASSL 12) Native Americans Thematic Essay Writing Google Drive ASSL 13) Native Americans Task Cards Google Drive ASSL 14) Native Americans Snapshot Activity Google Drive ASSL ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Native Americans UNIT BUNDLE ASSL Digital, 1:1, interactive Social Studies learning! © 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 TASK CARDS and Recording Sheet for Student Responses FOR GOOGLE CLASSROOM Included in this resource: • Title page • Full Set of 38 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 38 task cards covers important people, terms, and events of the First/Native Americans. These cards are great for stations, centers, as an independent study tool, SCOOT and other cooperative learning activities. ★ You can find all my Native Americans lessons and activities HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Native Americans Task Cards ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Lovin Lit 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 Snapshot Foldable Project FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Native Americans Snapshot Foldable Task Sheet and Reminders for students • Foldable template • Native Americans 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 Native American regions! Students will create a collection of snapshots from the study of the Native American regions. The snapshot foldable booklet will include: • Title and illustration on the cover • Three “snapshots” that must include COLORED ILLUSTRATIONS exemplifying Native American regions • Students will write a paragraph (at least 5 sentences) next to/under each image explaining and details about the region (who lived there, climate, etc). • Illustration on the back page of your booklet that exemplifies Native American regions 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! Native Americans Snapshot Activity ASSL Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Andrew Jackson, Election of 1828, Jacksonian Democracy, and the Spoils System Aim: How did Andrew Jackson shape his presidency? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Types of Jobs graphic organizer with student centered Do Now questions • The Election of 1828 map analysis with scaffolding questions • Andrew Jackson Becomes President reading passage with scaffolding questions • The People's President reading and photograph activity • The Spoils System reading passage and graphic organizers • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passages to understand the circumstances surrounding and the outcome of the Election of 1828. They will identify who the candidates were, what happened in the election, who won, and how Jackson shaped his presidency. Students will complete the questions and graphic organizer(s) based on the reading, graphic organizers, and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for scaffolding questions and graphic organizers}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Age of Jackson Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Jacksonian Democracy ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Andrew Jackson, John Quincy Adams, and the Election of 1824 Aim: Why was the election of 1824 significant? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Election of 1824 graphic organizer with student centered Do Now scaffolding questions • The Election of 1824 reading passage with corresponding scaffolding questions • Changes after the Election of 1824 graphic organizer with corresponding scaffolding questions • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the close-reading passage and primary source document to understand the circumstances surrounding and the outcome of the Election of 1824. They will identify who the candidates were, what happened in the election, and who decided who who. Students will complete the questions and graphic organizer(s) based on the reading, graphic organizers, and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for scaffolding questions and graphic organizers}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Age of Jackson Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Election of 1824 ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Andrew Jackson, Indian Removal Act of 1830, Worcester v. Georgia, and the Trail of Tears Aim: How did Andrew Jackson enforce the Indian Removal Act? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered Do Now situational question • Six documents with corresponding scaffolding questions including: - Native Americans in the Southeast - The Cherokee Nation - Jackson's Reasons for Removal - The Indian Removal Act of 1830 - Worcester v. Georgia 1832 - The Trail of Tears • Application/Closing/Higher Order Thinking Questions • Answer Key for Teachers Students will analyze the documents/close-reading passages to understand the circumstances surrounding and the outcome of the Indian Removal Act. Students will complete the questions and based on the documents/readings, and their knowledge of Social Studies. ★ Note - You can use this lesson as a document activity. I post the documents around the room and have the students travel in groups, OR you can use the documents for a jigsaw activity. For more information on how to execute a jigsaw activity with your class, email me at asocialstudieslife@gmail.com :) Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for scaffolding questions}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Age of Jackson Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Native American Removal ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

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.

Indian/Native Americans Removal Writing Assignment FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Writing Assignment Task Questions (2) • Space(s) for student writing and drawing • Rubric Students will answer one of the two task questions assigned. They will place themselves in an imaginative situation and discuss the circumstances, outcome, and feeling, as though they are in that situation themselves. They will use their knowledge of the Indian Removal Act and Native American movement to the west as well as their knowledge of Social Studies task writing. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: students argue their opinions using relevant examples and details from their knowledge of social studies. ★ You can find all my Age of Jackson Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Native American Removal Writing Assignment ASSL Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Andrew Jackson, Nicholas Biddle and the Second Bank of the United States Aim: Why did Andrew Jackson veto the charter of the Second Bank of the United States? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Andrew Jackson's feelings on the National Bank background Do Now questions • Andrew Jackson and the National Bank reading passage with scaffolding questions • "King Andrew the First" political cartoon analysis questions • Application/Closing/Higher Order Thinking Questions • Answer Key for Teachers Students will analyze the document/close-reading passage to understand the circumstances surrounding and the outcome of the veto of the Second Bank of the United States' charter. Students will complete the reading passage scaffolding questions and political cartoon analysis based on the documents/readings, and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for scaffolding questions}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Age of Jackson Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Nicholas Biddle and the National Bank ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.