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.

Texas Revolution: Sam Houston, Stephen Austin, the Battle of the Alamo, and the Lone Star Republic Aim: Why did Texas fight for independence? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now question based on quotation analysis • The Texas Revolution Document Pass/Station Activity including secondary source documents with primary source quotes included for analysis and scaffolding questions for student answers • Documents include: - Spanish Texas - Rising Tensions in Texas - The Fight for Independence - The Republic of Texas • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the primary/secondary source documents that describe aspects of the Texas Revolution including the Battle of the Alamo, the Battle at San Jacinto, and the creation of the Lone Star Republic. Students will complete the scaffolding questions based on the documents and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing documents, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for scaffolding questions}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ Note - You can use this lesson as a document pass or station activity. I have my students in group and they pass the documents group to group with the use of a classroom timer OR I post the documents around the room and have the students travel in groups. ★ You can find all my Manifest Destiny Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Texas Revolution 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.

Manifest Destiny: More on Trails West: Oregon Trail, Santa Fe Trail, Mormon Trail, Risks/Dangers, Rewards, and Results Aim: Why was traveling west a risk? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now questions • Push and Pull Factors graphic organizer for student brainstorming • Famous Trails to the West graphic organizer • The Oregon Trail: A Closer Look Photo Analysis and Graphic Organizer • Assessing the Risks Graphic Organizer for Student Analysis and Conclusions • Identifying the Results Graphic Organizer for Student Completion Based on Notes • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will brainstorm, identify, and analyze the the details of trails west, the risks involved, and the rewards and results that came from traveling west. They will complete the graphic organizer(s) based on the documents, presented notes, and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence, analyzing secondary and primary source documents Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizer}; students argue their opinions using relevant examples and details from the lesson and their knowledge of social studies. ★ You can find all my Manifest Destiny Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Trails West: A Closer Look 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.

Declaration of Independence - American Revolution Unit FOR GOOGLE 1:1 CLASSROOM American is Born! Aim: Why was it "common sense" for the United States to declare its independence from Great Britain? Included in this resource: • Title page • The Voice of "Common Sense" reading passage with scaffolding questions • "Independence" reading passages/document vocabulary/scaffolding questions • Sum it up ! question • Application/Closing/Higher Order thinking activity Students will research and evaluate the reasons for US independence from Great Britain and argue reasons necessary; counter-argue for British side shows understanding and comprehension of material Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, making arguments based on evidence Differentiation: cooperative (may work with a partner according to teacher's discretion for reading and scaffolding questions) ★★ Note: This is usually a two-day lesson, with day one cooperative work and day two whole-group discussion ★★ Looking for the printable, pen and paper version of this resource? Find it here! Declaration of Independence ASSL •• Digital Paper 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.

American Revolution Unit Lesson - American Revolution Results FOR GOOGLE 1:1 CLASSROOM The War is Over! Aim: What were the results of the American Revolution? Included in this resource: • Title page • Primary Source --> Revolutionary Music: Yankee Doodle excerpt with questions • Documents with scaffolding questions: Treaty of Paris 1783, • Costs of the War, Deaths, & Republicanism • Application/Closing/Higher Order thinking activity Students will research and evaluate the provisions of the Treaty of Paris 1783, the costs of the war for the United States, the death tolls for America and Great Britain, and the idea of republicanism for America's new form of government Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, making arguments based on evidence Differentiation: cooperative (may work with a partner according to teacher's discretion for reading documents and scaffolding questions) ★★ Note: This can be a two-day lesson, with day one cooperative work and day two for newspaper application ★★ Looking for the printable, pen and paper version of this resource? Find it here! American Revolution Results ASSL 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.

World War I Word Wall without definitions Included in this resource: • Title page • 74 vocabulary words/terms/important people (38 pages) with images Terms include: Isolationism Expansionism Archduke Franz Ferdinand Nationalism Militarism Alliance System Balance of Power Imperialism Triple Entente Triple Alliance Allied Powers Central Powers Western Front Stalemate Military Front Battle of the Marne Trenches Poisonous Gas U-Boats Zeppelin Machine Gun Red Baron Dogfights Armored Tank Propaganda Lusitania Zimmerman Note 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! © 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.

This lesson and activity examines the background and impact of the Treaty of Versailles after World War and the attempt at the creation of the League of Nations. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “Awaiting the decision from Paris” 1919 primary source political cartoon analysis with scaffolding questions The Treaty of Versailles document analysis with scaffolding questions Treaty of Versailles War Guilt Clause text primary source analysis with scaffolding questions League of Nations political cartoon analysis with scaffolding questions Differing perspectives activity - students will analyze the varying perspectives on the Treaty of Versailles and League of Nations and determine supportive or critical viewpoints; scaffolding questions included Application/Closing/Higher-Order Thinking Assessment: Why did the Treaty of Versailles lead to tensions that eventually caused World War II? 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 women’s contributions during World War I help change their roles and rights in American society? This lesson and activity examines the background and impact of the role of women during World War I. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “Woman: Queen of the Home” primary source political cartoon analysis with scaffolding questions American Women during World War I document analysis with scaffolding questions for each document Application/Closing/Higher-Order Thinking Assessment: Why did women’s contributions during World War I lead to greater support for women’s suffrage in the United States? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did Woodrow Wilson’s Fourteen Points influence ideas about peace and cooperation after World War I? This lesson and activity examines the background and impact of Wilson’s Fourteen Points. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “Can He Produce the Harmony?” primary source political cartoon analysis with scaffolding questions Woodrow Wilson’s Speech to the Joint Session of Congress 1918 document analysis with scaffolding questions The Fourteen Points Summarized with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why did Woodrow Wilson’s Fourteen Points lead to changes in how countries approached peace after World War I? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the United States help turn the tide of World War I through the use of the convoy system and the involvement of the American Expeditionary Forces?This lesson and activity examines the background and impact of the convoy system and the lives of doughboys during World War I. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Diary of a Doughboy primary source excerpt analysis with scaffolding questions Doughboys reading passage analysis with scaffolding questions for each document Essential Items of Doughboys analysis with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why was the involvement of the United States in World War I important for the Allied victory, and how did strategies like the convoy system and the arrival of the American Expeditionary Forces make a difference? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did psychological warfare play a significant role in affecting soldiers’ experiences during World War I? This lesson and activity examines the background and impact of psychological warfare as a weapon and the effects of “shell shock” during World War I. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Long impact of shell shock on soldiers primary source excerpt analysis with scaffolding questions Psychological warfare reading passage analysis with scaffolding questions for each document Shell Shock primary source document/recollection analysis with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the experiences of psychological warfare during World War I change the way people understood the mental health of soldiers? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the assassination of Archduke Franz Ferdinand lead to the outbreak of World War I? This lesson and activity examines the background and impact of the long term and immediate causes of World War I. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Causes of WWI primary source quote excerpt analysis with scaffolding questions Causes of WWI (MAIN) document analysis with scaffolding questions Militarism Alliances Imperialism Nationalism Assassination of Archduke Franz Ferdinand Application/Closing/Higher-Order Thinking Assessment: Why did the causes of WWI lead to such a widespread and devastating conflict? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Roosevelt Corollary change the role of the United States in Latin America, and why did President Roosevelt believe this change was necessary? This lesson and activity examines the background and impact of the Roosevelt Corollary to the Monroe Doctrine. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “Hands Off!” 1904 primary source political cartoon analysis with scaffolding questions The Roosevelt Corollary reading passage with scaffolding questions Analyzing the Roosevelt Corollary primary source text excerpt with scaffolding questions Theodore Roosevelt on the Roosevelt Corollary POV with scaffolding questions James Monroe on the Roosevelt Corollary POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the Roosevelt Corollary impact the relationship between the United States and Latin American countries, and why did it lead to tension in the region? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the United States want control over the Panama Canal, and how did building the canal affect both Panama and global trade? This lesson and activity examines the background and impact of the construction of the Panama Canal for the United States, Panama, and its workers. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “The Man Behind the Shovel” primary source Puck political cartoon analysis with scaffolding questions The Panama Canal reading passage with scaffolding questions Working the Panama Canal POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the construction of the Panama Canal change the relationship between the United States and Latin American countries, and why was this important for global trade? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the American Anti-Imperialist League strongly oppose U.S. imperialism, and how did they believe it conflicted with the principles of American democracy? This lesson and activity examines the background and impact of the Anti-Imperialist League and the Platt Amendment. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Platt Amendment primary source quote analysis with scaffolding questions Expansionism Expands reading passage with scaffolding questions Platform of the American Anti-Imperialist League primary source excerpt with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the arguments of the American Anti-Imperialist League influence public opinion about U.S. expansion and imperialism, and why were their views important in shaping debates about American foreign policy? 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 Theodore Roosevelt and the Rough Riders’ actions during the Battle of San Juan Hill contribute to the United States becoming a global power? This lesson and activity examines the background and impact of Teddy Roosevelt and the Rough Riders and the Battle of San Juan Hill. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “The Rough Riders” primary source political cartoon Puck analysis with scaffolding questions The Rough Riders and Fighting in the Caribbean reading passage with scaffolding questions Teddy Roosevelt on the Rough Riders POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the leadership of Teddy Roosevelt and the success of the Rough Riders at the Battle of San Juan Hill influence the United States’ position in international politics? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the explosion of the USS Maine lead to increased public support for war with Spain, even though there was no clear evidence that Spain was responsible? This lesson and activity examines the background and impact of the explosion of the USS Maine, yellow journalism, and the Teller Amendment before Congress declared war on Spain. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “Remember the Maine” primary source political cartoon analysis with scaffolding questions Remember the Maine reading passage with scaffolding questions The Teller Amendment primary source text analysis with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the explosion of the USS Maine and the passing of the Teller Amendment shape the United States’ role in global affairs and its relationship with Cuba? 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 yellow journalism influence public opinion during the Spanish-American war, and why is it important to recognize sensationalism in news today? This lesson and activity examines the definition, background and impact of yellow journalism during the imperialism era. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - “The Yellow Kid” primary source political cartoon and quote analysis with scaffolding questions Yellow Journalism reading passage with scaffolding questions William Randolph Hearst POV with scaffolding questions Joseph Pulitzer POV with scaffolding questions Create your own Yellow Journalism headline activity with rubric included Application/Closing/Higher-Order Thinking Assessment: Why did yellow journalism have such a powerful impact on America’s decision to go to war with Spain, and how can sensationalized news affect people’s opinions today? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the U.S. acquisition of Hawaii and Samoa during the Progressive Era reflect the broader goals of American imperialism? This lesson and activity examines the background and impact of the acquisition of Hawaii and Samoa by the United States. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - primary source political cartoon analysis with scaffolding questions The United States Take Hawaii reading passage with scaffolding questions Queen Liliuokalani POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why did the U.S. acquisition of Hawaii and Samoa have a lasting impact on the native populations and U.S. foreign policy? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the United States create the Open Door Policy, and how did it impact international relations in China during the late 19th and early 20th centuries? This lesson and activity examines the background and impact of trade relations with China. Students will analyze primary and secondary source documents. They’ll then answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - primary source political cartoon analysis with scaffolding questions Spheres of Influence reading passage with scaffolding questions Secretary of State John Hay POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the Open Door Policy and the concept of spheres of influence impact China’s sovereignty and its interactions with foreign powers? 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.