How did the Homestead Act facilitate the creation of new communities and economies in the American West? This lesson and activity examines the background and impact the Homestead Act of 1862 had on migrants who were later called homesteaders. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Primary Source photograph analysis and questions The Homestead Act reading passage with scaffolding graphic organizer questions The Homestead Act primary source text and scaffolding questions A Homesteader POV and questions Application/Closing/Higher-Order Thinking Assessment: How did the Homestead Act of 1862 impact the westward expansion of the United States? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did cowboys, vigilantes, and ranchers play such a significant role in shaping the society and economy of the Wild West? This lesson and activity examines the background and impact cowboys, vigilantes, and ranchers had in shaping the “wild west.” Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Primary Source photograph analysis and questions Cowboys and the “Wild West” reading passage with graphic organizer questions Wyatt Earp: The Wild West’s Lawman reading passage and questions Wyatt Earp POV and questions Application/Closing/Higher-Order Thinking Assessment: How did cowboys, vigilantes, and ranchers help shape the Wild West? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the railroad affect the development of the West? This lesson and activity examines economic, political, social, and environmental effects of the transcontinental railroad. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Primary Source photograph analysis and questions Results of the Railroad Graphic Organizer Reading Economic Impact Social and Cultural Impact Environmental Impact Political and Military Impact Technological and Infrastructure Development Effects of the Transcontinental Railroad graphic organizer scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the construction of the Transcontinental Railroad alter the economic, environmental, and cultural landscapes of the United States? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did settlers face both excitement and trepidation as they embarked on their journey to the western frontier? This lesson and activity examines the reasons why settlers moved west and the causes and effects of westward expansion. Students will analyze reading passages and a settler’s point of view to answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - California: The Cornucopia of the World primary source poster Settlers Move West reading passage with scaffolding questions Frontier, Comstock Lode, Boomtowns, Causes and Effects of Westward Expansion A Settler’s Journey West POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the establishment of boomtowns during the westward expansion of the 1870s affect the economic and social development of the western frontier? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This assessment evaluates students’ knowledge from the Reconstruction era unit. Can be used as a review packet or a formal assessment. Included in this resource: Multiple Choice questions Thematic Essay question Answer key for teachers ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! Up to teacher’s discretion regarding grading ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

What was America’s goal for the South after the Civil War? How did this goal succeed or fail? This lesson introduces the sensitive topic of the Reconstruction Era to your students in a document-based station activity. Students will determine the goal of the United States for the South and the affect Reconstruction had on black American freedmen after the Civil War. Included in this resource: • Reconstruction & The New South cover page • Full Lesson Plan • Student-centered Do Now question: What does it mean to “reconstruct” something? Does “reconstruction” always work? Why or why not? • Introduction to Reconstruction “Museum Walk”/Station Activity: Students walk around to each station {in cooperative groups} analyzing documents and answering scaffolding questions {5 documents/5 groups} • Application/Closing/Higher-Order Thinking Questions ★★ Please Note: I execute this lesson with my 8th grade students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! If you would like more information on how to execute this lesson/activity in your class, please email me at asocialstudieslife@gmail.com. ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Civil War create a divided nation? This lesson and activity summarizes the Civil War and has your students analyze and identify problems and formulate resolutions! Students will examine and recognize the effects of the Civil War on the United States as whole, and start to think about how the nation will come together afterward - in the reconstruction era. Included in this resource: Close reading passage with scaffolding questions “The Civil War” Sum it Up! student-centered analysis activity (could be independent or in cooperative groups) - Identify problem(s) and formulate resolution(s) for each situation after the Civil War Application/Closing/Higher-Order Thinking Question Interactive notebook pages ★★ Please Note: I execute this lesson with my 8th grade students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did Reconstruction after the Civil War fail black American freedmen? Your students will read, research, and critically think to answer questions based on their knowledge and analysis of the reconstruction era after the Civil War. Included in this resource: • Lesson plan • Do now student centered question based on quotation • Primary & Secondary source documents with scaffolding questions • Application/Higher Order Thinking/Closure analysis question Analyzing Reconstruction, documents, questions, Jim Crow laws, Ku Klux Klan, Black Codes, lynching, black freedmen, challenges of Reconstruction for black freedmen, failure of Reconstruction, common core literacy and vocabulary ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the leadership of Red Cloud and Crazy Horse impact the Sioux people’s resistance against United States expansion, and what role did the Treaty of Medicine Lodge play in the broader context of Native American relations with the U.S. government during the 19th century? This lesson and activity examines the background and impact of the Sioux’s resistance, Red Cloud and Crazy Horse’s leadership and the Treaty of Medicine Lodge. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Harper’s Weekly “Council at Medicine Lodge Creek” primary source drawing and scaffolding questions The Fight Back reading passage with scaffolding graphic organizer questions Crazy Horse “I Have Spoken” speech primary source document with scaffolding questions Crazy Horse POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why were the actions and leadership of the Sioux, particularly figures like Crazy Horse and Red Cloud, alongside treaties like the Treaty of Medicine Lodge pivotal in shaping the relationship between Native AMerican tribes and the United States government in the 19th century? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Causes of the Civil War Sectionalism: Comparing the North and South Before the Civil War Aim: How does where we live determine how we live? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now Student constructed response: How is living in your town different from living in another town across the world? • Comparing the North and South before the Civil War reading passages - Climate/Geography - Population - Cities - Economy • Comparing the North and South before the Civil War graphic organizer for student completion • North vs. South comparison key - students analyze and create their own keys! • Application/Closing/Higher Order thinking question/written response • Answer Key for Teachers Students will examine the geographical differences of the North and South and how they created separate ways of life. They will analyze differences in physical geography and climate and how they led to differences in their economies, population, transportation, and culture thus encouraging the belief of sectionalism among individuals during the period before the Civil War. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: graphic organizer, cooperative (may work with a partner according to teacher's discretion for graphic organizer and key activity) ★ You can find all of my Civil War lessons and activities HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Sectionalism Before the Civil War ASSL •• Digital, 1:1, interactive Social Studies learning! Cover page digital paper by Ashley Hughes Horse clip art by Kerri's Art Corner KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

United States Pursues Manifest Destiny: Thirteen Colonies, Louisiana Purchase, Florida Territory, Texas, Mexican Cession, Adams-Onis Treaty, and the Gadsden Purchase Aim: How did the United States pursue Manifest Destiny? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now question • Manifest Destiny Territory Clues with corresponding graphic organizer • Documents include clues on: - 13 colonies - Louisiana Purchase - Florida and the Adams-Onis Treaty - Texas Annexation - Mexican Cession and the Treaty of Guadalupe Hidalgo - The Oregon Territory and Treaty with Great Britain - The Gadsden Purchase • How did the U.S. pursue Manifest Destiny? Graphic Organizer • Territory Map for student highlighting and labeling • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the clues describing the territories the United States acquired throughout history leading up the Gadsden Purchase. Students will complete the graphic organizer based on the clues and their knowledge of Social Studies. Students will label the territory map with the corresponding territory acquisitions. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing clues and making conclusions, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizer}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ Note - You can use this lesson as a cooperative group activity. ★ You can find all my Manifest Destiny Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! United States Land Acquisition ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes United States Clip Art by KERRI'S ART CORNER Clip Art by Educlips KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Compromise of 1850 Causes of the Civil War Wilmot Proviso, Missouri Compromise, Compromise of 1850 ACTIVITIES Interactive Notebook activity, Line Graph activity, Scaffolding Questions Aim: What should happen to slavery in the territories? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Slavery Compromises background reading passage - Should slavery exist in new lands gained after the U.S.-Mexico War? • Part I: Legislative Branch Interactive Notebook Activity • Part II: Graphing Political Power - students create line graphs (free vs. slave states) showing the gaining of representatives in Congress over time through 1850; scaffolding questions based on line graphs • Part III: What to do with California? Question for student written response • Part IV: Compromise of 1850 Provisions and questions for student written responses • Answer Key for Teachers Students will research, analyze, and use their critical thinking skills to complete the activities. They will use their previous knowledge of slavery compromises and Social Studies to create their line graph and answer the scaffolding questions. ★ These are great activities to use after the Slavery Compromises lesson that can be found HERE. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: scaffolding questions, cooperative (may work with a partner(s) according to teacher's discretion for scaffolding questions and activities) ★ You can find all of my Civil War lessons and activities HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Compromise of 1850 Activities ASSL •• Digital, 1:1, interactive Social Studies learning! Cover page digital paper by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Constitutional Amendments 11-27! Amendments Patriotic Paraphrased Posters This product includes: • Colorful 8.5 X 11" sized posters for Amendments 11-27! {The Amendments are paraphrased for interpretation} ★★ Looking for Constitutional Amendments 11-27 primary source posters? Find them HERE! Print, laminate, and hang! Patriotic Papers by Ashley Hughes KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Constitutional Amendments 11-27 Amendments Patriotic Primary Source Posters This product includes: • Colorful 8.5 X 11" sized posters for Amendments 11-27! {Transcript from the Constitution} Print, laminate, and hang! Patriotic Papers by Ashley Hughes KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Constitutional Amendments 11-27 Amendments 11-27 Patriotic Primary Source Posters Black and White This product includes: • 8.5 X 11" sized posters for Amendments 11-27! {Transcript from the Constitution} Print on brightly colored paper, laminate, and hang! Patriotic Papers by Sonya DeHart 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.

Bill of Rights Posters First Ten Amendments Paraphrased Posters This product includes: • Colorful 8.5 X 11" sized posters for Amendments 1-10! {The Amendments are paraphrased for interpretation} Print, laminate, and hang! ★★ Interested in the Bill of Rights lesson? Find it here. Patriotic Papers by Ashley Hughes KG Fonts © 2014 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Civil Rights Movement Word Wall without definitions Included in this product: • Title page • 50 vocabulary words/terms/important people (26 pages) with images Terms include: • Discrimination • Racism • Segregation • CORE • NAACP • Plessy v. Ferguson • Thurgood Marshall • Brown v. Board of Education of Topeka, Kansas • Earl Warren • Integration • Little Rock 9 • Rosa Parks • Boycott • Dr. Martin Luther King, Jr. • Civil Disobedience • John F. Kennedy • “New Frontier” • Lyndon B. Johnson • Poverty Line • Job Corps • Medicare • Medicaid • Civil Rights Act of 1964 • Sit-in • Ella Baker • Robert F. Kennedy • Interstate • James Meredith • George Wallace • Medgar Evers • Register • “Freedom Summer” • Voting Rights Act of 1965 • Malcolm X • “Black Power” • Feminists • NOW • Equal Rights Amendment • Sandra Day O’Connor • Latino • Cesar Chavez • American Indian Movement ★ This word wall is a great addition to any classroom or bulletin board! Each word can be cut out, laminated, and displayed in your classroom! © 2017 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Articles of Confederation and Constitutional Convention FLASH CARDS - Black and White Included in this product: • Title page • Full Set of 40 vocabulary words/terms/important people flash cards with images and definitions ★ This flash card set is a great activity to use for review. ★ Print on brightly colored paper, laminate, back to back and have the students use them for review before a test/exam. ★ Find more Flash Card sets HERE! Digital Papers by Sonya DeHart 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.

Andrew Jackson Document Analysis Aim: Identifying positives and negatives of Jackson's presidency FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • (8) primary/secondary source documents with scaffolding questions and outside information graphic organizers • Application/Closing/Higher Order Thinking Questions Students will analyze the primary/secondary source documents that describe aspects of Andrew Jackson's presidency. Students will complete the scaffolding questions based on the documents and their knowledge of Social Studies. They will brainstorm two pieces of outside information pertaining to each document topic. 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. ★ 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 (if you're using the hard-copy version of this resource. You can assign partners if you're using the 1:1 version). For more information on how to execute a jigsaw activity with your class, email me at asocialstudieslife@gmail.com :) ★ 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! Age of Jackson Document Analysis 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.

Mexican-American War - United States, Mexico, James K. Polk, Mexican Cession and the Treaty of Guadalupe Hidalgo Aim: Why did the United States go to war with Mexico? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now question • The U.S-Mexico War Document Analysis Activity with scaffolding questions for student answers • Documents include: - Texas Revolution Background Refresher - War Begins - Military Campaigns - The Mexican Cession/Results • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the documents that describe causes, details, and results of the Mexican-American War including the Texas Revolution, Battle of Buena Vista, boundary disputes, Zachary Taylor, Winfield Scott, James K. Polk, the Treaty of Guadalupe Hidalgo, and the Mexican Cession. Students will complete the scaffolding questions based on the documents and their knowledge of Social Studies. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing documents, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for scaffolding questions}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★ Note - You can use this lesson as a document pass, station activity, or jigsaw activity. I have my students in groups and they pass the documents group to group with the use of a classroom timer OR I post the documents around the room and have the students travel to each station with their group. ★ You can find all my Manifest Destiny Unit lessons and activities HERE. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! U.S.-Mexico War ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.