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.

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 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.

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.

Andrew Jackson Task Cards and Recording Sheet for Student Responses FOR GOOGLE CLASSROOM Included in this resource: • Title page • Full Set of 40 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 40 task cards covers important people, terms, and events during the age of Jackson. These cards are great for stations, centers, as an independent study tool, SCOOT and other cooperative learning activities. ★ You can find all my Age of Jackson lessons and activities HERE! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Age of Jackson 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.

Age of Jackson UNIT BUNDLE 9 Lessons, Writing Activity, Review Packet, Assessment, Task Cards, Project FOR GOOGLE CLASSROOM Included in this download: 14 resources including lessons, a review packet, writing assignment, formal assessment, task cards, and project! A $59.00 VALUE FOR ONLY $47.00!! 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) James Monroe and the Era of Good Feelings Google Drive ASSL 2) The Monroe Doctrine - A Primary Source Analysis Lesson Google Drive ASSL 3) The Missouri Compromise Google Drive ASSL 4) Andrew Jackson, John Quincy Adams, and the Election of 1824 Google Drive ASSL 5) Andrew Jackson, Election of 1828, Jacksonian Democracy and the Spoils System Google Drive ASSL 6) Andrew Jackson, Indian Removal Act, Worcester v. Georgia, and the Trail of Tears Google Drive ASSL 7) Native American/Indian Removal Writing Assignment Google Drive ASSL 8) Andrew Jackson, Nicholas Biddle, and the Second Bank of the United States Google Drive ASSL 9) Andrew Jackson, John C. Calhoun and the Tariff of Abominations of 1828 Google Drive ASSL 10) Andrew Jackson Document Analysis Google Drive ASSL 11) The Age of Jackson Review Packet Google Drive ASSL 12) Age of Jackson Unit Assessment Google Drive ASSL 13) Age of Jackson Snapshot Project Google Drive Google Drive ASSL 14) Age of Jackson Task Cards Google Drive ASSL ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Age of Jackson UNIT BUNDLE 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.

Manifest Destiny and Reasons Why People Moved West Aim: What is Manifest Destiny? Why did people move west? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now questions - what is destiny? • 1820 Territorial Map Analysis with scaffolding question • Manifest Destiny student-created definition • Moving West Graphic Organizer for brainstorming and outlining Social, Political, Economical, and Religious reasons for moving • Application/Closing/Higher Order Thinking Student Journal Entry • Answer Key for Teachers Students will analyze the meaning of manifest destiny and brainstorm the various reasons for movement to the west. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizer}; students argue their opinions 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! Manifest Destiny and Why People Moved West 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 - Oregon Trail, Mormon Trail, Mountain Men, Forty-Niners Aim: Why did certain groups of people move west? Which trails did they travel on? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student centered Do Now question • Document Analysis and corresponding graphic organizer - Mountain Men - Missionaries and Families - Mormons - Forty-Niners/49ers • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will analyze the primary/secondary source documents that describe the groups and circumstances surrounding migration west. They will complete the graphic organizer based on the documents 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! Manifest Destiny and Who Went West 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.