American Revolution - The British Enforce Acts and Taxes Lesson FOR GOOGLE 1:1 CLASSROOM Aim: Why did the British enforce certain acts and taxes on the colonists? Why were the colonists frustrated with these policies? Included in this packet: • Title page • British Acts & Taxes background passage • British Acts & Taxes reading passages with corresponding graphic organizer • Application/Closing/Higher Order thinking question (can be used as homework assignment) Students will research the causes and underlying reasons why the British passed certain taxes and acts on the colonists during the 1700s; Navigation Acts, Writs of Assistance, Proclamation of 1763, Sugar Act, Stamp Act, Quartering Act, Declaratory Act, Townshend Act, Committee of Correspondence, Tea Act, Intolerable Acts, First Continental Congress ★★ NOTE: The readings and graphic organizer can be used in a variety of ways. It can be utilized as independent work, completed in cooperative learning groups, or used as a jigsaw activity. This is usually a two-day activity. 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 questions or graphic organizers) ★★ Looking for the printable, pen and paper version of this resource? Find it here! British Acts and Taxes ASSL Digital Paper 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.

Boston Massacre The Boston Massacre - American Revolution Unit FOR GOOGLE 1:1 CLASSROOM Aim: How did British and Colonial actions lead to Revolution? Included in this packet: • Title page • Propaganda do now question and discussion definition • "The Bloody Massacre" engraving with analysis questions • "What really happened that day?" reading passage with scaffolding questions • Application/Closing/Higher Order thinking question Students will research and analyze the causes and effects of the Boston Massacre - understanding the meaning of propaganda and how it is spread; Bloody Massacre; Paul Revere Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: document analysis, cooperative (may work with a partner according to teacher's discretion for questions) ★★ NOTE: A great supplemental activity along with this lesson is showing the students America: The Story of Us clip of the Boston Massacre. It is a great resource to show the students when you are discussing what really happened that day in Boston. ★★ Looking for the printable, pen and paper version of this resource? Find it here! Boston Massacre ASSL Digital Paper by Lovin Lit and 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.

Articles of Confederation - The Three-Fifths Compromise Aim: What did the Founding Fathers do about slavery? Updated 012417 Buy the BUNDLE and SAVE!! •• This product is also included in the Articles of Confederation UNIT BUNDLE! •• Included in this product: • Title page • Do Now/Motivation/reading passage with word bank • Compromise #3: Slavery & the 3/5ths Compromise graphic organizer • Compromise #4: The Slave Trade reading passage with critical thinking questions • Application/Closing/Higher-Order thinking question • Answer Key for Teachers Students will research and analyze the Constitutional Compromises: Three-fifths Compromise & the Slave Trade Differentiation: graphic organizer, research, cooperative (may work with a partner according to teacher's discretion for questions) Digital Paper by Christi Fultz and 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.

United States Constitution Limited Government and the Separation of Powers Aim: How are the powers of the three branches of government separated? Included in this product: • Title page • Do Now student-centered situational scenario • Principle #2 Limited Government scaffolded notes & creation of political cartoon application • Principle #3 Separation of Powers reading passage with scaffolding questions • Federal Government diagram/flow chart • Application/Closing/Higher Order thinking question • Answer Key for Teachers Students will research and understand the meaning of limited government and the separation of powers between three branches of government Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities} Buy the BUNDLE and SAVE!! •• This product is also included in the Constitution UNIT BUNDLE! •• Digital Papers provided 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.

Articles of Confederation and the Land Ordinance of 1785 Aim: Why did the Founders think a Constitution was necessary and how did they split up new land? Buy the BUNDLE and SAVE!! •• This product is also included in the Articles of Confederation UNIT BUNDLE! •• Included in this product: • Title page • Do Now: Creating the Articles of Confederation reading passage and scaffolding questions/graphic organizer • Provisions/Problems with the Articles Analysis Activity • Organizing the Northwest Territory/Land Ordinance of 1785 reading passage with scaffolding questions • Application/Closing questions • Answer Key(s) for Teachers Students will research and analyze the creation of the Articles of Confederation, the problems with the Articles, and how the Northwest Territory was organized using the Land Ordinance of 1785 Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative (may work with a partner according to teacher's discretion for questions or activities) Title page digital paper by Christi Fultz 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.

American Revolution Newspaper Project! Supplemental Project to A Social Studies Life's American Revolution Unit FOR GOOGLE 1:1 CLASSROOM Included in this product: • Directions/Instructions for project • Rubric for students • Rubric key for teachers ★★ Looking for the printable, pen and paper version of this resource? Find it here! American Revolution Newspaper Project ASSL Title Page Digital Paper by Ashley Hughes KG Fonts and KevinAmanda 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.

Thirteen Colonies - Colonial Regions: New England Colonies, Middle Colonies, Southern Colonies FOR GOOGLE CLASSROOM Aim: How did the colonists of the thirteen colonies live? Included in this resource: • Title page • Colonial Regions: New England, Middle, and Southern colonies readings with corresponding graphic organizer • Answer key for graphic organizer • Application/Closing/Higher Order thinking question Students will research the differences between the colonial regions; identify the specific colonies within each region; understand the way of life/occupations of colonists; analyze how colonists needed to adapt to their environment Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: graphic organizer, cooperative (may work with a partner for questions or graphic organizer) ★ You can find all of my Thirteen Colonies lessons and activities HERE! ★★ Looking for the printable, pen and paper version of this resource? Find it here! Colonial Regions 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.

New France, New Spain, New Netherlands Aim: Why did European countries set up settlements in the Americas and how did they live? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered question • Jigsaw Activity: Students are responsible for completing their own section of the graphic organizer and then they share that information with their assigned classmates ◦ Example: Student A completes New Spain, Student B completes New France, Student C completes New Netherlands; they then work together to complete the entire graphic organizer sharing their assigned parts with each other • Application/Closing/Higher Order Thinking question • Answer Key for Teachers Students will research: the reasons for exploration for European countries, motivations and settlement of New Spain, New France, and New Netherlands Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: graphic organizer; cooperative (partners/groups are assigned based on teacher's discretion) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! New Settlements ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Erin Cobb 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.

Vikings during the Age of Exploration Aim: Who were the first Europeans to explore America? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation student-centered map with scaffolding questions • Viking Voyagers reading passage with scaffolding questions • Viking Map with scaffolding questions • Application/Closing/Higher Order thinking Question(s) • Answer Key for Teachers Students will research: the background of the Vikings; route to the Americas; Leif Ericson; Viking settlement; Viking map Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: scaffolded questions based on reading passages, cooperative (may work in collaborative groups or with partners according to teacher's discretion) ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Vikings ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Erin Cobb 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.

Industrial Revolution Begins in England: Land, Labor, Capital FOR GOOGLE CLASSROOM Included in this resource: • Industrialization Begins in England Lesson Plan • Why did industrialization begin in England? Activity Sheet, readings, and graphic organizer • Application/Closing/Higher Order Thinking Question Students will research the causes of the industrial revolution in England, factors of production: land, labor, capital; population growth in England, and analysis of British factors Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating/applying arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for graphic organizer}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Industrialization Begins in England ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Thirteen Colonies - Colonial Governments: Charter, Proprietary, and Royal Colonies FOR GOOGLE CLASSROOM Aim: How were the colonies governed? Included in this resource: • Title page • Types of colonies graphic organizers • Colonial Government Hierarchy/Flow Chart with scaffolding questions • The English Colonies Develop Their Own Government reading with scaffolding questions • Answer key for questions and graphic organizers • Application/Closing/Higher Order thinking question Students will research the different colonial governments implemented within the colonies; Charter, Proprietary, and Royal colonies; Colonial government flow chart; representative government; mercantilism 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 questions or graphic organizers) ★★ Looking for the printable, pen and paper version of this resource? Find it here! Colonial Governments ASSL Digital Papers by Erin Cobb and 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.

United States Constitution Limited Government and the Separation of Powers FOR GOOGLE DRIVE Digital, 1:1, interactive, Social Studies learning! Aim: How are the powers of the three branches of government separated? Included in this product: • Title page • Do Now student-centered situational scenario • Principle #2 Limited Government scaffolded notes & creation of political cartoon application • Principle #3 Separation of Powers reading passage with scaffolding questions • Federal Government diagram/flow chart • Application/Closing/Higher Order thinking question • Answer Key for Teachers Students will research and understand the meaning of limited government and the separation of powers between three branches of government Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities} Digital Papers provided 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.

American Revolution: John Adams and the Language of Nationalism FOR GOOGLE 1:1 CLASSROOM Included in this resource: • Title page • Important Terms to Know: Nationalism, Ethos, Pathos • John Adams' Speech from the Second Continental Congress 1775 with scaffolding questions • Corresponding video clip for students to watch after activity: HBO mini-series John Adams starring Paul Giamatti • Application/Closing/Higher Order Thinking Question Students will research and analyze the terms nationalism, ethos and pathos; analyze John Adams' Speech to the Second Continental Congress and answer scaffolding questions, and watch video clip from the HBO mini-series John Adams starring Paul Giamatti Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative (may work with a partner according to teacher's discretion for questions) Digital, 1:1, interactive Social Studies learning! ★★ Looking for the printable, pen and paper version of this resource? Find it here! American Revolution Language of Nationalism ASSL Digital Paper 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.

Age of Jackson Test Andrew Jackson Formal Assessment for A Social Studies Life's Age of Jackson Unit FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • 30 Questions including: - Multiple Choice - Vocabulary - Important Figures - Political Cartoon Analysis • Answer Key for Teachers Students will use their knowledge of the Age of Jackson and Social Studies to complete the exam. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, analyzing primary source documents, creating arguments with evidence ★ 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 Assessment 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.

Slavery during the Age of Exploration Aim: How did slavery grow in the Americas and what was its impact? FOR GOOGLE CLASSROOM Included in this resource: • Title page • Do Now/Motivation questions based on map • A Slave's Voyage reading passage with images • The Middle Passage primary source document with scaffolding questions • Application/Closing/Higher Order thinking question • Answer Key for Teachers Students will study and analyze the growth of slavery in the Americas: importation of slaves; Middle Passage, Triangular Trade, primary source account; classroom simulation Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; writing/discussion based on argument Differentiation: questions are scaffolded; cooperative (students can work with a partner for reading and questions based upon teacher's discretion); simulation/role-playing ★★ NOTE: Included with this product is a photograph of the "ship" I create in my classroom. To understand thoroughly what it was like to be transported on a slave-trade ship, I have about 12 students sit crowded into that area of the floor in the classroom. I then have them link arms to simulate the cramped quarters of the ship. They stay in the "ship" for about 5 minutes and they begin to very much understand the close quartered conditions ! ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Growth of Slavery in the Americas ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Paper by Christi Fultz and Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Native Americans 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.

Articles of Confederation and the Land Ordinance of 1785 FOR GOOGLE DRIVE Aim: Why did the Founders think a Constitution was necessary and how did they split up new land? Digital, 1:1, interactive Social Studies learning! Included in this product: • Title page • Do Now: Creating the Articles of Confederation reading passage and scaffolding questions/graphic organizer • Provisions/Problems with the Articles Analysis Activity • Organizing the Northwest Territory/Land Ordinance of 1785 reading passage with scaffolding questions • Application/Closing questions • Answer Key(s) for Teachers Students will research and analyze the creation of the Articles of Confederation, the problems with the Articles, and how the Northwest Territory was organized using the Land Ordinance of 1785 Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative (may work with a partner according to teacher's discretion for questions or activities) ★★ Looking for the printable, pen and paper version of this resource? Find it here! Articles of Confederation and Land Ordinance of 1785 ASSL •• Title page digital paper by Christi Fultz 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.

Industrial Revolution - Lesson: Effects of the Industrial Revolution Aim: What were the effects of the Industrial Revolution? FOR GOOGLE CLASSROOM Included in this resource: • Cover Page • Student-centered opinion Do Now question • Nationalism vs. Sectionalism reading passage with scaffolding • Venn diagram for student completion • More about Nationalism reading passage with critical thinking question • More about Sectionalism graphic organizer for student application/completion • Application/Closing/Higher Order Thinking Question • Answer Key for Teachers Students will complete graphic organizer based on the Nationalism vs. Sectionalism reading passage. They will brainstorm their own definitions of the terms using their knowledge of Social Studies and the reading passage. They will complete the graphic organizer discussing the sectional differences between each region - the North, South, and West. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, creating/applying arguments with evidence Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for Venn diagram, graphic organizer}; students argue their opinions and make predictions using relevant examples and details from the lesson and their knowledge of social studies. ★★ Looking for the pen and paper, hard-copy version of this resource? Find it here! Industrial Revolution Effects ASSL •• Digital, 1:1, interactive Social Studies learning! Digital Papers by Ashley Hughes KG Fonts © 2012 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Civil War - Comparing the Union and Confederacy Reading Passage, Scaffolding Questions, Vocabulary FOR GOOGLE CLASSROOM Aim: Comparing the Union and Confederacy Included in this resource: • Title page • Union and Confederacy Compared reading passage with corresponding scaffolding questions • Vocabulary - students define important terms from the reading • Suggested Answer Key for Teachers Students will read, research, analyze, and critically think to answer questions based on their knowledge of the Civil War and Social Studies. ★ NOTE: I use this reading passage and activity with my lower-level reading students in grades 7 and 8. Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary, argument Differentiation: 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! Union and Confederacy Compared 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.

Constitution - Legislative Branch Aim: What are the roles and responsibilities of the legislative branch? Who are our representatives? Included in this product: • Title page • Do Now: Congress - Our National Legislature reading passage with scaffolding questions • Structure of Congress diagram • Congress: A Bicameral Legislature graphic organizer • Our State's Senators worksheet {paste a photo of your state's senators in the space provided & teach your kids who your state's senators are!} • Our District's Representatives in the House worksheet {paste a photo of your district's representative in the space provided & teach your kids who your district's representative is!} • Application/Closing/Higher Order thinking questions • Answer Key for Teachers Students will research and understand the structure of Congress, the roles, responsibilities, requirements, and special powers of each house, and who represents their own state/district Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary Differentiation: cooperative {students may work in pairs/groups according to teacher's discretion for activities} Buy the BUNDLE and SAVE!! •• This product is also included in the Constitution UNIT BUNDLE! •• Digital Papers provided by Ashley Hughes U.S.A. clipart by Kerri's Art Corner © 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.