(Free!) Why has the Alien Enemy Act and similar acts been utilized by the Government over time? Lesson for 8th Grade
In This Lesson:
Students will analyze Primary and Secondary Sources about the Alien Enemy Act and related acts and evaluate the Patterns of Continuity and Change over time. Students will learn about the Alien and Sedition Acts (During Adam's Presidency) while also learning about other controversial acts in the 20th and 21st Centuries. Students will compare the acts and see their similarities as well as their differences.
What is included?
1. Lesson Plan: Includes Objective, Big Idea and Implementation Sequence.
2. Anticipatory Set Activity to Motivate and Engage the Learner (How much power should a government have?)
3. Timeline and Timeline Questions: To establish Context and review some important events (Jay's Treaty, XYZ Affair, French Quasi-War, The Alien Sedition Acts etc.)
4. Five Primary and Secondary Source Excerpts and 10 Comprehension questions (The Alien Enemy Act,
Details about the Act, WWII Executive Order 9066, The Patriot Act, and The Travel Ban Executive order).
5. Annotation and Question Guide- One is for English Language Learners and the Second One provided is for your Accelerated/ GATE Students. These off 15/10 (respectively) questions and tasks students will consider (and write on lined paper) for each document.
6. Historical Skills Handout on how to Examine Patterns of Continuity and Change over time. This offers 15 additional questions for students to consider when they evaluate Primary and Secondary Sources.
Click the image below to get the lesson!
In this lesson students will evaluate why the time period under the Abbasid dynasty referred to as the Golden Age of Islam by developing a thesis and support their thesis by writing a historical essay with evidence. This is a great lesson to help teach historical thinking and historical writing while learning about a fascinating Civilization during the Middle Ages: The Abbasids!
Click the Image below to get the lesson!
Teaching "Global Convergence" in 7th Grade?
In this lesson students will deconstruct the advantages that the Spanish had over the Aztec Empire. In the early 1800-1900’s (Western) Historical scholarship focused on the “Civilized” nature of the Spanish and their moral greatness which made them “superior men” and thereby able to defeat the mighty Aztec empire. But, really the Spanish had many advantages, not because they were “superior” but, rather- just lucky. Students will practice analyzing sources, finding corroborating sources and writing a historical analysis answering the question: How were the Spanish conquistadors able to defeat the mighty Aztec Empire with only 600 men?
This is a great lesson to examine how much of history and culture is shaped by luck and circumstance. It challenges the assumption of "Western Superiority" and rather uncovers the advantages European powers had.
Click the Image Below to get the PDF
The purpose of this lesson is to show that the Renaissance covered a big period in European history and the concept is used to characterize the artistic and architectural advances of a select echelon of society and did not necessarily affect everyone across Europe in an equal manner. While, the purpose is not to underscore the accomplishments of the Renaissance (it is encouraged to teach the artistic advances and human accomplishment) but rather show a more complete picture of what life was like in Europe for all people not just the elite. Students will practice their close reading strategies as well as analysis strategies by answering the question: Is the “Renaissance” a Mischaracterization of an Age?
Students read five secondary sources, answer 10 comprehension questions, a handout how to quote, summarize, paraphrase and analyze historical evidence, an essay outline/planner (for students who need additional supports) and a rubric to help guide student's writing.
Click the image below to get the PDF.
Use this free handout in your history classes to teach how to "source" a document. Provide students with a primary or secondary source and they can answer all or some of the questions provided (they can write answers on lined paper or annotate a document on the margins or with sticky notes). These guided questions help students "interrogate" or "question" the source. This is what Historians do to make sure sources are credible or reliable. This worksheet helps students be critical consumers of information that will help develop their critical thinking abilities.
Click the Image below for the Link to a Free PDF.
Every year, my school site hosts a school wide Project Based Learning Event called "Symposium." This year as GATE coordinator I have put my own spin on the project and developed Curriculum for our students. I developed a six week project for our students, and they will showcase their final work at a "Community Night" and present to their families and people from our community.
Feel free to use this resource at your school site and modify to suit your student's needs. This curriculum is intended for Advanced Learners but all students are capable of completing the project with enough support and guidance. This Curriculum is also suitable for Grade 6-12.
(Click the image above to download the Free PDF)
Developed by Dr. Caldwell 2018-2019
Below are screen shots of some of the Booklets Pages (All activities are included in the Free resource above)
This would be great for 7th Grade Medieval World History when you examine South East Asia and the Middle East.
When I start the unit on Islamic Civilizations I always try to deconstruct student's misconceptions and stereotypes about Islam. I have students fill out an anticipation guide (see below) and then give them placards that will inform of truth. This activity also teaches them how to cite information and evidence and write accurate claims. Use the free resources below to help your students gain a truthful and accurate insight about Islam.
Click Below for three free resources.
(Above: Just an image with essential questions) Below are the resources
(Above: Click Image for Anticipatory Guide)
(Above: Click the image above for Evidence Placards)
(Above: Worksheet for students to use with placards)
Hold a "Mock" Election at your school using google forms. My 8th Graders will be conducting research on some California Propositions, filling out a worksheet, and as a school "Voting" on a google form. After everyone has voted, we will tabulate the responses and let the school know what their overall decision was. Click below on the pictures to take you to editable versions of the assignments and form, feel free to modify to suit your classroom needs.
*I could not include the Google Form (because it doesn't let you made an editable copy)
Note: I used Ballotpedia.com for all of the information.
Extension: Have students find "Commercials" and have students compare claims the advertisements made and discuss the accuracy of said claims.
(Above: Google Slide Presentation for Students)
(Above: Worksheet for Students)
(Above: I Made a simple google form and will send out to students. There is no link for this picture).
Suitable for All Grade Levels
When I taught 7th Grade Medieval world history, I taught feudalism using gummy bears. Feudalism is just one economic system in history so I wanted to compare and contrast it to other economic systems, so students could fully grasp the complexity and nuance of feudalism (and how restrictive it was and how it impacted societal structures).
I had students read a few chapters from Dr. Eric Nilsson;s book on economic systems. I found this free reading by googling: Nilsson, Eric “ Different Economic Systems” (it will pop up as a pdf from CSULB's economic dept). Its a challenging reading, but completely manageable if read together in class or broken apart. Or you can have students research different economic systems andtake notes.
Use the presentation to introduce and explain gummy bear project (Note: I also did this for political systems).