Click the image below for the lesson plan and students activities.
I love teaching about the Columbian Exchange. Students are fascinated about how different foods, animals and diseases developed differently in the "Old" and "New World." In this lesson student examine the IMPACT of the Columbian Exchange on the "New" and "Old World" by examining secondary sources. Students will then practice searching for credible sources online that would explain the IMPACT of exchanging animals, diseases, plants and technology. My favorite part is when students find a recipe (I challenge them to ask a Grandparent or relative for a family recipe- I have kids calling their abuelitas in Mexico who they haven't talked to in ages!) and then they create a "Cooking Show" or "Cookbook" that shows other students how to make the recipe with historical details about that particular food time (Example: The potato comes from the "New World" and there are thousands of varieties of potatoes). Sometimes students will even bring a sample for other students to try (I got the Principal permission first!).
Click the image below for the lesson plan and students activities.
Instead of a "physical interactive notebook" my students have Online Interactive Notebooks. I call these notebooks "Hidden Histories" in which I focus on people who are marginalized or not mentioned in history. For my first digital notebook of the year I have students learn about the basics of History and provide them many prompts for reflection. Use this free resource to help your students start thinking about where history comes from.
How to implement the Digital Notebook?
If you have access to technology students can complete a little at a time (or make it an independent assignment). If students do not have access to the internet these documents can be printed out display a question or prompt on the screen and students can write responses on paper.
If you click the image below it will take you to an online google document. Make a copy of the document and feel free to modify for your class.
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.
In this lesson students will read a secondary source about why the study of the Roman Empire is important. They will answer comprehension questions based on the source. In the second part of the lesson Students will read from a secondary source about some important locations in the Roman Empire and will identify these locations on a map provided. The goal of the lesson is to practice the historical skill: Contextualization and Sourcing.
Click the Image below for the lesson and activity!
Students must learn that we cannot just “accept” information, but rather “interrogate” the text for information. As historians, we must always examine the sources and question its credibility and reliability. The goal is for students to start critically analyzing textual information. In this lesson students will read a secondary source as an introduction to the Roman Empire and use a "Sourcing"/ "Annotation" guide that teaches students how Historians read textual evidence in a effort to reconstruct the past.
As history teachers it is important not to just teach the "Names, Dates and Locations" in history but our true role as educators is to teach them critical thinking skills that will serve them throughout life!
Click the picture below for the link to the lesson and student activities.
The study of history is really an investigation into the past. For this activity students investigate why the senators of Rome murdered Julius Caesar by examining primary sources. Students examine five primary sources and try to determine the Senator' motives. Students will answer some comprehension questions and formulate a thesis and write a historical essay. Click the Image below to download this free resource.
No prep, No hassle. Students will critically analyze the past with this engaging DBQ.
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).
Instead of using a "physical notebook" opt for a digital notebook. If you teach 7th Grade history, feel free to use this Digital Portfolio and modify for your class. I usually do one activity per day an an anticipatory set before I dive deeply into the topic. Click the images below for the free resources.
After my students investigate a Historical Question and annotate and analyze primary and secondary sources, I love to hold a Socratic Seminar (before they write an expository paragraph or essay). After we analyzed SHEG's Pocahontas Lesson Primary and Secondary Sources, I had students pick which role they wanted to be, gave them some time to examine the questions and take notes and then put them in a "fish bowl arena" (see images below) and let them start talking/ listening. Use the Presentation below (Click image for a copy of the presentation: The questions are specifically for the Pocahontas SHEG, but you can modify it to suit your class needs).
How I organized the desks...you can just do a circle of chairs. Just make sure there is an inner circle and outer circle. This was done with 40 students in a tiny classroom...so anything is possible!
I am passionate about history and am an education enthusiast.