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Levels of Government and Branches of Government Reading Passages BUNDLE
In this resource, there are 4 nonfiction reading passage based on Branches & Levels of Government Passages. It is differentiated for your high, mid, and lower level students. Integrate social studies content with your reading texts and meet each reader's needs with this set. Accompanying activit
$12.00
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The Government and Me: A Project Based Learning Unit
Project based learning is a great way to integrate your curriculum, and be able to include reading, writing, math, science and social studies to have in-depth discovery and have your students be in charge of the learning process. This project based learning unit is a 4 week government unit that will
$15.00
121 Ratings
3.9

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Presidential Election: Passages
Presidential Election Process Differentiated Reading PassagesPrintable + Digital Paperless Versions IncludedWith this resource, students will learn about the presidential election process through reading engaging passages on differentiated reading levels. There are 5 original reading passages includ

Also included in: United States Differentiated Passages Bundle

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Washington DC Scavenger Hunt with Posters
This is the same scavenger hunt as already posted, but this time it comes with twenty 8 and 1/2 by 11 posters of sights to view in Washington DC, so that your students can more clearly see the details of teach one.Explore Washington DC Scavenger HuntThis scavenger hunt introduces students to informa
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Washington DC Scavenger Hunt
This scavenger hunt introduces students to information and fun facts about Washington D.C.. 1. Print the Washington D.C. Scavenger Hunt cards on card stock or brightly-colored paper and cut them apart along the dotted lines. 2. Make copies of the Washington D.C. Scavenger Hunt questions worksheet (2
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Crash Course U.S. History Worksheets: Episodes 31-35
Crash Course U.S. History Worksheets for episodes 31-35, covering from votes for women through the course of World War II! These are detailed worksheets designed to help students pay close attention and keep track of their own learning as they watch Crash Course. Perfect for traditional whole class

Also included in: Crash Course U.S. History Worksheets ENTIRE SERIES BUNDLE (Episodes 1-47)

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AGE OF JACKSON DEBATE AND GAMES BUNDLE
Explore the legacy of Andrew Jackson in a debate activity with your students. Instead of the boring lecture and notes, have your students analyze primary source images, read text for point of view, create Pop-Up graphically organized notes, and debate the essential question – Should Andrew Jackson b
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$9.99
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Close Reading: Marbury v. Madison Supreme Court Decision
As we all know, the Common Core demands a great deal more from teachers -- not least, the use of complex texts that challenge students to closely read for understanding. The judicial opinion in the landmark Supreme Court Case Marbury v. Madison is an example of such a text, and now with this teachin
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Role of Government AMERICAN GOVERNMENT LESSON 1 of 105 Critical Thinking+Contest
OBJECTIVE:To understand the importance of government in the lives of the American people.TIME:1 class periodEvery American is affected by government in countless ways during their lifetime. Yet most people give little or no thought to the extent which the federal, state, and local governments impact
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Hot Coffee Movie Worksheets and Puzzle Pages
Hot Coffee Brings the Real World Right Into Your Classroom! A comprehensive multiple-choice worksheet plus two puzzle pages to help students have fun even as they pay attention and review key concepts and information from the film! Why Your Students Should Watch the Movie: Hot Coffee Textbooks of
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Making an Oral Argument to the Supreme Court
Supreme Court Simulation This project offers an examination of the nation’s highest court, The Supreme Court of the United States and the court’s structure, practices and procedures. Students will also write a writ of Certiorari and present an oral argument before the Court. Simulation Description
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15 Favorite Lessons (1-15 of 105) AMERICAN/U.S. GOVERNMENT CURRICULUM
LESSON TITLES (1-15 of 105)   1. The Role of Government   2. History of Government   3. Forms of Government   4. Democracy   5. Development of Democracy   6. Citizenship   7. Colonial Government   8. Britain Changes Its Colonial Policies   9. Declaration of Independence 10. The Critical Period 11. T
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U.S. Aim # 57 Why were the Lincoln-Douglas debates so historically important?
U.S. Aim # 57 Why were the Lincoln-Douglas debates so historically important? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe the importance of the Li
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U.S. Aim # 107 Why were cities and state governments in need of reform?
U.S. Aim # 107 Why were cities and state governments in need of reform? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe why the cities and state gover
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SPOT THE IMPOSTOR: Fred Korematsu
This student centered activity is a great way to get your students engaged in the story of Fred Korematsu.Three students will be chosen to pretend they are Fred Korematsu. They will appear next to each other in the front of the room facing the class. During the activity, the three will be asked qu
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15 Favorite Lessons (31-45 of 105) AMERICAN/U.S. GOVERNMENT CURRICULUM
This American Government book has sold thousands of times outside TpT but is a brand new addition to my store with no feedback yet. I have, however, received the following comments on a similar bundle, 15 Favorite Lessons (76-90 of 150) Civil War Period: AMERICAN HISTORY CURRICULUM"Absolutely great
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U.S. Aim # 116 How was life on the Home front during the Great War?
U.S. Aim # 116 How was life on the Home front during the Great War? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe what some of the changes in Americ
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U.S. Aim # 106 Why was the federal government in need of reform?
U.S. Aim # 106 Why was the federal government in need of reform? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe the why the federal government was in
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U.S. Aim # 138 What was life like on the home front?
U.S. Aim # 138 What was life like on the home front? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe what sacrifices were made on the home front. Do N
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U.S. Aim # 176 Why did Reagan say “I don’t remember, period?”
U.S. Aim # 176 Why did Reagan say “I don’t remember, period?” Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe what scandals occurred during the Reagan
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Reading in Social Studies: Legislative Bellwork/ Bellringer
SS.7.C.3.3 The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies.Bellwork Proced
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U.S. Aim # 13 How did the colonists gain more democratic rights?
U.S. Aim # 13 How did the colonists gain more democratic rights? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe how the colonists gained more rights.
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U.S. Aim # 42 What was Jacksonian Democracy?
U.S. Aim # 42 What was Jacksonian Democracy? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe what Jacksonian Democracy was. Do Now – 3 Minutes 1. Desc
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U.S. Aim # 44 What was the pattern of economic growth in the North?
U.S. Aim # 44 What was the pattern of economic growth in the North? Objectives – Students will be able to  Cite information from an informational text to support a conclusion or argument.  Define words they do not know using context clues.  Identify and describe what the pattern of economic growt
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