Columbus-Cold War Bundle Pack

Columbus-Cold War Bundle Pack
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Seventeen assignments dealing with the Columbus and continuing to the Cold War. When downloading and opening the resources it is important to note that formatting may look different until you click enable editing, after clicking enable editing the format will go back to normal (like in the preview and thumbnail).

If documents open in read only mode you can change this for students to allow them to edit by, 1.) saving the document to your desktop then using the newly saved version or 2.) click view then edit document.


Aztec and Spanish PowerPoint

Starting with the Tenochtitlan, and concluding with the Columbian Exchange, this PowerPoint contains videos from History.com. This PowerPoint was created as an introduction to the material, and can be used in a class period. (If higher level questions are used)


Did Pocahontas Really Save John Smith? Document Analysis Activity

Analyzing four historical documents, students will decide if Pocahontas really saved John Smith's life. Students are required to write a short response summarizing each document, and have four guided questions leading up to the final question of if she saved Smith. This is geared for US History and APUSH.


Aztec and Spanish DBQ

A 3 document assignment with primary sources and 3-4 questions per document. This assignment was designed to be homework and is geared for US History and APUSH.


1492 - European

A homework assignment designed for students to research the motives, settlements, and interactions with indigenous peoples of four major European exploring nations: The Spanish, the Dutch, the English, and the French. This assignment is geared towards US History and APUSH.


William Penn's Peaceable Kingdom Document Analysis and Thesis Activity

Using excerpts from William Penn, and other primary source documents, students will construct a thesis to compare and contrast the ideals of William Penn’s Pennsylvania colony with those of the Chesapeake and Massachusetts Bays. This activity contains 8 documents to aid students in constructing a thesis. This activity can be modified to include more guiding questions per document if needed. This is geared towards US History, and APUSH.


1607-1754 Guided Reading Assignment.

30 questions covering 1603 to the founding of Georgia by James Oglethrope. Designed as a homework assignment before an exam the text can be used as a study guide and notes for an assessment. This worksheet was designed with US History in mind.


Compare and Contrast William Penn and John Winthrop DBQ

Using the documents provided students will compare the similarities and differences between John Winthrop and the Puritans of the Massachusetts Bay Colony and William Penn and the Quakers of Pennsylvania. Contains 4 documents, and a Venn diagram. This is geared towards US History and APUSH.


Stamp Act Document Analysis and Thesis Activity.

This activity is designed to help students synthesize across multiple primary source texts. Within the activity are three primary source documents, as whole class document one is discussed, as a smaller group document two is discussed, and finally document three is analyzed individually by the students. This can be modified by the instructor as needed. This is geared towards US History and APUSH.


French and Indian War Guided Reading Assignment.

10 question guided reading assignment starting at the outbreak of war and concluding with the British debt problem that arises from the war. This assignments purpose was to be a homework assignment before the exam. It is geared towards general US History.


French and Indian War Primary Source Analysis Questions.

6 documents relating the the French and Indian war, with accompanying questions for students to answer, The questions require students to analyse the document and identify its significance. This set of primary documents and questions is geared towards general US History and APUSH.


Post WW1 Foreign Policy and Isolationism.

This document contains seven primary source text documents concerning America's foreign policy after World War 1. Each document asks a question below it to assess student understanding of the source, and to aid the students in creating a thesis statement.


World War 1 Document Based Questions.

This DBQ contains ten primary source documents and has two questions per document. The documents range from images, texts, and graphs. The questions help analyze the sources, and test students interpretive skills. This is geared for US History and APUSH.


Japanese Internment WebQuest.

This assignment is designed to aid students in investigating the internment of Japanese Americans during World War 2. It encourages students to support their thoughts and opinions with evidence from the web. It culminates with students creating a thesis statement. This is geared towards US History and APUSH.


Atomic Bomb WebQuest

This assignment is designed to aid students in investigating the decision to drop the Atomic Bomb on Imperial Japan. It encourages students to support their thoughts and opinions with evidence from the web. It culminates with students creating a thesis statement. This is geared towards US History and APUSH.


Who Was Responsible for the Cold War? Close Reading Activity.

Using four documents students will decide who was responsible for the cause of the Cold War. Each document contains 2-3 close reading questions per document. Finally after finishing all close reading activities students will construct a thesis and support it with evidence from the documents. This is geared towards US History and APUSH.


Korean War Document Comparison.

This document contains two textbook accounts of the Korean War, one from North Korea and the other from South Korea. Students will discuss with a partner what the textbook says about the start of the Korean War, and compare and contrast the two accounts. This is geared towards US History and APUSH.


Vietnam War and Gulf of Tonkin Resolution Document Analysis Activity.

This activity contains four primary source documents with 1-4 guiding questions regarding the Gulf of Tonkin Resolution and America's entry into Vietnam. Students will analyze the documents to answer a final inquiry "Was the U.S. planning to go to war in Vietnam before August 1964?" This activity can be modified to suit the instructors needs. This is geared towards US History and APUSH.
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