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Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work

Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Social Studies Bundle-Daily Reviews for Morning Work, Homework, or Class Work
Product Description
These are the daily reviews I created for morning work to go along with each of my six social studies units: Native Americans, Explorers, Colonial America, American Revolution, New Nation/Government, and Westward Expansion (which includes Suffrage & Abolitionists-Famous Women).

Here is the detailed information about each set. (These can be purchased separately, as well.)


Native Americans

This is the morning work I created for my class to complete throughout our Native American unit. In the beginning, they will utilize their resources to research the answers. As we progress through the unit, students could complete this on their own as a review. This could be used as a preteaching, homework, morning work, centers...the possibilities are endless! This could also be utilized if you are short on time and need a product to guide your teaching and serve as a “workbook” and/or notes for students to study.

Skills Covered:
~The location (on a map and by region), shelters (how it is made and the name), food (what and how they get the food), clothing (what), and environment (what it looks like and how it is used) of the following tribes:
Inuit
Kwakiutl
Hopi
Seminole
Pawnee
Nez Perce
~Describe how Native Americans used their environment to obtain food, clothing, and shelter.
~Explain why each of the Native American groups occupied the areas they did, with emphasis on why some developed permanent villages and others did not.
~Physical features (what are they and how they impacted tribes)
~Natural resources (what are they and how tribes used them)
Students are asked to use a variety of skills:
~compare/contrast
~justify
~sketch
~multiple choice
~slogan creation
~definition
~and so much more!

I hope your class enjoys these as much as mine does! Please let me know if I can do anything for you or your students.



Explorers

This is the morning work I created for my class to complete throughout our Early Explorers unit. In the beginning, they will utilize their resources to research the answers. As we progress through the unit, students could complete this on their own as a review. This could be used as a preteaching, homework, morning work, centers...the possibilities are endless! This could also be utilized if you are short on time and need a product to guide your teaching and serve as a “workbook” and/or notes for students to study.

Skills Covered:
The student will describe European exploration in North America.

~Describe the reasons for (purpose), obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Núñez de Balboa, Juan Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.

~Identify the sponsors of the above explorers


~Describe examples of cooperation and conflict between Europeans and Native Americans.

~Describe how the early explorers adapted, or failed to adapt, to the various physical environments in which they traveled.

~Definition of opportunity cost

~Describe opportunity costs and their relationship to decision-making across time (such as decisions to send expeditions to North and South America).

~Students are also asked about the following (to help build background information):
*Silk Road
*Marco Polo
*Ferdinand Magellan
*Amerigo

I hope your class enjoys these as much as mine does! Please let me know if I can do anything for you or your students.


Colonial America

This is the morning work I created for my class to complete throughout our Colonial America unit. In the beginning, they will utilize their resources to research the answers. As we progress through the unit, students could complete this on their own as a review. This could be used as a preteaching, homework, morning work, centers...the possibilities are endless! This could also be utilized if you are short on time and need a product to guide your teaching and serve as a “workbook” and/or notes for students to study.

Skills Covered:
~Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies
*Identify why they settled there, industries, jobs, resources, and geography/climate of each colony group
*Which colonies are in which group-labeling, identifying, and sketching
~Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, apprentices, and Native Americans.
~Quakers vs. Puritans (simple overview and where they were found)
~Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities
~Price incentives (what it is and examples)
~Specialization (What it is, what each group specialized in, and why)
~Import/Export (What they mean, examples, and how colonies used rivers for this)

Students are asked to use a variety of skills:
~compare/contrast
~justify
~sketch
~multiple choice
~slogan/memoir creation
~definitions
~and so much more!

I hope your class enjoys these as much as mine does! Please let me know if I can do anything for you or your students.



American Revolution-Causes, Battles, and People

This is the morning work I created for my class to complete throughout our American Revolution unit. In the beginning, they will utilize their resources to research the answers. As we progress through the unit, students could complete this on their own as a review. This could be used as a preteaching, homework, morning work, centers...the possibilities are endless!

Skills Covered:
~Causes of the Revolutionary War (10 of them- French and Indian War, Sugar Act, Stamp Act, Quartering Act, Boston Massacre, Boston Tea Party, Intolerable/Coercive Acts, Townshend Acts, First Continental Congress, and Tea Act)
~Battles (Lexington and Concord, Bunker Hill, Saratoga, and Yorktown)
~People (King George, Ben Franklin, Patrick Henry, Samuel Adams, Paul Revere, Thomas Jefferson, George Washington, John Adams, Sons of Liberty, and Daughters of Liberty)
~Quotes
~Events (Shot Heard 'Round the World, Treaty of Paris, etc.)
~Map Skills (Boston, Philadelphia, New York City)
~Declaration of Independence (what, why, how organized, who)

I hope your class enjoys these as much as mine does! Please let me know if I can do anything for you or your students.



New Nation/Government

This is the morning work I created for my class to complete throughout our New Nation/Government unit. In the beginning, they will utilize their resources to research the answers. As we progress through the unit, students could complete this on their own as a review. This could be used as a preteaching, homework, morning work, centers...the possibilities are endless! This could also be utilized if you are short on time and need a product to guide your teaching and serve as a “workbook” and/or notes for students to study.

Skills Covered:
~Identify the weaknesses of the government established by the Articles of Confederation.
~Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise (Virginia Plan and New Jersey Plan), and slavery.
~Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.
~Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.
~Causes and events of the War of 1812; include the burning of the Capitol and the White House.

I hope your class enjoys these as much as mine does! Please let me know if I can do anything for you or your students.



Westward Expansion

This is the morning work I created for my class to complete throughout our Westward Expansion/Suffrage unit. In the beginning, they will utilize their resources to research the answers. As we progress through the unit, students could complete this on their own as a review. This could be used as a preteaching, homework, morning work, centers...the possibilities are endless! This could also be utilized if you are short on time and need a product to guide your teaching and serve as a “workbook” and/or notes for students to study.

Skills Covered:
~Major events of the westward expansion of the United States (13 colonies, Ohio River Valley, Louisiana Purchase, Texas Acquisition, Mexican Cession, California Gold Rush, Oregon Territory
**Students are asked about the order of events, location of each event, and key details needed understand the above events.
~How westward expansion impacted the Native Americans (pros and cons)
~Women's rights and suffrage
*Elizabeth Cady Stanton, Harriet Tubman, Sojourner Truth
~Key Inventions from the Industrial Revolution
*steamboat, steam locomotive, and telegraph (What they were and how they impacted life back then)
~Trail of Tears
~War of 1812 review (Who, Causes, Key Events, and Result)
~Erie Canal (Where and how it impacted life)
~Locating Boston, Philadelphia, and New York City

I hope your class enjoys these as much as mine does! Please let me know if I can do anything for you or your students.
Total Pages
84 pages
Answer Key
Included
Teaching Duration
Other
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