Zachary Cote

 (18)
United States - California
Zachary Cote
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"Authority, reason, experience; on these 3, mixed in varying proportions all our knowledge depends." CS Lewis
 
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For this DBQ, students are asked to answer the question, "How did Thomas Jefferson and Alexander Hamilton impact the development of political parties?" The DBQ consists of 8 documents on 4 different areas of disagreement between Jefferson and
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3 ratings
4.0
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Students are asked to answer the question, "How did the Great Awakening influence the mindset of Colonial Americans?" using 4 sources. 3 are primary sources from the era, and 1 is an excerpt from a Journal Article by two modern historians. This
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4.0
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The DBQ asks the question: Was the Mexican Revolution successful? All documents are primary sources, and have at least one guiding question for understanding the document. The directions are very straight forward, making this an easy DBQ to
$1.50
3 ratings
3.7
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I made Advanced Organizers for each unit (or multiple for each unit depending on size) of the World History curriculum for the 7th grade. I do not like PPT notes, and these were my alternative since they do not take very long, they are easy to
$10.00
5 ratings
4.0
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These primary sources look at European Exploration through the lens of the 3 G's (Gold Glory Gold). Each source highlights one of the G's. I present these sources as stations, but any presentation is sufficient. They are great for discussing
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3 ratings
4.0
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A great, easy but meaningful, warm up or activity for a 7th grade World History Class. There are over 90 different words presented in a hybrid of the Frayer model for students to copy down and think about. Interspersed are several "Vocabulary
$6.25
4 ratings
4.0
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For this multi-day project, groups of 2 are supposed to research a major thinker of the Scientific revolution and write a cover story for a newspaper on why they are such an important contributor to the Scientific Revolution. The students enjoy
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1 rating
4.0
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In this project, students are asked to pick 8 events (from a list of 10) that led to the American Revolution. They must describe the event, and why it was a cause of Revolution. The final product can be done on a poster board, a sheet of paper,
$3.00
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4.0
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This packet is made up of 3 stations stemming from Primary sources from Rome, and a fast finishers station dealing with different people of Rome. The first 10 pages are the stations content, and the last 2 are the "Passport" the students take with
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2 ratings
4.0
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In this activity, students break down the Preamble in to 6 different parts by analyzing the word choice of the Preamble, drawing a picture to represent each goal of the Constitution, and creating a caption to represent that drawing. Then the
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This DBQ asks the question: How did the Civil War affect the various groups of people living in American Society. Each documents (3 primary, 1 secondary) highlights 1-2 groups of people affected by the Civil War (Women, Free African Americans.
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4.0
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Students read and annotate an adapted article from Time Magazine on the Gutenberg Printing Press. Following, they are to answer different Depths of Knowledge (DOK) questions, labeling them 1-4. Once they answer the questions, they are to come up
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In this activity, the students read 3 different primary sources from Martin Luther. Each of these sources were specifically chosen to showcase his dissent from the Catholic Church. On the 3rd page are DOK leveled questions dealing with the
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3.5
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Students are to read this 1.5 page primary source on the conquest of the Incas in chunks, annotating along the way. Once complete, students are to answer the 4 leveled Depths of Knowledge (DOK) questions based on the reading.
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Students read Hernan Cortes' description of Tenochtitlan and complete REDUCE IT activity (directions included) based off document. Either the following day, or for homework, the students try to recreate what Tenochtitlan looked like based off of
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4.0
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This is an excerpt from the Introduction of an article on Beccaria's influence on the death penalty. The Text-based questions on page 2 range in DOK level and have students compare the Constitution to his ideas. I do this as a class with my 7th
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This is a week long project where students choose one important figure of the Renaissance and write a 6 paragraph essay on their achievements. It is guided through the ACE writing strategy, although whatever your school uses can be easily adapted.
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This is a 5 day lesson plan that walks the students through the 3 branches of government as laid out in the Constitution, explores Article II on Executive Power in Depth, has the students look over historical Executive orders and then use their
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This is an excerpt from Al Bakir on the Wealth of Ghana, accompanied by 2 basic questions and a drawing activity. This is great practice for students learning to interpret primary sources as it asks them to draw what Al Bakir describes. They must
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In this bundle are 12 Advanced Organizers for roughly the first half of the 8th grade school year. They begin with the Colonies and end with 1840-1850s immigration. They are great starting points for Units or Lessons and give the students a place of
$6.00
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4.0
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TEACHING EXPERIENCE

Two years of inner city teaching in the middle and high school history subjects.

MY TEACHING STYLE

Primary Source-based; Emphasis on writing skills and DBQs; Giving purpose to history.

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

BA in History from California State University, Channel Islands (CSUCI) Single Subject Credential in Social Science from CSUCI

ADDITIONAL BIOGRAPHICAL INFORMATION

Coffee.

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