History Hookup

This simulation focuses on the beginning of the Industrial Revolution in England in 1745 and going until 1850. Microsoft Office VersionWant the same product but about Ancient Mesopotamia? Check out the Mesopotamian Urban Game!It's set up for Distance Learning/Remote Learning/eLearning: Your students can do it at home on their devices and share/email you their "drawing"A video portion guides teaches them about life in England before the Industrial Revolution, models how to set up their village a

In this activity students will simulate why the Neolithic/Agricultural Revolutions happened. NO PREPARATION! You don't have to cut up anything or get anything printed, just get the students a copy of the slides! In this simulation students will use Google slides to simulate the nomadic nature of Paleolithic people and their hunting and gatheringa lessening food supply's contribution to the beginning of the Neolithic RevolutionWhat the Neolithic Revolution wasthe sedentary nature of Neolithic

This simulation focuses on the beginning of the Industrial Revolution in England in 1745 and going until 1850.* Urban Game Google VersionWant the same product type but about Ancient Mesopotamia? Check out the Mesopotamian Urban GameIt's set up for Distance Learning/Remote Learning/eLearning: Your students can do it at home on their devices and submit their work to you online.A video portion guides teaches them about life in England before the Industrial Revolution, models how to set up their vi

The original Urban game has students draw each item as the changes occur but in this lesson no drawing is required! Students instead watch a video and copy and paste the items onto their google drawing to visually see the process of Mesopotamian urbanization. This simulation teaches students how and why Sumerians urbanized and be able to identify the important achievements and geographical, religious, political, economic and social aspects of life in early Ancient Mesopotamia. It's set up for di

The original Urban game has students draw each item as the changes occur but in this lesson no drawing is required! Students instead watch a video and copy and paste the items onto their google drawing to visually see the process of Mesopotamian urbanization. This simulation teaches students how and why Sumerians urbanized and be able to identify the important achievements and geographical, religious, political, economic and social aspects of life in early Ancient Mesopotamia. It's set up for di

In this lesson students will learn the definitions of artifact, and archaeologist as well as the definitions of absolute and relative dating. They will also go on a virtual archaeological dig to discover artifacts and practice using absolute and relative dating. They will also practice reading graphs, making observations and predictions. The video is about 8 minutes long, but students will need to pause it multiple times to fill out their charts based on the information in the video. Estimated

Students will Learn about the Spanish flu outbreak via primary sourcesLearn about the COVID-19/Coronavirus outbreak in the US via primary sourcesAnalyze and compare the two/decide if the diseases should be comparedReflect on their emotionsIndiana Social Studies Literacy Standards 9-10.LH.2.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.9-10.LH.5.1: Write arguments focused on discipline-s

What makes a civilization a civilization? GRAPES do! This video guide includes a link to the YouTube video which helps to teach students the definition of civilizationaspects of civilizations: geography, religion, achievements, economics, politics and society/social structureexamples of those aspects for the first river valley civilizations: Mesopotamia, Egypt, Indus River Valley/Harappan/Ancient India and Huang He/Yellow River Valley/Ancient China

Students will Learn about the Spanish flu outbreak in Indiana via primary sourcesLearn about the COVID-19/Coronavirus outbreak in Indiana via primary sourcesAnalyze and compare the two/decide if the diseases should be comparedReflect on their emotionsThis product has 2 lessons in it. The first pages are the first version has sources based on Indiana for the Indiana Studies/Indiana History classes. The second version is after that and has the same sources for Spanish flu as the first version bu

In this lesson students will identify 3 main motivations of European explorers during the Age of Exploration: god, glory and gold. Then students will read primary sources to determine explorers motivations. Check out the google drive version here! Includes a link to a google slides presentation that aligns with the lesson. This lesson is geared towards emerging writers but can be easily adapted to stronger ones.

Help your students understand the Russian invasion of Ukraine with this background reading and questions. The reading covers the history of Ukraine from the Kyivan Rus time period through it's many occupations, and changes to today. The focus is on territorial changes, and which entities are controlling the land that is current day Ukraine as well as it's history with Russia. Get the pdf version here: https://www.teacherspayteachers.com/Product/Russian-Invasion-of-Ukraine-Background-Reading-780

Help your students understand the Russian invasion of Ukraine with this background reading and questions. The reading covers the history of Ukraine from the Kyivan Rus time period through it's many occupations, and changes to today. The focus is on territorial changes, and which entities are controlling the land that is current day Ukraine as well as it's history with Russia. Get the google docs version here: https://www.teacherspayteachers.com/Product/Russian-Invasion-of-Ukraine-Background-Read

Students will compare Hobbes, Montesquieu, Locke and Rousseau's political ideasimagine these thinkers existed in the current world and what they would say on twitter

This product is designed for emerging high school readers in 9th and 10th grades who are a little behind grade level reading, but could easily be adapted to be more difficult or easier. Students will analyze 10 Documents including ExcerptsImagesMapsTablesto decide if colonization was generally positive or negative and defend their answer in essay form using evidence from the documents.

In this lesson students will identify 3 main motivations of European explorers during the Age of Exploration: god, glory and gold. Then students will read primary sources to determine explorers motivations. This is the google drive version. Click here for a normal downloadable version. Includes a link to a google slides presentation that aligns with the lesson. This lesson is geared towards emerging writers but can be easily adapted to stronger ones.

Students will Learn about the Spanish flu outbreak in Indiana via primary sourcesLearn about the COVID-19/Coronavirus outbreak in Indiana via primary sourcesAnalyze and compare the two/decide if the diseases should be comparedReflect on their emotionsThis product was designed to help Indiana Studies/Indiana History courses, but works for regular US history courses or anyone trying to help students understand why the media is comparing these two outbreaks. Don't want the google drive version? T

This lesson plan Teaches students what absolutism is and how to determine if someone is an absolute monarch or not. Follows modeling in the I do/We do/You dohas students read about various monarchs and countries during the Age of Absolutism in Europe and determine if they are absolute monarchs or not and provide evidence based on the reading.

Students will learn about Rousseau, Voltaire, Descartes and Hobbes philosophical and enlightenment ideas through their quotesPractice putting primary source material into their own words to further understandinganalyze the source material to determine the beliefs of these philosophes

Students will read about the start of the Renaissancepractice identifying main conceptspractice paraphrasing informationpractice fitting information into a concept mapProduct features 2 different reading level passages on why the Renaissance began in Italy I've provided a concept map graphic organizer for this assignment can be found for free in my store, but it isn't necessary to have to do this assignment.

After watching the linked youtube video, students can fill out the video questions. The video and questions cover from the beginning of Earth through the migration of homo sapiens across the globe, but focuses on different hominid species. The video is about 5 minutes long, and students may take about 15-30 minutes to watch and answer the questions.