Michael Mitchell
113 Followers
Statesville, North Carolina, United States
About the store
I have 18 years experience teaching United States History, ten years experience teaching Advanced Placement U.S. History, and 18 years total teaching experience.
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Bleeding Kansas Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
Cards Against History: The American Revolution
Cards Against History: American Revolution and Creation of the Constitution A school-safe Cards Against Humanity–style review game with an optional poker twistThis is a review game students will actually want to play, but it does not stop at recall. It requires evidence-based evaluation. It uses the familiar feel of Cards Against Humanity; question cards, answer cards, combinations, and judging. But, turns it into a school-appropriate history game built around argument. Students are not trying
8th - 12th
Civics, U.S. History
American (United States) History 2 Final Exam Review
This comprehensive study guide breaks the content of American History 2* into eight units, beginning with the Gilded Age and ending with the Election of 2008. Each unit is subdivided into 30 key concepts for review (except for Unit 8, which includes 22 concepts).
The units are divided as follows:
1. The Gilded Age
2. The Progressive Era
3. Rise of Imperialism through World War I
4. The Roaring 20s and Great Depression
5. World War II and the Beginning of the Cold War
6. The 1950s, 1960s, and t
9th - 12th
U.S. History
AI-Driven, Riddle Game Customizable for History, English, and Science
***Students should play as many games as they can during a time constraint*** This activity was created in conjunction with AI. Primarily made for History, it can also be customized for English and Science. Feel free to alter this as much as you'd like. Teacher can prompt the game to be harder or easier. Students are given multiple sets of riddles, each bringing them closer to the topic/person. Students then write (this is graded by AI) thorough, thoughtful explanation on why that topic/person
9th - 12th
Literature, U.S. History, World History
Gilded Age Study Guide, Key Terms, and Test (with key)
Product includes: Gilded Age Study Guide Gilded Age Unit Test WITH KEY INCLUDED Gilded Age Key Terms
10th - 12th
Other (Social Studies), U.S. History
Progressive Era Study Guide, Key Terms, and Test (with key)
Product includes: Progressive Era Study Guide Progressive Era Unit Test WITH KEY INCLUDED Progressive Era Key Terms
10th - 12th
Other (Social Studies), U.S. History
Southern Secession Primary Source Activity
***This is a personal favorite of mine because it seriously addresses a question that is still debated among many Americans: WHY did the southern states REALLY secede from the Union?*** In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally
9th - 12th
Social Studies, U.S. History
First Red Scare Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
Fugitive Slave Act Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
World War II Pacific Theater Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
Abolitionism Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
The New Deal Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
1920s Culture Conflict (Modernism vs. Fundamentalism) Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
1960s Counterculture and Minority Groups Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
Lewis and Clark Expedition Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
Urban Life during the Great Depression Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents.
Instructions for the activity are provided o
9th - 12th
Social Studies, U.S. History
1920s Consumerism Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents. Instructions for the activity are provided on
9th - 12th
Social Studies, U.S. History
World War I Home Front Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents.
Instructions for the activity are provided o
9th - 12th
Social Studies, U.S. History
Segregation after Reconstruction Primary Source Activity
In this activity, students are placed in small groups (3 members each) and given a guiding question. Each student is given a different primary source document and uses the worksheet to guide their analysis. Then, using reciprocal teaching, each student "teaches" their document to his or her group members. Finally, the group works together to answer the guiding question by creating a thesis statement and defending it with evidence from the documents.
Instructions for the activity are provided o
9th - 12th
Social Studies, U.S. History
Unit 6 (The 1950s, 1960s, and Vietnam War) Key Terms with Quiz and Key
Included in this package: 1. A list of key terms differentiated for average and above average students. 2. A 25 question matching quiz, also differentiated for average and above average students. 3. An answer key to the quiz (I require students to write out full answers, not just the letter). For average students, the key terms list includes definitions on the second page (which are scrambled, requiring students to match the correct key term to each definition). Typically, I give students th
9th - 12th
Social Studies, U.S. History
Showing 1-20 of 70 results
About the store
Experience
I have 18 years experience teaching United States History, ten years experience teaching Advanced Placement U.S. History, and 18 years total teaching experience.
Teaching style
Primary Source Analysis
My teaching style is to integrate high-level thinking and questioning with substantial use of primary sources.
I use primary source activities to expand content through student-led inquiry. Students work in small groups of three, with each student analyzing a different (edited but unabridged) document tied to the same guiding question. After reading and citing evidence, they “teach” their source to the group, then work together to build a thesis and supporting evidence.
To push higher-level thinking, I also mix in:
Comparing tone, purpose, and bias across sources.
Identifying counter-evidence that challenges their thesis.
Asking deeper questions like: Whose voice is missing? Why was this written? How does it complicate the story we’ve learned?
Presenting their synthesis in different formats (debate, editorial, argument chart, etc.).
Each packet starts with clear instructions and ends with a group product that forces them to source, corroborate, and contextualize—just like historians.
Quizzes:
At the beginning of each unit, students are given a key terms list. Halfway through the unit, they are quizzed on these terms. I find that this provides a vital foundation; once students know the key terms, they can then see how they interconnect within history.
Each quiz is 25 questions in a matching format.
Tests:
For each unit, I provide a study guide for the unit test. These study guides align with the unit lectures, and the tests align with the study guides and key terms lists.
Each test contains 45 multiple choice questions (some straighforward, some based on stimuli such as quotes, charts, political cartoons, etc.), 25 matching questions to review the key terms again, and five short essay prompts (students choose three).
Awards & shining teacher moments
1. Top pass rate on Advanced Placement U.S. History Exam in school district (2012-present, career 84% pass rate).
2. Top student growth on state exam for American History 1 in school district (2013-present, according to EVAAS index).
3. Top student growth on state exam for American History 2 in school district (2016-present, according to EVAAS index).
4. Voted "Reader's Choice Best High School Teacher" by local newspaper (2015).
5. National Board Certified Teacher (2014-present).
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