11th Grade Social Studies & History PowerPoint Presentations (by date, latest first)

Engage, Connect, and Review Geography from Day One!

Looking for a meaningful and interactive back-to-school activity that goes beyond the usual icebreakers?

This “My Life in 5 Themes” beginning-of-the-year icebreaker resource is the perfect way to get to know your students while reviewing or introducing the 5 Themes of Geography: *Location, Place, Human-Environment Interaction, Movement, and Region. *Students will work in groups to explore themselves and their city or town. This is not only a great way to get students working together and familiar with one another, but a great start to understanding geography!

This lesson incorporated music to grab students' attention and then moved into an introduction on how the 5 Themes relate to each student's life.

WHAT’S INCLUDED?

• Detailed Teacher-Guided Instructions + Objectives
• Music Lyric Sheets for "Wavin' Flag"
• **Guiding questions **for each theme
• **Printable Flag **of the United States
• 2-Page My Life in 5 Themes Doodle Notes
• Editable Teacher-Guided PowerPoint Slides Activity for easy customization (Goes with the Doodle Notes)
• Exit Cards

WHAT IS NEEDED:

• Sticky notes, round dot stickers or a magnet.
• iPads or laptops for light research
• A way to project a map onto the screen
• Technology to project the video and map on the screen

☑ For secondary — middle school and high school students

☑Check out the preview to see what is included.

Visit our store Geography & Math Made Easy to view other related resources.

OTHER RESOURCES YOU MAY LIKE:

**✧ **Geography, Mapping Me: Exploring Our World Through Each Other Ice-Breaker

**✧ **Getting To Know You Through Geography: A Beginning of The Year Carousel

**✧ **Human Geography Bingo: A Beginning of the Year Icebreaker Activity

**✧**First Week of Geography Lessons & Activities

**✧ **Geography Trivia Bell Ringers Bundle — Full Year — 186 Trivia Question Slides

**✧ **180 DAYS of Geography Bell Ringers, PowerPoint BUNDLE, Atlas Activities

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DISCLAIMER

One purchase is for the use of one teacher. If additional teachers wish to use this product, please purchase additional licenses.

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© Geography & Math Made Easy Resources. Created by Martha Boykin ^ Will Boykin. All rights reserved. Purchase of this product grants the purchaser the right to reproduce pages for classroom use only. If you are not the original purchaser, please download the item from my store before making copies. Copying, editing, selling, redistributing, or posting any part of this product on the Internet is strictly forbidden. Violations are subject to the penalties of the Digital Millennium Copyright Act.

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Related Topics:

geography and math made easy, geography, geography activities, geography unit, five themes of geography, 5 themes, icebreaker, getting to know you,

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Today in History Daily Warm-Up Instructions:

Image Observation:

Display a historical image related to the day's date or a significant event in history.

Instruct students to carefully observe the details in the image without providing any background information.

Individual Inference:

Ask students to individually jot down their inferences about what they think might be happening in the image.

Encourage them to consider details such as clothing, setting, facial expressions, and any other relevant visual cues.

Partner Discussion:

Pair up students and have them share their individual inferences with their partners.

Prompt partners to discuss and compare their interpretations, encouraging them to consider different perspectives.

Collaborative Inference:

Bring the class back together and facilitate a collaborative discussion.

Select a few pairs to share their inferences with the entire class.

Encourage students to consider diverse interpretations and discuss any common themes or differences in their observations.

Historical Context:

After the collaborative discussion, provide some historical context or information about the image.

Discuss how the actual events align or differ from the students' inferences.

Benefits for Students:

Critical Thinking Skills:

Analyzing historical images promotes critical thinking as students must observe details, make connections, and draw conclusions.

Inference and Interpretation:

Making inferences based on visual cues enhances students' ability to interpret information and think beyond the surface.

Collaborative Learning:

Partner and class discussions foster collaborative learning, allowing students to share and refine their ideas through dialogue.

Engagement with History:

Connecting historical events to visual stimuli makes history more tangible and relatable for students, increasing their interest and engagement.

Communication Skills:

Sharing inferences with partners and the class improves communication skills and helps students articulate their thoughts effectively.

Diverse Perspectives:

Encouraging students to consider different interpretations promotes an appreciation for diverse perspectives and helps them understand that history can be viewed from various angles.

Contextual Learning:

Providing historical context after the activity solidifies students' understanding, reinforcing the connection between visual stimuli and historical events.

By incorporating this activity into the daily warm-up routine, students can develop a deeper appreciation for history, enhance their analytical skills, and actively engage with the learning process.

Discard the paper/pencil approach to assessment. This quiz will have students access their knowledge of important facts and information regarding the United States' Civil War in an interactive & engaging way. This PowerPoint presentation is rich in primary sources and colorful imagery that will prompt students to examine context clues when answering the provided questions. If you liked this lesson see other related ‘Civil War’ lessons here: • Civil War Role Play/Debate Activity (click here to open in new tab)

Through the critical analysis of primary sources, this unique lesson will have students explore how Native American residential schools in the United States served as sites of both cultural loss and cultural persistence.

Using primary sources, the gallery walk begins in the early beginnings of the residential school experience with the first school opening its’ doors at Carlisle, Pennsylvania, and then carries on to present-day issues. This resource will bring the photographs to life as students will be provided with additional background information that will come in the form of first hand accounts and testimonies of the people who experienced the residential schools. Critical thinking and discussion is promoted throughout the lesson.

Materials Include:

• Teacher Reference Guide
• 62 Slide Presentation (NEW ABRIDGED SHORTER VERSION ALSO AVAILABLE WITH THIS PURCHASE)
• Graphic Organizer
• 20 Primary Sources Photographs
• Optional Debate Activity: ‘Should Native American mascots be removed from sports teams?

If you liked this lesson see other related 'Civil Rights' lessons here:

• Journey Through the Civil Rights Movement: Gallery Walk
• RETHINKING HISTORY- Through the Narratives of Christopher Columbus
• American Japanese Internment: Analyzing Primary Sources
• César Chavez: Analyzing Primary Sources
• Unit BUNDLE- Reconstruction, Jim Crow & the KKK
• Jim Crow: Separate and Unequal
• Civil Rights Movements: Then and Today
• The Ku Klux Klan: The Past & Today
• Proposing a 28th Amendment to the U.S. Constitution
• 'The Quotable Rebel' Activity: Classroom Wall Posters
• Women Suffrage: Iron Jawed Angels

Great resource for Veteran's Day!

Women in the U.S. Military during World War II:

* Primary Source Analysis and DBQ's

* Power Point Lesson

* Reading Assignment and Worksheet plus Bonus Page (Guided Reading)

Primary Source Analysis and DBQ's

This 27 page Primary Source Analysis and DBQ activity gives students a chance to delve deeper into the experience of women who joined the military in the United States during World War II. There are 20 primary sources and 2 DBQ prompts. After completing this resource, students will be able to determine what issues were important to society during this era and how women contributed to society. In addition, there are Document-Based Question prompts.

A Lesson Plan and other supplemental information is provided at the beginning of the resource. Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers, college students or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student work time will vary dependent on the aforementioned factors.

Also included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources in the packet include text excerpts, photographs and posters. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. DBQ prompts are also provided. An Answer Key to all the questions, the HAPPY primary source analysis process, and the DBQ’s is available at the end of the packet.

A separate PowerPoint presentation on How to Integrate Sources for a DBQ is included in the Zip file. There is also a YouTube video that provides narration for the slides. The link is included in the packet.

There is also an Easel Activity which allows students to answer the questions at the end of each primary source online. For homework purposes, Home Schoolers or for asynchronous learning, this is an especially valuable digital option .

Power Point Presentation

This 12 slide presentation about women in the United States military in World War II presents a broad and deep look at the nature of the four years between the bombing of Pearl Harbor and the end of World War II. The slides use engaging visuals including photographs and posters to convey the experiences on the home front. These visuals are primary sources that the instructor can use to further student understanding beyond textbook reading. This slide presentation is equally valuable for the home-schooled student or for those instructors who want to provide supplemental information to their students. At the end of the presentation, there is a slide that provides annotations on the websites used to access the primary sources which are featured throughout the presentation. This presentation will deepen student understanding about an experience that shaped a nation.

A digital assessment in Easel is provided for teachers to measure student understanding, retention and analysis of the material.

If you would like the PowerPoint version of this presentation, you may contact me after purchase at the email provided on the last slide or at christa@historyprims.com.

Reading Assignment

This short four-page close reading and worksheet activity provides an overview of how women participated in the military during World War II. It covers nurses and the women who supported the other branches of the military: the Women Army Corps (WAC), the WAVES (Navy), SPARS (Coast Guard), Marines and WASPs. Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. A Worksheet with questions based on the reading is included, along with an Answer Key.

A Speech Bubble Bonus Activity page is also included! See the Preview to see the Bonus Activity.

Students will become more knowledge about the contributions of women during World War II and consider how and why there was resistance to their involvement in the military.

This is also available as a digital resource through Easel so students may complete it online.

If you like World War II historical fiction, I have written a book called Hearts of War about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle and I appreciate any reviews!

This resource bundle includes the following items:

*Colonial American Women: Power Point Presentation

*Colonial American Women: Reading Assignment and Worksheet
*Colonial American Women: Analyzing Primary Sources and DBQs

Power Point Lesson

This 22-slide PowerPoint presentation covers women's experiences in Colonial America between 1607 and 1763. It is an ideal lesson for the colonial period or as a stand-alone resource for women’s history. It is also a good resource during Women’s History Month.

Each slide contains primary sources and images that highlight the varied experiences of women in colonial America. Some specific women are highlighted through primary source excerpts and images. Native American women's experiences during this period are explored in more detail in the Native American Women PowerPoint Presentation in the Women in American History Series.

The PowerPoint file is included as a Bonus file.

This is also available as a digital resource through Easel. Students may review independently.

Reading Assignment and Worksheet

This five-page Reading Assignment and Worksheet provides an overview of the various activities, attributes and activities of women in Colonial America between 1607 and 1763 which was the start of the French and Indian War.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. A Worksheet with questions based on the reading is included, along with an Answer Key.

Reading Assignment - 3 pages

Worksheet - 2 pages

Analyzing Primary Sources

This 21-page Primary Source Analysis activity gives students a chance to delve deeper into life of colonial women prior to the French and Indian War which began in 1763. They will be able to determine what issues were important to women and how they contributed to society. Included is a one-page sheet that explains what primary sources are and how to analyze them using specific questions through a process called HAPPY. Primary sources include pamphlet excerpts, photographs and posters. Each page of primary sources includes questions. There is also a page at the end for students to apply the HAPPY process to one source. There are also two DBQ questions. An Answer Key to all the questions and the HAPPY process is available at the end of the packet. This is excellent practice for all high school students, particularly Honors and AP students, but all students will find these resources engaging.

Students can read this on their own as a homework assignment or it can be a group activity in a classroom. It is also ideally suited for home-schoolers or independent learners who want to learn more. Teachers can assign just a few sources to analyze or the entire packet. Student time will vary. A Worksheet with questions based on the reading is included, along with an Answer Key.

This is part of the Women in American History Series which includes PowerPoint lessons as well as Reading Assignments and Worksheets, Analyzing Primary Sources, Activities and Teaching Bundles for other eras.

Provide Feedback

Also, don’t forget that you can earn credit towards future purchases when you give feedback!

For each purchase that you make, you can leave feedback which earns you credit for future purchases. Easy and financially-savvy too! Feedback helps me to know what teachers want for their students.

Interested in Free Resources?

Sign up for my mailing list to receive the FREE resource: Nurses during the Civil War: Mini-DBQ and Primary Source Analysis (also included in Women in the Civil War DBQ and Primary Source Analysis resource).

Sign up for my mailing list to receive the FREE resource: World War II Oral Histories from the Homefront.

To receive information about podcasts, offers for freebies, and more, join my mailing list here.

Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.

Thank you for your interest in this resource!

Do you or your students love WWII historical fiction? In Hearts at War, Tosh and Betty come of age in Southern California only to have their lives severed by war, family and social pressures once they enter college. Coincidence will throw them together again in the Pacific theater of war as they both serve in the military. Will they be able face the challenges of war and find a way to one another? Available on Amazon or Kindle/Kindle Unlimited. Young Adults/Adults/Interracial Romance. I appreciate any reviews!

Lots and lots of resources! 25% off price you'd pay if purchased separately!

These resources include DBQ and Primary Source Sets, Guided Reading Assignments and Power Point Lessons on the following topics:
* Home Front
* Japanese-American Internment
* Women in the U.S. Military
* Victory Gardens

DBQ and Primary Source Sets
DBQ and Primary Source sets include primary sources with questions, DBQ prompts and Answer Keys. Students have a chance to develop understanding of context, perspective, purpose, audience and context. DBQ prompts prepare them for integration of sources into essay responses. These are excellent ways for students to develop historical thinking skills. APUSH students can benefit from DBQ practice. A Bonus File on "How to Integrate Sources in a DBQ" is included.

Guided Reading Assignments

Guided Reading Assignments are 1-3 page overviews of these topics which provide more detail than textbooks might provide or can replace textbook reading. A Worksheet at the end of the Reading Assignment will help students to process the information.

Power Point Lesson
The Power Point Lessons allow teachers to discuss key developments and significant aspects of the era with students. Alternatively, students can review independently. Slides include photos, images and Reflection Questions.

If you like World War II historical fiction (with some romance!), my book, Hearts at War, highlights the secret and unsung contributions of the Nisei soldiers in the Pacific theater who served as translators and interrogators. Young Adult/Adult/Interracial Romance. Available on Amazon.

Thank you and I appreciate any TeachShare or Amazon reviews!

- Christa Nonnemaker

The U.S. Women’s History Curriculum- Part 1 (1600-1920) contains Reading Assignments and Worksheets, Primary Source Analysis and DBQ’s and Power Point Lessons covering seven different eras.

This curriculum unit covers women’s experiences, contributions and perspectives from the pre-Columbian Native American era through the turn of the century, but also including the culmination of the Women's Suffrage Movement with the passage of the 19th Amendment.

The U.S. Women’s History Curriculum – Part 1 is an ever-evolving curriculum unit that includes not just the listed resources but any other resources that will be added in the future.

This curriculum unit can stand alone as its own course or can serve to supplement your United States History curriculum or AP United States History curriculum. These materials provide a more nuanced and complex look at how women participated in American society than is usually given in standard textbooks.

For 8th Grade through 12th Grade students, the Reading Assignments and Worksheets are excellent summaries of women’s experiences that are completed individually or as group exercises. Reading assignments are usually 2-3 pages with 1-2 page worksheets.

For APUSH students, the Primary Source Analysis and DBQ’s are excellent opportunities for students to delve deeper into questions relating to developments, changing attitudes and policies relating to women during critical times in U.S. History. These resources usually include anywhere from 9 to 25 primary sources which vary from excerpts from books, letters, diaries, journals, newspaper articles, lectures and more, photographs, drawings, paintings, graphs, charts, maps and more. They provide excellent practice in identifying change/continuity over time (CCOT), cause/effect and in assessing significance of events.

Teachers can deliver the Power Point Lessons live or can record them for online viewing by their students. Power Point Lessons are usually 12-20 slides.

U.S. Women’s History Curriculum Unit – Part 1 (20 Resources)

⭐ Native American Women: Pre-Columbian Era through 1810
* Reading Assignment and Worksheet
* Power Point Lesson
⭐ Colonial Women: 1600-1763
* Reading Assignment and Worksheet
* Primary Source Analysis and DBQ’s
* Power Point Lesson
⭐ Revolutionary Women: 1763-1783
* Reading Assignment and Worksheet
* Primary Source Analysis and DBQ’s
* Power Point Lesson
⭐ Early Women’s Rights Movement: 1840-1865
* Reading Assignment and Worksheet
* Primary Source Analysis and DBQ’s
* Power Point Lesson
⭐ Women during the Civil War: 1861-1865
* Reading Assignment and Worksheet
* Primary Source Analysis and DBQ’s
* Power Point Lesson

⭐ Women during the Industrial Revolution: 1865-1920

* Reading Assignment and Worksheet
* Primary Source Analysis and DBQ’s
* Power Point Lesson
⭐ Women's Suffrage Movement: 1865-1920

* Reading Assignment and Worksheet

* Primary Source Analysis and DBQ’s

* Power Point Lesson

All of these resources are also available for purchase separately or as teaching bundles for each era but as a curriculum unit, you can take advantage of the discount of immediate access and pre-planning opportunities.

Bonus File: How to Integrate Sources in a DBQ

This Power Point file gives students direction and examples on how to integrate primary sources into sentences, whether from a quantitative source or a written one.

U.S. Women’s History Curriculum – Part 2 coming soon!

Individual Resources are also available for post-Civil War topics:

⭐ Women during the Progressive Era Reading Assignment and Worksheet: 1900-1920

⭐ Women during the 1920s Primary Source Analysis and DBQ’s: 1920-1929

⭐ Women during the 1920s Reading Assignment: 1920-1929

⭐ Women during the Great Depression Reading Assignment and Worksheet: 1929-1939

⭐ Women during the Great Depression Primary Source Analysis and DBQ’s: 1929-1939

⭐ Women during World War II Reading Assignment and Worksheet: 1941-1945
⭐ Women during World War II Power Point Lesson: 1941-1945

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I have been a high school history teacher for over 15 years, both in-person and online with involvement in education for over 25 years. I have taught U.S. History, AP World History, World History, AP World History and U.S. Women’s History.

Provide Feedback

Also, don’t forget that you can earn credit towards future purchases when you give feedback!

For each purchase that you make, you can leave feedback which earns you credit for future purchases. Easy and financially-savvy too! Feedback helps me to know what teachers want for their students.

Interested in Free Resources?

Sign up for my mailing list to receive the FREE resource: World War II Oral Histories from the Homefront. (not available on TeachShare)

To receive information about podcasts, offers for freebies, and more, join my mailing list here.

Please reach out if you have any questions, concerns or comments about this resource at christa@historyprisms.com.

Thank you for your interest in this resource!

Christa Nonnemaker
B.A. History/M.A. American History

Perfect for Veteran's Day!

This 12 slide presentation about women in the United States military in World War II presents a broad and deep look at the nature of the four years between the bombing of Pearl Harbor and the end of World War II. The slides use engaging visuals including photographs and posters to convey the experiences on the home front. These visuals are primary sources that the instructor can use to further student understanding beyond textbook reading. This slide presentation is equally valuable for the home-schooled student or for those instructors who want to provide supplemental information to their students. At the end of the presentation, there is a slide that provides annotations on the websites used to access the primary sources which are featured throughout the presentation. This presentation will deepen student understanding about an experience that shaped a nation.

A digital assessment in Easel is provided for teachers to measure student understanding, retention and analysis of the material.

If you would like the PowerPoint version of this presentation, you may contact me after purchase at the email provided on the last slide or at christa@historyprisms.com.

Please check out my other Teaching Resources about World War II:

*The Japanese-American Experience in World War II: PowerPoint Presentation
*The Japanese-American Experience in World War II: Reading Assignment and Worksheet
*Women in the US Military during World War II: Reading Assignment and Worksheet
*Victory Gardens of World War II: PowerPoint Mini-Lesson
*Victory Gardens during World War II: Analyzing Primary Sources
*Victory Gardens during World War II: Classroom Activities
*The Home Front in World War II: Crossword Puzzle and Word Search
*The Home Front during World War II: Reading Assignment and Worksheet
*The Home Front in the United States During World War II: PowerPoint Lesson

More are always being added so check back frequently!

If you like World War II historical fiction, I have written a book called Hearts of War about a Nisei soldier who served in the Military Intelligence Service and a woman who served in the Women Army Corps. In writing this book, I wanted to bring an unknown aspect of history to light. Available on Amazon or Kindle and I appreciate any reviews!

Thank you!

Christa Nonnemaker