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This activity has students practice the historical thinking skills of cause and effect, examining how government regulation (or lack thereof) impacted both the US economy and society of the 1920s and 1930s.

This activity has students practice the historical thinking skills of cause and effect, examining how government regulation (or lack thereof) impacted both the US economy and society of the 1920s and 1930s.

These activities are designed to help students understand the events that influenced ideas of colonial self-government. Students examine items such as the Virginia Charter, the English Bill of Rights, and the policy of salutary neglect.There are critical thinking questions, a writing prompt, and even an activity geared toward artistically inclined students.

Developing Ideas of Colonial Self Government

These activities are designed to help students understand the events that influenced ideas of colonial self-government. Students examine items such as the Virginia Charter, the English Bill of Rights, and the policy of salutary neglect.There are critical thinking questions, a writing prompt, and even an activity geared toward artistically inclined students.

This is a great end of semester/year review activity to practice both content related to Native Americans in the United States and various historical thinking skills. It can also help students create a study guide for exams and help students develop writing skills.

Historical Skills Practice - Native Americans

This is a great end of semester/year review activity to practice both content related to Native Americans in the United States and various historical thinking skills. It can also help students create a study guide for exams and help students develop writing skills.

This is an activity packet designed to teach students how to recognize and…

Historical Thinking Skills - Market Revolution

This is an activity packet designed to teach students how to recognize and…

This activity gives students a chance to practice writing analytical statements using specific evidence from the Great Depression. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

APUSH Writing Analytical Statements - Great Depression

This activity gives students a chance to practice writing analytical statements using specific evidence from the Great Depression. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

This activity gives students a chance to practice writing analytical statements using specific evidence from the 1970s in America. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

APUSH Writing Analytical Statements - 1970s

This activity gives students a chance to practice writing analytical statements using specific evidence from the 1970s in America. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

This activity gives students a chance to practice writing analytical statements using specific evidence from the period 1980-2000. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

APUSH Writing Analytical Statements - 1980-2000

This activity gives students a chance to practice writing analytical statements using specific evidence from the period 1980-2000. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

This activity gives students a chance to practice writing analytical statements using specific evidence from the 1960s. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

APUSH Writing Analytical Statements - The Sixties

This activity gives students a chance to practice writing analytical statements using specific evidence from the 1960s. Students are given a variety of position statements for which they are expected to find supporting evidence and explain connections to the those position statements.

This activity allows students to use content they have learned about Presidents Nixon, Ford, and Carter to evaluate the foreign and domestic policies of each president. Students develop critical thinking skills as they assign "grades" to each president for work completed during their presidencies.

Presidential Report Cards: 1970s

This activity allows students to use content they have learned about Presidents Nixon, Ford, and Carter to evaluate the foreign and domestic policies of each president. Students develop critical thinking skills as they assign "grades" to each president for work completed during their presidencies.

This is a great activity to help students make connections between economic choices of the 1920s with economic consequences of the 1930s. Students engage with images as primary sources and connect them with prior knowledge of the 1920s and 1930s. This activity is meant to be a used as a review or application of learned content.

Wants v. Needs: Comparing Images of the 1920s & 1930s

This is a great activity to help students make connections between economic choices of the 1920s with economic consequences of the 1930s. Students engage with images as primary sources and connect them with prior knowledge of the 1920s and 1930s. This activity is meant to be a used as a review or application of learned content.

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