• World Religion Task Cards
• Religions of the World Doodle Notes & Activities

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©Social Studies Success®, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote. Do not share this document with Amazon Inspire.

Please review all product descriptions and previews. If you have a question, contact me before you purchase at SocialStudiesSuccess1@gmail.com. As this is a digital product, all sales are final.

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A blank template is included at the end if you wish to include more questions. The answer sheet has space for up to 40 questions. I recommend that you laminate the cards so that you can use them year after year.

These task cards have multiple uses in your classroom. You can:

– Set up centers to review for a test.

– Play a game of “Scoot”. Place the task cards around the room and allow students to travel from one card to the next as they answer the questions.

– Use them as an anchor station as you reteach small groups.

– Need a quick formative assessment? Pass out a few of these task cards and have students answer them at the end of a lesson.

Please download the previews to see more information on this resource.

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©Social Studies Success®, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote. Do not share this document with Amazon Inspire.

Please review all product descriptions and previews. If you have a question, contact me before you purchase at SocialStudiesSuccess1@gmail.com. As this is a digital product, all sales are final.

The post World Religion Task Cards appeared first on Social Studies Success.

Google Slides for distance learning

In this bundle, you will receive all of my resources for Washington’s Presidency. This includes Readings, Doodle Notes, Word Wall terms, Placards, and Lap Book. Each of these lessons and review activities is designed to review key content and to practice skills necessary for complex questions.

You will receive all of the resources that I have created to for Washington’s Presidency in the New Republic. Topics include:

– Washington’s Precedents,

– The New Cabinet,

– Hamilton’s Financial Plan,

– Foreign Affairs,

– the First Political Parties, and

– Washington’s Farewell Address.

Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.

The post WASHINGTON’S PRESIDENCY in the NEW REPUBLIC BUNDLE with GOOGLE SLIDES appeared first on Social Studies Success.

This bundle includes resources for Japan, China, Vietnam, Indonesia and the religions of East Asia.

Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.

The post Asia Bundle of Activities with Google Slides appeared first on Social Studies Success.

This is a GROWING BUNDLE – as resources get added, you will receive them here!

Click on each of the resources above to preview the activity.

Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.

The post Southwest Asia Middle East Bundle of Activities with Google Slides appeared first on Social Studies Success.

Students will start with a vocabulary activity with Word Wall images. Then break your students up into groups of three so they can read and discuss the various ways life differs between North Korea and South Korea. Once they finish their research, students will create a character collage summarizing life in North Korea or South Korea. Don’t have time for a group project? Just use the templates to assign a smaller activity. All of the resources are also available on Google Slides!

With this resource, you will receive:

–Word Wall images to teach the vocabulary,

–Vocabulary activity to practice and process the terms,

-An image analysis preview activity,

–7 pages of content readings on Korea (including geography, history, the start of North Korea and South Korea and life in each of the different countries),

–a GRAPES chart with questions to drive discussion,

–step-by-step group directions to create a character collage,

–templates,

–teacher rubrics,

-resources on Google Slides, and

-an answer key.

Please download the preview to see a portion of the resource. The video will also show you an overview of the resource.

6th Grade Social Studies TEKS

(1) History. The student understands that historical events influence contemporary events. The student is expected to:

(A) trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade; and

(B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.

(2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:

(A) identify and describe the historical influence of individuals or groups on various contemporary societies; and

(B) describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.

(3) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:

(A) identify and explain the geographic factors responsible for patterns of population in places and regions;

(4) Geography. The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:

(A) explain the geographic factors responsible for the location of economic activities in places and regions; and

(B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society’s political relationships.

(6) Economics. The student understands the factors of production in a society’s economy. The student is expected to:

(C) explain the impact of the distribution of resources on international trade and economic interdependence among and within societies.

(7) Economics. The student understands the various ways in which people organize economic systems. The student is expected to:

(A) compare ways in which various societies organize the production and distribution of goods and services;

(B) compare and contrast free enterprise, socialist, and communist economies in various contemporary societies,

(9) Government. The student understands the concepts of limited and unlimited governments. The student is expected to:

(A) describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);

(C) identify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.

(10) Government. The student understands various ways in which people organize governments. The student is expected to:

(A) identify and give examples of governments with rule by one, few, or many;

(13) Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:

(D) identify and explain examples of conflict and cooperation between and among cultures.

(21)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; and

(20) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(C) compare various world regions and countries using data from maps, graphs, and charts; and

(21) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication based on research;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;

The post Comparing North Korea and South Korea Activity with Google Slides™ appeared first on Social Studies Success.

Students will start with a vocabulary activity with beautiful Word Wall images. Then break your students up into groups of three so you can read and discuss the various ways an abundance of oil and the scarcity of water impact life in Southwest Asia and North Africa. You will have multiple resources to check for understanding throughout the lesson and at the very end. All of the resources are also available on Google Slides!

With this resource, you will receive:

–Word Wall images to teach the vocabulary,

–Vocabulary chart aligned to the vocabulary terms,

–Vocabulary activity to practice and process the terms,

-An anticipation guide preview activity,

–9 pages of content readings on the impact of the abundance of oil (including OPEC, life in different countries, distribution of wealth, etc.) and the scarcity of water (including the drought, water refugees, rise in terrorism, desalination, desertification, etc.) and questions to drive discussion,

–Doodle Notes for oil and water,

–multiple assessments,

-number cards for the structured discussion,

-resources on Google Slides, and

-an answer key.

Please download the preview to see a portion of the resource. The video will also show you an overview of the resource.

6th Grade Social Studies TEKS

(3) Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:

(A) identify and explain the geographic factors responsible for patterns of population in places and regions;

(B) explain ways in which human migration influences the character of places and regions;

(4) Geography. The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:

(A) explain the geographic factors responsible for the location of economic activities in places and regions; and

(B) identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society’s political relationships.

(5) Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:

(A) describe ways people have been impacted by physical processes such as earthquakes and climate;

(B) identify and analyze ways people have adapted to the physical environment in various places and regions; and

(C) identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.

(6) Economics. The student understands the factors of production in a society’s economy. The student is expected to:

(A) describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies;

(B) identify problems that may arise when one or more of the factors of production is in relatively short supply; and

(C) explain the impact of the distribution of resources on international trade and economic interdependence among and within societies.

(18) Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to:

(A) identify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world;

(B) explain how resources, economic factors, and political decisions affect the use of technology; and

(C) make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.

(21)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; and

(20) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?;

(B) pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts;

(C) compare various world regions and countries using data from maps, graphs, and charts; and

(21) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication based on research;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research; and

Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.

The post Oil and Water in SW Asia and North Africa Activity with Google Slides™ appeared first on Social Studies Success.

Google Slides for distance learning

In this resource you will receive –

–Directions for the activity

–A Preview assignment on a political cartoon of the Monroe Doctrine

–2 pages of informational text on James Monroe’s presidency, including the Cession of Florida, the Missouri Compromise, and the Monroe Doctrine

-Doodle Notes for Monroe’s presidency

–Multiple Processing Activities including True/False then Fix, Sketch It and Primary Source Analysis

–Google Slides for distance learning

-an answer key

Please download the preview to see more information on this resource.

Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.

2019 US History TEKS for 8th Grade

(5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

(A) describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system;

(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington’s Farewell Address and the Monroe Doctrine;

(6) History. The student understands westward expansion and its effects on the political, economic,

and social development of the nation. The student is expected to:

(B) analyze the westward growth of the nation, including the Louisiana Purchase and

Manifest Destiny; and

(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

(D) identify the provisions and compare the effects of congressional conflicts and

compromises prior to the Civil War, including the role of John Quincy Adams.

(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, the Compromise of 1850, and Kansas-Nebraska Act.

(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

(D) identify bias and points of view created by the historical context surrounding an event;

The post Monroe’s Presidency and Monroe Doctrine with Google Slides and Doodle Notes appeared first on Social Studies Success.

Google Slides for distance learning

In this resource you will receive –

–Directions for the activity

–4 pages of political cartoons to analyze, 2 at the beginning of the lesson and 2 at the end as a processing assignment,

–3 pages of informational text on John Adams’ presidency, including the XYZ Affair, Quasi-War, and the Alien and Sedition Acts,

-Doodle Notes for the Adams’ presidency

–Google Slides for distance learning

-an answer key

Please download the preview to see more information on this resource.

Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.

2019 US History TEKS for 8th Grade

(5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

(A) describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system;

(C) explain the origin and development of American political parties;

(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

(A) identify different points of view of political parties and interest groups on important historical issues;

(B) describe the importance of free speech and press in a constitutional republic; and

(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

(D) identify bias and points of view created by the historical context surrounding an event;

The post Adams’ Presidency in the New Republic with Google Slides and Doodle Notes appeared first on Social Studies Success.

available on Google Slides

With this resource, you will receive:

–7 pages of content readings on Hinduism, Sikhism, Confucianism, and Buddhism with Stop and Discuss questions,

–Doodle Notes for Hinduism, Sikhism, Confucianism, and Buddhism,

–Boom Cards digital game,

-an answer key.

Please click on each resource to view the preview.

A separate subscription is required for Boom Learning to access data from the games, but you can allow your students to play for free with Fast Play.

6th Grade Social Studies TEKS

(2) History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:

(A) identify and describe the historical influence of individuals or groups on various contemporary societies; and

(B) describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.

(14) Culture. The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:

(A) identify institutions basic to all societies, including government, economic, educational, and religious institutions;

(16) Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:

(A) explain the relationships that exist between societies and their architecture, art, music, and literature;

(C) identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.

(17) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to:

(A) explain the relationship among religious ideas, philosophical ideas, and cultures; and

(B) explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.

(21)  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:

(A)  differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;

(B)  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.

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