82 results
Native Americans dbqs for Microsoft Word
American West Gallery Walk (Transcontinental Railroad, Homestead Act, Dawes Act)
Students will learn about significant people and events in the American West (1862-1895). The gallery walk contains 12 documents and 33 questions. I have included an answer key. Please message me if you have any questions. *This is a great activity to get students out of their seats and moving! *Editable Word Document *Students will spend 3-5 minutes at each of the eight stations. *The activity does not require the use of a textbook or teacher preparation.American West Topics:Transcontinental Ra
Grades:
5th - 9th
Also included in: American History Gallery Walk Bundle (US History)
American West DBQ (Westward Expansion)
Students will learn about the significant events in the American West. The DBQ contains primary source excerpts, pictures, and maps. The assignment does not require the use of a textbook. I have included an answer key. Please message me if you have any questions.*The assignment contains 10 documents and 33 questions. *The document can be uploaded to your website or Google Drive; however, please make sure it is password protected. Topics: Transcontinental Railroad (Map) Chinese immigrants buildin
Grades:
5th - 11th
Types:
Trail of Tears DBQ Document Packet
This document packet can be used alone or accompanied by an essay, in studying Native Americans/Cherokees/The Trail of Tears/President Andrew Jackson. Documents consist of text, map, and illustrations, with questions following each document. This assignment encourages students to think about the events surrounding Native American Removal, from various points of view.
Grades:
7th - 11th
Types:
Colonists & Native American Interaction - Primary Source Analysis
This text set allows students to craft their own narratives about how early American Colonists and Native Americans interacted. Text set includes includes:
☺ 2 secondary sources (American history textbook excerpts)
☺ 6 primary sources
- - - • excerpts from colonists' journals
- - - • a speech
- - - • 1 piece of artwork
☺ Graphic organizers with each source that support students' interpretation of the text and determine whether the source is primary or secondary.
**Use this in units on Americ
Grades:
6th - 10th
Also included in: Introduction to Primary & Secondary Sources Bundle
Native Americans & Westward Expansion DBQ Distance Learning
Covers impact of westward expansion on Native American people--includes documents covering the decline of the buffalo, the Dawes Act, and boarding schools. Answer key and rubric included!
Subjects:
Grades:
8th - 12th
Types:
Also included in: DBQ & Mini-DBQ Bundle Distance Learning
The Decline of the Plains Indian: Extinction and Assimilation DBQ
This assignment contains 5 documents which encourage students to investigate what caused the decline of the Plains Indian. The sources include;(1.) Buffalo Hides outside Dodge City, 1878 National Archives(2.) Chester Anders Fee, Chief Joseph: The Biography of a Great Indian(3.) Geoffrey Ward, The West: An Illustrated History 1996(4.) Commissioner of Indian Affairs Thomas Jefferson Morgan, 1891(5.) Lakota boys at the Carlisle Indian Industrial SchoolEach document has 1-4 questions each to help st
Grades:
9th - 12th
Types:
Also included in: Western Expansion, Farmers, & Native American Experience DBQ Bundle.
American Indian Movement (AIM) Article and Questions
American Indian Movement (AIM) article from History Channel with link to the article at the top of the page- the article covers the formation of AIM, reasons behind it, occupations, marches, changes to federal policies brought about by AIMs efforts, etc.
Subjects:
Grades:
9th - 12th
Types:
Jamestown-Native American Relationship Primary Source Activity
In this enrichment activity, students look at 3 primary source diary entries written by different Jamestown settlers at different periods. Students answer document based questions (DBQ's) as they analyze and respond to the different settler's claims. Students use critical thinking to respond to each of the 4 questions. This is great as a supplemental activity or as a challenging homework assignment.
Grades:
5th - 8th
Types:
European Early Encounters – Constructed Response Question (CRQ)/(DBQ) Sets
These two editable Constructed Response Question (CRQ) Sets offer an overview of the period of early European colonization of the new world. The historical literacy skills of identifying and explaining purpose, point of view, audience, and bias are the focus of this CRQ set with the content. In addition students will be asked to develop their skills of describing cause and effect as well as turning point with multiple primary and secondary source documents. While this assignment does align wi
Subjects:
Grades:
6th - 12th
Also included in: Early American History Constructed Response Question (CRQ) Bundle
APUSH: Pre-Columbian America & Spanish Colonization Unit
The Pre-Columbian America and Spanish Colonization Unit is a comprehensive teaching bundle designed to provide APUSH students with a deep and engaging understanding of the history of pre-Columbian America and the impact of Spanish colonization on the region. This bundle includes a range of materials, including PowerPoint presentations, detailed notes, engaging activities, graphic organizers, historical readings, and a DBQ essay.The PowerPoint presentations provide a comprehensive overview of the
Subjects:
Grades:
10th - 12th, Higher Education
Manifest Destiny Graffiti
This includes 11 primary source pages (pictures, documents, quotations) for introducing Manifest Destiny. I use it like graffiti - on big paper. The instructions are in the preview. It includes a handout for before and after the activity.
Grades:
6th - 12th, Higher Education, Adult Education
Types:
Cabeza de Vaca Mini Q / DBQ Quiz
This 12 question quiz was created to accompany the Cabeza de Vaca mini Q / DBQ documents. All questions are based on the Florida Standards/Commom Core and use question stems that have been released by FSA and Common Core. Each question is labeled with the Florida standard that it addresses. These can easily be changed to represent common core. Created by Julie Grunther, masters in reading education and current 5th grade teacher.
Subjects:
Grades:
4th - 6th
Types:
Impact of the arrival of the Europeans on Native Americans DBQ
This is DBQ I made from varied documents. The DBQ includes four different documents. The first document is an annotated image, the second a letter from Queen Isabelle and King Ferdinand to the governor of Hispanola, the third is a magazine article excerpt about the Columbian Exchange and the last is an excerpt from an article from Newsweek Magazine about the spread of diseases. The second document is primary and the other three are secondary. The documents are selected to allow students to
Subjects:
Grades:
7th - 10th
Types:
Native Americans (Geronimo, Crazy Horse, Sitting Bull, & Chief Joseph)
In this assignment, students will answer 20 questions and write an essay about how Native American leaders resisted U.S. expansion and how it negatively impacted their way of life. They will analyze primary source excerpts from influential leaders like Geronimo, Crazy Horse, Sitting Bull, Red Cloud, and Chief Joseph to understand the difficulties they faced, including being forced to leave their homes, losing their cultural practices, and facing threats to their survival. Through this primary so
Grades:
6th - 11th
Types:
Carlisle Indian Industrial School. Document Based Questions
This assignment contains five primary sources covering the Carlisle Indian Industrial School.(1.) General Richard Henry Pratt Attempting To Lobby Congress to Establish Carlisle Indian School. Ca. 1870s.(2.) General Richard Henry Pratt Attempting To Lobby Congress to Establish Carlisle Indian School. Ca. 1870s.(3.) Carlisle Indian School Pennant. Ca. 1900s.(4.) Luther Standing Bear Reflecting on His Time at Carlisle(5.) Tom Torlino, Navajo, Before and After. Photograph from the Richard Henry Prat
Grades:
9th - 12th
Types:
Mini-DBQ: Evaluating the Aztec Empire
This mini-DBQ has multiple classroom uses. It can serve as an assessment for unit on the Age of Exploration, an introduction to DBQs and DBQ writing, or a discussion of the civilizations of the Americas before the arrival of Columbus. A major emphasis of this mini-DBQ are the conquests of the Aztecs, their agricultural innovations, and the city of Tenochtitlan.The assignment contains a brief historical context describing the conquest of the Aztecs by the Spanish conquistador Hernan Cortez. The a
Grades:
7th - 12th
Types:
ENL Global - Age of Exploration (English and Spanish)
Attached is a literacy based ENL lesson focused on Columbus and the Age of Exploration. This lesson, like all of my lessons, are 100% translated in English and Spanish. I regularly include leveled texts to assist students with language development, images to assist with understanding, and translations to assist our newest students.Are you looking for more Global ENL materials?https://www.teacherspayteachers.com/Product/Global-1-ENL-Full-Curriculum-Ancient-History-1750-ENGLISH-AND-SPANISH-6020426
Grades:
9th - 12th
Types:
Also included in: ENL Global Lesson Bundle (Ancient History to 1750) - English and Spanish
Aztec, Maya, and Inca. Multiple Subject Review: Document Based Questions
This assignment was designed to act as a review for World History End of Course Exams.This assignment contains 46 Document Based Questions over 12 Documents (10 primary sources, 2 secondary sources) which cover the Aztecs, Inca, and Maya(1.) Map of Tenochtitlan, Published in Nuremberg 1524. (2.) Franciscan Fray Juan de Torquemada Description of Aztec Chinampas. 1588-1602 (3.) Peter N. Steams, World Civilizations: The Global Experience. 2001. (4.) Bernardino de Sahagún. Florentine Codex. 16th Ce
Grades:
9th - 12th
Types:
Also included in: Entire Year of World History DBQs
Lewis and Clark’s Expedition: Encounters with the Native Americans. DBQ
This assignment contains four primary sources, covering the Lewis and Clark expedition and their relations with Native Americans.(1.) Thomas Jefferson to Meriwether Lewis, June 20, 1803.(2.) Diary of Meriwether Lewis, July 27, 1806.(3.) Diary of William Clark. May 11th, 1806.(4.) Lewis and Clark to the Otoe Indians, August 4, 1804.Each document has 1-4 questions each to help students analyze the sources and understand the time period. (Total Questions 16)Finally a short writing questions is pres
Grades:
9th - 12th
Types:
Also included in: Western Expansion, Farmers, & Native American Experience DBQ Bundle.
Mini-DBQ: Inca Empire Consolidation of Power
This mini-DBQ has multiple classroom uses. It can serve as a formative or final assessment in a unit on American civilizations prior to 1492, an introduction to DBQs and DBQ writing, or a class activity to examine the Inca Empire.The assignment contains a brief historical context on the Inca Empire. It includes seven documents, mixing primary and secondary sources. Four of the documents are images (one map and three images/photos). Each source is accompanied by a quick evaluation question and 1-
Grades:
6th - 12th
Types:
Transcontinental Railroad: Positive and Negative Effects DBQ
This assignment contains five primary sources covering The Transcontinental Railroad.(1.) Albert Marrin, Cowboys, Indians, and Gunfighters, Atheneum.(2.) Dee Brown, Hear That Lonesome Whistle Blow, Henry Holt and Co.(3.) Denver Public Library. Buffalo Heard(4.) Sandy Lydon, Chinese Gold: The Chinese in the Monterey Bay Region. Capitola Book Company(5.) United States Senate, Select Committee on Interstate Commerce, 1886.Each document has 1-4 questions each to help students analyze the sources and
Grades:
9th - 12th
Types:
Westward Expansion from the Native Perspective- Source Analysis
This assignment includes a variety of primary and secondary sources that address Westward Expansion from the Native perspective. Each source includes between 2-5 questions for students to answer as they analyze. The sources range in type, including: photographs, maps, primary texts (letters, etc.), short secondary descriptions and others. These sources can be analyzed in a full group format, in pairs or can be assigned for students to work on individually. It would even be a great assignment to
Grades:
7th - 12th
Types:
Also included in: American History- Various Source Analyses
ENL History - Aztecs (English and Spanish)
Attached is a literacy based ENL lesson focused on the Aztecs. This lesson, like all of my lessons, are 100% translated in English and Spanish. I regularly include leveled texts to assist students with language development, images to assist with understanding, and translations to assist our newest students.Are you looking for more Global ENL materials?https://www.teacherspayteachers.com/Product/Global-1-ENL-Full-Curriculum-Ancient-History-1750-ENGLISH-AND-SPANISH-6020426My Global 9 ENL VIRTUAL c
Grades:
9th - 12th
Types:
Also included in: ENL Global Lesson Bundle (Ancient History to 1750) - English and Spanish
The Trail of Tears and the Indian Removal Act of 1830. Document Based Questions
This assignment contains four primary sources, and one secondary source, covering The Trail of Tears and the Indian Removal Act of 1830.(1.) The Indian Removal Act of 1830. May 26, 1830(2.) Andrew Jackson’s Speech to Congress. December 6, 1830(3.) Alexis de Tocqueville, Witnessing Choctaw Removals. Memphis, Tennessee 1831. (4.) Vice President Martin Van Buren. Statement on the Indian Removal Act of 1830(5.) National Parks Service. Map of Trail of Tears.Each document has 1-4 questions each to hel
Grades:
9th - 12th
Types:
Also included in: Western Expansion, Farmers, & Native American Experience DBQ Bundle.
Showing 1-24 of 82 results
TPT is the largest marketplace for PreK-12 resources, powered by a community of educators.
IXL family of brands