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\nFrom Rags to (Paper) Riches: Explore Colonial Papermaking\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents explore Colonial papermaking.  In this Colonial America U.S. history lesson, students analyze two poems written in the 1690s about the Rittenhouse paper mill to learn about papermaking.  Students produce their own...\n
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\n\"Colonial\n\n
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\nCurated OER\n
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\nColonial America\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this KWL chart activity, students explore colonial America. Students fill out the three columns, what I know, what I want to learn, and what I have learned as they study colonial America.\n
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\n\"Explorers\n\n
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\nCurated OER\n
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\nExplorers & Early America: Columbus' Journey to Find a Western Sea Route to Asia\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders study Columbus and the route he took when he was exploring. In this social science, 3rd graders examine maps, analyze them, compare them to each other, and understand where Columbus wanted to go versus where he actually...\n
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\n\"Exploring\n\n
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\nExploring the Irish in America Through Found Poetry\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nWhat was life like for Irish immigrants settling in America during the late 1800's? Learners examine primary source documents, such as lyrics, poems, and letters, to understand the immigrant experience. They then use those primary source...\n
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\n\"The\n\n
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\nThe Roots of Prohibition: Examining the Effort to Prohibit Alcohol in America\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nFive segements from Ken Burns' documentary series Prohibition, easily accessed on the PBS website, are at the center of a terrific short unit on the roots of America's ambivalent relationship with alcohol. Engage your secondary...\n
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\n\"Coming\n\n
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\nUniversity of Southern California\n
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\nComing to America After the War\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nAs part of their exploration of the American dream, class members examine primary source materials to compare immigrant experiences of those arriving early in our country's history to those arriving in the US after World War...\n
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\n\"Teaching\n\n
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\nDigital Public Library of America\n
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\nTeaching Guide: Exploring Little Women\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nLouisa May Alcott's Little Women is a literary masterpiece as well as a timestamp of the formative mid-nineteenth century in America. Using a primary source set of photographs, letters, and portraits, readers discuss the ways...\n
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\n\"America's\n\n
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\nCurated OER\n
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\nAmerica's Favorite Landmarks\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents research using Google Earth a variety of websites to explore America's most prominent and famous buildings. They then compare and contrast architectural styles and write a position paper defending or arguing against their chosen...\n
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Unit Plan
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\n\"Mapping\n\n
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\nMapping the Americas\n

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\n\nFor Teachers\n\n3rd - 6th\n\nStandards\n
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\nCelebrate the geography of the Americas and develop map skills through a series of activities focused on the Western Hemisphere. Learners study everything from earthquakes and volcanoes of the Americas and the relationship...\n
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\n\"America\n\n
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\nAmerica – West Side Story\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nAnita's iconic rooftop ode to American life in West Side Story is the focus of a lesson on immigration. As class members listen to \"America,\" they follow along with printed lyrics, and discuss whether they agree with Anita's...\n
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\n\"Journey\n\n
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\nJourney to America\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders carefully analyze the artwork, Les Emigrants, and explore the reasons that people emigrated to the United States, and what life was like for new arrivals. They discuss what things immigrants were able to bring with them and...\n
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\n\"The\n\n
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\nThe Statue of Liberty: Bringing the 'New Colossus' to America\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers discuss meaning of symbols associated with Statue of Liberty, read and analyze Emma Lazarus' sonnet, \"The New Colossus,\" and write persuasive letter to a nineteenth-century audience to gain support for bringing statue to...\n
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Instructional Video12:49
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\nCrash Course\n
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\nThe Americas and Time Keeping: Crash Course History of Science #5\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nTime, time, time ... see how it shaped an entire culture! Science scholars discover the mysteries of the Mayan and Incan cultures during the fifth video in a History of Science series. The narrator shows how these time keepers developed...\n
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Instructional Video0:24
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\n\"Dengue\n\n
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\nDengue Fever Re-Emergence in the Americas\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe number of diagnosed cases of Dengue Fever increased exponentially over the course of three decades. A brief video explains how the potentially deadly virus spreads. For added impact, scholars view the number of cases in each country...\n
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Instructional Video1:11
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\n\"Eclipse\n\n
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\nEclipse Over America — Relative Sizes and Distances of the Sun and Moon\n

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\n\nFor Students\n\n6th - 8th\n\nStandards\n
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\nHere's a lesson that is sure to overshadow others! Introduce young astronomers to the unique size and distance relationship between the sun and moon with an activity from a larger series exploring space. A short video illustrates the...\n
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\n\"Spanish\n\n
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\nSpanish Conquest of South America\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nHave your class consider what life in South America would have been like if it were colonized by a country other than Spain. This presentation provides information on the influences and effects of Spanish exploration and colonization of...\n
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\n\"The\n\n
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\nThe Real Monopoly: America's Racial Wealth Divide\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore America's racial wealth divide. In this Teaching Tolerance lesson, students play a \"rigger\" version of the game Monopoly and reflect on the game and economic injustice in the United States.\n
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\n\"Thanksgiving\n\n
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\nThanksgiving\n

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\nFirst graders summarize similarities and differences of life in England and America for the Pilgrims by reading a mini-book. Then, they write a journal entry in first person on what it is like to be a pilgrim in England and in America....\n
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\n\"The\n\n
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\nThe Economienda System\n

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\n\nFor Students\n\n8th - 10th\n
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\nExplore the Economienda System common in Latin America during the 1700s. The class will read the included text, answer 3 critical-thinking questions, and fill out a pie chart showing the demographics of the time. They will learn about...\n
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\n\"Colonial\n\n
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\nColonial Identity\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents research and discuss the origins of the American colonies and explore how colonists were still influenced by English culture. As a follow-up project, students produce a portrait of an individual.\n
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\nLesson 1: The First Great Awakening\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHigh schoolers examine the First Great Awakening and how it affected religious belief in colonial America. They read and analyze primary source documents, explore various websites, and write a five-paragraph essay examining the beliefs...\n
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\n\"Searching\n\n
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\nSearching for Meanings Beneath the Surface of the Poem\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine poems from Latin America and the Caribbean. They compare different perspectives and subjects in the poems. They research Peace Corps volunteers as well.\n
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\n\"Interpreting\n\n
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\nInterpreting Foundation Documents of the American Republic\n

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\n\nFor Teachers\n\n10th - 11th\n\nStandards\n
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\nExplore early American documents that qualify as primary sources. Tenth and eleventh graders use the provided worksheets to analyze the texts of the Articles of Association, the Declaration of Independence, the Articles of Confederation,...\n
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\n\"Columbus,\n\n
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\nColumbus, de Gama, and Zheng He! 15th Century Mariners\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nLearners discover the Age of Exploration by comparing and contrasting the explorations of Zheng He, Christopher Columbus, and Vasco da Gama in this engaging history episode. The narrator discusses who may be considered the greatest...\n
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