{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"U.S.\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nU.S. Immigration Policy and Hitler’s Holocaust\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nThough the Statue of Liberty welcomes political refugees to her shores, the welcoming sentiment has not always been reflected in the American citizenry. High schoolers read about the regrettable period in United States history...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Investigation\n\n
\n
\n
\n
\nCurated OER\n
\n

\nInvestigation of Immigration\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents assume the role of a crime scene detective and examine the lives of various immigrant groups. In this immigration lesson, students examine evidence, websites, and pull from existing knowledge to determine which group they are...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Teaching\n\n
\n
\n
\n
\nNational Humanities Center\n
\n

\nTeaching The Great Gatsby: A Common Core Close Reading Seminar\n

\n
\n\nFor Teachers\n\n11th - 12th\n
\n
\n
\nThe 41 slides in a professional development seminar model how to use close reading techniques to examine the many layers of F. Scott Fitzgerald's The Great Gatsby. In addition to passages from the novel, slides provide biographical...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"U.S.\n\n
\n
\n
\n
\nCurated OER\n
\n

\nU.S. Immigration Policy and Hitler's Holocaust\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nYoung scholars read about immigration to the U.S. during the Holocaust. In this immigration lesson, students write answers to discussion questions. Young scholars role play members of the 1951 U.N. conference and create guidelines...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Immigration\n\n
\n
\n
\n
\nCurated OER\n
\n

\nImmigration and Asylum\n

\n
\n\nFor Students\n\n9th - 12th\n
\n
\n
\nIn this European Union worksheet, students respond to 12 short answer questions about immigration and asylum issues in the European Union.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Testing of the Feebleminded Immigrants\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHigh schoolers examine the intelligence testing of Henry Goddard during the early 1900s. They discover criticisms that are still occuring today. They analyze how science and technology is contributing to this practice.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Night:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nNight: Unsent Letters Writing Strategy\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nAs part of their study of Elie Wiesel's Night, individuals assume the voice of an Auschwitz survivor and craft a letter to a former SS officer who worked at the camp and claims he is not guilty of any crime. \n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Wartime\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWartime and the Bill of Rights: The Korematsu Case\n

\n
\n\nFor Teachers\n\n12th\n
\n
\n
\nTwelfth graders work together in groups to examine the discrimation Japanese Americans felt after the bombing of Pearl Harbor. Using primary source documents, they analyze and discuss the case of Fred Korematsu who was placed in an...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Kennedys: An American Camelot?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nA life in pictures makes sense for a frontline public family like the Kennedys. Slides depict the parents and each sibling as successful, sad, or tragic. The initial slide provides two web links for information to go along with the images.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"City\n\n
\n
\n
\n
\nAvi Writer\n
\n

\nCity of Orphans: Teaching Guide\n

\n
\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
\n
\n
\n\"Amazing things happen\" in Avi's City of Orphans, and the suggestions in this teacher's resource will guide readers through through the many stories of the different characters living in the tenements of 1893 New York.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"English\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEnglish Vocabulary Skills: AWL Sublist 4 - Exercise 6b\n

\n
\n\nFor Students\n\n9th - 12th\n
\n
\n
\nIn this online interactive English vocabulary skills activity, students answer 10 matching questions which require them to fill in the blanks in 10 sentences. Students may submit their answers to be scored.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Urban\n\n
\n
\n
\n
\nCurated OER\n
\n

\nUrban Growth in America\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents examine urban growth in America. In this urbanization lesson, students watch segments of the Discovery video \"Urban Growth in America.\" Students conduct further research pertaining to the industrial revolution, New York City's...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Progressive Era\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents explore The Progressive Era, and discuss labor unions, coal mining, employee rights, and strikes. Unit of lessons all on one page.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Freedom\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFreedom from Oppression\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nLearners investigate instances of genocide and role play as reporters writing news stories and editorials.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Focus\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFocus on the Media\n

\n
\n\nFor Teachers\n\n5th - 10th\n
\n
\n
\nStudents critically examine news articles and editorials for attitudes of discrimination and prejudice. Students then complete checklist in which they analyze news reports for context, content, point of view, language, graphics, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Raids\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRaids and Arrests of Enemy Aliens\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudent read background summary information and debate how much control did the government require to keep the nation safe. They research how World War II restrictions on enemy lines were enforced and how it related to the U.S....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Letters\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLetters from the Japanese American Internment\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents make deductions about life in an internment camp by reading and comparing letters written to Clara Breed. Along the way, they consider the advantages of looking at a historical event from the multiple points of view of...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n
\n
\n
\n\"Pine\n\n
\n
\n
\n
\nOther\n
\n

\nPine Tree Legal Assistance: Legal Guide for Immigrants: Criminal Procedure\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nEnglish-Spanish site that explains crimes and criminal procedure for immigrants in the state of Maine.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Legal\n\n
\n
\n
\n
\nOther\n
\n

\nLegal Guide for Immigrants to Maine\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nComprehensive but easily understood legal guide for noncitizens in Spanish and English. Though directed to immigrants to Maine, the basic principles apply to immigrants to any state in the United States.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Article
\n
\n
\n
\n\"Cis:\n\n
\n
\n
\n
\nOther\n
\n

\nCis: Shaping Texas: The Effects of Immigration, 1970 2020\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nExamines trends in immigration to Texas in the decades from 1970 on, and the impact on the population of various regions and cities in Texas. Written in 1995, the projections it offers are for 1995-2020. The article also looks at how...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Graphic
\n
\n
\n
\n\"Insightful\n\n
\n
\n
\n
\nOther\n
\n

\nInsightful Interaction: Visualizations\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nA collection of interactive visualizations that were produced through analysis of economic, political, and market research data. Topics are diverse, e.g., military spending and trade, immigration, consumer spending, crime, unemployment,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"Tes:\n\n
\n
\n
\n
\nTES Global\n
\n

\nTes: West Side Story (1961) Film Guide\n

\n
\n\nFor Teachers\n\n9th - 10th\n
\n
\n
\n[Free Registration/Login Required] This is a film guide for the film West Side Story (1961), the musical adaptation of Shakespeare's Romeo and Juliet, which is set in 1950s New York and incorporates themes around street crime,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Article
\n
\n
\n
\n\"Alan\n\n
\n
\n
\n
\nVirginia Tech\n
\n

\nAlan Review: Course Correction\n

\n
\n\nFor Students\n\n6th - 8th\n
\n
\n
\nJanet Bode wrote this article discussing why she writes, for whom she's writing, and the importance of non-fiction literature for young adults.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Website
\n
\n
\n
\n\"U.s.\n\n
\n
\n
\n
\nIndependence Hall Association\n
\n

\nU.s. History: The Underside of Urban Life\n

\n
\n\nFor Students\n\n5th - 8th\n
\n
\n
\nRead about the plight of the urban poor in the rapidly growing cities. In addition to the modern skyscrapers, the cities also had tenement housing where the poor lived. Find a description of that housing and the problems this housing bred.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n\n
\n"}