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Lesson Plan
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\n\"Immigration\n\n
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\nCurated OER\n
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\nImmigration and Identity\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents will analyze four historical events: The Annexation of U.S. Southwest, The Mexican Revolution, The Great Depression, and World War II. They determine how each event affected immigration to the U.S. from Mexico and Central...\n
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Organizer
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\n\"World\n\n
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\nWorld War Two Facts\n

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\n\nFor Students\n\n7th - 12th\n
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\nFor this World War II facts worksheet, students investigate statistics regarding the Holocaust and the World War II death toll. Students also learn about the nation and leaders that fought the war.\n
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Lesson Plan
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\n\"World\n\n
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\nCurated OER\n
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\nWorld War II\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nStudents analyze primary sources (photographs) for evidence of American military technology during WWII. They debate the use of the Atomic Bomb. Students view the Rosenthal image. They discuss the image in detail.\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson III: Crisis, Pearl Harbor, Internment\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nThe third in a series of lessons introduced by “A Fence Away From Freedom,” uses the Smithsonian website, “A More Perfect Union: Japanese Americans and the U.S. Constitution” and focuses on the section of the presentation devoted to the...\n
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PPT
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\n\"The\n\n
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\nThe Cold War: Chapter 9: Lesson 1\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nUsed as a quick review of the Cold War, Korean War, and Cuban Missile Crisis, this presentation could be in many scenarios. However, the graphics and question types seem more appropriate for younger students, while the content is geared...\n
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Lesson Plan
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\n\"Atomic\n\n
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\nCurated OER\n
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\nAtomic Bomb-Truman Press Release-August 6, 1945\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nYoung scholars read a copy of Truman's press release regarding the atomic bomb. They answer a series of factual questions regarding the press release. They discuss the press release and then follow up with answering more in depth...\n
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Lesson Plan
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\n\"Special\n\n
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\nConstitutional Rights Foundation\n
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\nSpecial Order 40\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe city of Los Angeles' 1979 Special Order 40 states: \"LAPD officers shall not initiate police action with the objective of discovering the alien status of a person.\" After reading a fact sheet that details the history of Special Order...\n
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Lesson Plan
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\n\"Guest-Worker\n\n
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\nConstitutional Rights Foundation\n
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\nGuest-Worker Program\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe U.S. Guest-Worker Program and the H-2A visa are the focus of a social studies activity. First, class members assume the role of advisors who must present the president with four proposals that would amend the visas given to...\n
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\n\"Driver’s\n\n
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\nConstitutional Rights Foundation\n
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\nDriver’s Licenses And Unauthorized Immigrants\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nShould driver's licenses be granted to unauthorized immigrants? That is the question class members grapple with in a instructional activity that asks them to first read a fact sheet that details the arguments for and against...\n
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Lesson Plan
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\n\"Immigration\n\n
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\nConstitutional Rights Foundation\n
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\nImmigration Enforcement Raids\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nClass groups take on the role of advisors to the Assistant Secretary of the Office of Policy & Planning of ICE. Their charge is to prepare a report for the secretary on the effectiveness of enforcement actions of the ICE in...\n
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Lesson Plan
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\n\"Arizona\n\n
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\nConstitutional Rights Foundation\n
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\nArizona v. United States — States and Immigration Law\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAs part of a study of immigration law, class members read a summary of the Supreme Court case, Arizona v. United States. They then examine a series of examples and acting as federal court judges, must determine if the scenarios...\n
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Lesson Plan
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\n\"The\n\n
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\nScholastic\n
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\nThe Rise of Railroads: Illinois\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nRailways not only cross the US, but they are also intertwined with the history of America. Using a timeline format, individuals explore the connections between major events in American history—such as the Civil War—and the rise of the...\n
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Lesson Plan
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\n\"The\n\n
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\nScholastic\n
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\nThe Rise of Railroads: California\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nRailways are an integral part of the history of California. Using a timeline format, class members connect major historical events to the rise of the railroads and their impact on the state. Activities include a mix of independent and...\n
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Worksheet
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\n\"Cartoons\n\n
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\nCurated OER\n
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\nCartoons for the Classroom: Drawing on a Familiar Icon\n

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\n\nFor Students\n\n8th - 12th\n
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\nIn this current events worksheet, students analyze political cartoons about the feature American icons. Students respond to 4 talking point questions.\n
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\n\"Action/Reaction:\n\n
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\nAction/Reaction: Art and Politics\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents examine three images that were responses to social and political turmoil World War I and II. In this political art lesson, students analyze and discuss the example art. Students create a word poem, a collage, and their own...\n
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\n\"Gunpowder\n\n
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\nGunpowder and the Explosion of World War\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents consider how technology changed the world of war. In this world history lesson, students research 20th century world conflicts and then compose essays that feature the how technology changed the way that wars were fought.\n
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Worksheet
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\n\"False\n\n
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\nCurated OER\n
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\nFalse Statements\n

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\n\nFor Students\n\n3rd - 6th\n
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\nIn this false statements of history worksheet, students identify false statements out of a group of statements. Students identify 9 false statements.\n
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\n\"UN\n\n
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\nUN resolution on Iraq\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents take a quiz and examine the decision making exercise: How the UN Security Council makes decisions on global security. Three main areas covered: UN membership, UN Security Council and the UN resolution.\n
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\n\"On\n\n
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\nCurated OER\n
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\nOn the Road\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners investigate the history of the automobile in the United States. They complete a Webquest, explore the PBS website, answer discussion questions, and locate and discuss newspaper articles about cars and travel.\n
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Lesson Plan
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\n\"How\n\n
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\nCurated OER\n
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\nHow the Great Depression Affected California and C¿¿sar E. Ch¿¿vez\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders examine the effect of the Great Depression on California. After reading a summary, they discover how the depression and Dust Bowl led to the immigration of great numbers of farm workers into California. They also...\n
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\n\"Rural\n\n
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\nRural America in Transition\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the changes in rural America in an economic sense. In groups, they research the problems rural areas face in the 21st century. They examine the economic policies in effect and how they help or hurt rural America.\n
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\n\"Dancing\n\n
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\nDancing in the Desert: The Genie\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders study nuclear destruction using visual literacy. In this nuclear destruction lesson, 5th graders work in groups to examine a group of pictures that show the destruction of a home by a nuclear blast. They discuss the type of...\n
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Primary
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\n\"Nara:\n\n
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\nUS National Archives\n
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\nNara: Rocky Moutain Region: New Mexico Primary Sources [Pdf]\n

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\n\nFor Students\n\n9th - 10th\n
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\nHere is a treasure trove of primary sources dealing with the history of New Mexico, and lesson plans to go with them. The nine lessons range from the Taos Revolt of 1847 to rationing in New Mexico in World War II. Included is a brief...\n
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\n\"U.s.\n\n
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\nUS Senate\n
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\nU.s. Senate: Jeff Bingaman: Explore New Mexico: Navajo Code Talkers\n

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\n\nFor Students\n\n9th - 10th\n
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\nThe United States military adopted the Navajo language to aid in their top secret communications amongst each other during World War II. In 2001, the first twenty-nine Navajo Code Talkers were awarded Gold Medals of Honor by President...\n
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