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\n\"Storytelling\n\n
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\nCurated OER\n
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\nStorytelling Lesson Plan\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents examine what storytelling is, and what makes a good storyteller. They read stories from Spooky New England, and choose one to memorize and tell to the entire class. They critique each other's storytelling abilities.\n
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\n\"Moby-Dick\n\n
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\nMoby-Dick\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents take on the persona of a sailor or a captain of a whaling vessel in New England in the 1800s and write five journal entries as that person.  In this Moby Dick lesson, students research the whaling industry in 19th...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Federal Period 1780 - 1820\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nWithin this unit, students evaluate the prosperity of a New England town during the Federal Period. Throughout the unit, students are looking for evidence of prosperity by examining artifacts such as inventories, tax lists, and photos to...\n
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\n\"English\n\n
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\nCurated OER\n
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\nEnglish Settlement\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nStudents study the development of the New England colonies, their rationale for settlement, and the importance of Puritan theology in this development. They research towns in England and their copies in Massachusetts.\n
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Worksheet
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\n\"Benjamin\n\n
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\nCurated OER\n
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\nBenjamin Franklin\n

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\n\nFor Students\n\n3rd - 5th\n
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\nIn this Benjamin Franklin worksheet, students read a 1 page article on Benjamin Franklin, answer 3 questions with multiple choice answers, fill in 4 blanks to complete 4 facts and answer 2 statements as true or false.\n
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\n\"Settling\n\n
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\nCurated OER\n
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\nSettling the Plymouth Colony\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nLearners label blank maps with the names of the New England Colonies. They explain the difficulties that the Pilgrims had and how hard they worked to survive in Plymouth.\n
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\n\"Queen\n\n
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\nCurated OER\n
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\nQueen Anne's War and Its Impact on Deerfield\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils researchhow Queen Ann's War of Europe affect Native Americans in New England. After reading excerpts from History of Deerfiel by George Sheldon and Nuthatch's Dilemma, a story about a Pocumtuck woman, students are prepared to...\n
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\n\"Recap\n\n
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\nRecap and Activities (Reveloutionary War Era)\n

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\nEighth graders discuss the importance of the Second Continental Congress. They compare and contrast present-day athletic mascots and their roots in the Revolutionary War. After discussing Loyalists and Patriots, 8th graders write...\n
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\n\"King\n\n
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\nCurated OER\n
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\nKing Phillip's War: A Primary Source, Exploring Options, and Sachem's Speech Writing Activity\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents study the causes and effects of King Philip's War. In this Native American history lesson, students examine the options that the Native Americans had in 1676 New England. Students weigh the pros and cons of the situation and...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA New, Capital Idea#141\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents design a pamphlet which explains where a capital for a new country, which is comprised of the New England region, should be located. They include the reasons for their decision based on where physical and human features are...\n
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Worksheet
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\n\"Regroup\n\n
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\nCurated OER\n
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\nRegroup More Than Once\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this regrouping in multiplication worksheet, students use the table for the 'New England Public Libraries' to find the products for each six problems. Students use regrouping to solve the multiplication problems.\n
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\n\"Wilderness\n\n
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\nCurated OER\n
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\nWilderness\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents examine the wilderness of New England. They create in their journals what they believe wilderness is.\n
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\n\"Joseph\n\n
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\nCurated OER\n
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\nJoseph Bellamy House\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents use maps, readings, drawings and photos to research the career and importance of Reverend Joseph Bellamy as a religious leader in New England during the Great Awakening. They also identify the basic principles of Puritanism.\n
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\n\"Cultural\n\n
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\nCultural Exchange (Salem)\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents view the photo of the The Tea Trade Painting and discuss what they see. They will then discuss what went into the beginning of a major sea voyage. Next they explore routes traveled by the New England traders. They study sailing...\n
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\n\"Colonial\n\n
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\nColonial Geography: To and From Canada\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents identify the major geographic features of colonial New England. They explain the essential parts to a map and interpret journals to plot a journey. They discover the connection between geography and life.\n
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\n\"Early\n\n
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\nEarly Indian Inhabitants of Deerfield\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explain that there is evidence of New England's being inhabited by Indians as far back as 10,000 years ago.\n
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\n\"Prudence\n\n
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\nCurated OER\n
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\nPrudence Crandall House and Little Rock High School\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine how Prudence Crandall influenced the education of African Americans in New England prior to the Civil War and compare and contrast events in Canterbury, CN in the 1830's to those in Little Rock, AR in the 1950's.\n
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Worksheet
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\n\"Worksheet\n\n
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\nCurated OER\n
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\nWorksheet #25 Questions - Colonial America\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this Colonial America quiz learning exercise, students test their knowledge on various historical terms in ten fill in the blank questions.\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson 8: Changes in Deerfield, Massachusetts Shown in Maps\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders study maps of the same area from different time periods which show the ways in which the land stayed the same, and the ways this New England village changed over the years.\n
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\n\"Building\n\n
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\nCurated OER\n
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\nBuilding a School Model: An Academic Challenge\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nFirst and second graders explore aspects of design. They discuss and design the ideal classroom building complete with window and door placement. Additionally, students observe and note features found in neighboring classrooms as...\n
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\n\"Making\n\n
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\nMaking Decisions\n

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\n\nFor Teachers\n\n3rd - 9th\n
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\nStudents explore how decisions are made and practice solving problems that require choices. They comprehend that solving problems requires a strategy or plan. Students recognize that \"common sense\" is really practiced decision-making. ...\n
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\n\"Acid\n\n
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\nAcid Rain And Plants\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents observe the effects of acid rain on plants. They simulate an experiment using vinegar or lemon water. They observe the impact of acids on plants and recognize how acid rain can affect the environment. They examine their plants...\n
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\n\"Climate\n\n
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\nCurated OER\n
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\nClimate And the Greenhouse Effect\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents demonstrate the greenhouse effect. They recognize that relatively small changes to our environment can stimulate significant climate changes. They determine that the \"scientific method\" is a process of testing hypotheses and...\n
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Unit Plan
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\n\"Exploring\n\n
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\nAnnenberg Foundation\n
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\nExploring Borderlands\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWhat motivated Europeans to explore the New World, and what effects did their exploration have on Native American populations? The second installment of a 16-part American Passages series prompts pupils to watch a video and read several...\n
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