{"results":"
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Illegal\n\n
\n
\n
\n
\nProCon\n
\n

\nIllegal Immigration\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nShould immigrants who illegally reside in the United States be eligible for citizenship? With information about undocumented immigrant population estimates, sanctuary cities, and unaccompanied immigrant children, pupils consider the pros...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video12:45
\n
\n
\n
\n\"Growth,\n\n
\n
\n
\n
\nCrash Course\n
\n

\nGrowth, Cities, and Immigration\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nTake a closer look at America's shift toward a primarily urban population and into the world's largest industrial power in the early twentieth century. This video reviews the demographics of the first major waves of immigration into...\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\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Using\n\n
\n
\n
\n
\nTeaching Tolerance\n
\n

\nUsing Photographs to Teach Social Justice | Exposing Anti-Immigration Sentiment\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nThe debate about immigration reform continues. To gain a deeper understanding of the issues involved, class members first examine a photo of an anti-immigration rally. Groups then conduct an internet search for an image that presents 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
Lesson Plan
\n
\n
\n
\n\"Student\n\n
\n
\n
\n
\nCurated OER\n
\n

\nStudent Visas\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nHigh schoolers discuss immigration. In this student visas lesson, students consider policies and laws regarding immigration.  The lesson includes several games, discussion questions, and activities. \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\"Haitian\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHaitian Immigration: Twentieth Century\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents read a narrative about the culture, heritage and history of Haiti including the contributions of Haitian immigrants in the U.S. They conduct further research on Haitian culture and prepare a presentation for the class.\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\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Interpreting\n\n
\n
\n
\n
\nTheodore Roosevelt Association\n
\n

\nInterpreting the Past; Assessing Its Impact on the Present\n

\n
\n\nFor Teachers\n\n5th - 12th\n\nStandards\n
\n
\n
\nEven though the presidency of Theodore Roosevelt ended over 100 years ago, we can still learn something from his stances and policies that is applicable today. Class members first look over a list of prevalent political issues from the...\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\"Latino\n\n
\n
\n
\n
\nPBS\n
\n

\nLatino Americans: Timeline of Important Dates\n

\n
\n\nFor Students\n\n4th - 12th\n\nStandards\n
\n
\n
\nFrom 1500-2000, an interactive timeline details important events related to Latino Americans. Next, to each date are small, yet informative blurbs—some of which include videos. \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\"World\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWorld War I: War in a Democratic Society\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents research opposition and support for World War I from a number of perspectives. They analyze a number of primary and secondary sources, while considering what (if anything) makes a war just and write a letter expressing his/her...\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\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Brief\n\n
\n
\n
\n
\nPeace Corps\n
\n

\nBrief Encounters\n

\n
\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
\n
\n
\nHow are Pandyas different than Chispas? Explore cultural norms and societal behaviors with an engaging role-play activity. Split into groups of two hypothetical cultural groups, the formal Pandyas and the sociable Chispas, and another...\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\"ACLU\n\n
\n
\n
\n
\nCurated OER\n
\n

\nACLU\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nIs the American Civil Liberties Union (ACLU) good for America? The informative website is a one-stop shop for ACLU debate resources. Scholars read about the topics surrounding the issue, including free speech, national security, 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\"To\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTo Come to Illinois - Or Not?\n

\n
\n\nFor Teachers\n\n10th - 11th\n
\n
\n
\nStudents analyze primary documents to determine whether the author is pro- or anti-emigration. They outline reasons for or against immigration to Illinois during the early 19th century.\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\"History\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHistory of American Child Labor\n

\n
\n\nFor Teachers\n\n9th - 10th\n
\n
\n
\nStudents study the historical and social issue of child labor. They examine the photographs of Lewis Hine to see evidence of child labor and decide how the photographs depict the historical impact of the practice. They write a letter to...\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\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Options\n\n
\n
\n
\n
\nConstitutional Rights Foundation\n
\n

\nOptions for Affecting Public Policy\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nLetter-writing, e-mail and telephone campaigns, petitions, marches, meetings, with lawmakers. Options for influencing elected representatives are the focus of resource that details how to craft each of these approaches to influencing...\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\"Analyzing\n\n
\n
\n
\n
\nForeign Policy Research Institute\n
\n

\nAnalyzing Regional Conflicts Involving Terrorism\n

\n
\n\nFor Teachers\n\n9th - 11th\n
\n
\n
\nThis is a week-long instructional activity on analyzing the similarities and differences between sources of tension and terrorism in eight locations around the world. The class is divided into eight groups and assigned one of the...\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\"Word\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWord Meanings from Context\n

\n
\n\nFor Students\n\n5th - 6th\n
\n
\n
\nHere is a vocabulary worksheet in which your scholars determine the meaning of 10 words using context clues from short readings. They choose from among four words and write their answers on the blank lines at the bottom of the page. They...\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 U.S. Trade Embargo on Cuba\n

\n
\n\nFor Teachers\n\nAll\n
\n
\n
\nStudents examine perspectives for and against the U.S. trade embargo on Cuba, develop a position on the embargo and articulate viewpoints in a public forum.\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 Planet Article
\n
\n
\n
\n\"Current\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCurrent Events and the Constitution\n

\n
\n\nFor Teachers\n\n4th - 8th\n
\n
\n
\nUnderstanding the Constitution is critical to helping students become valuable and engaged members of society.\n
\n
\n
\n\nGo to Resource\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 Constitution on Trial: The Internment of the Japanese During World War II\n

\n
\n\nFor Teachers\n\n11th\n
\n
\n
\nEleventh graders analyze primary source documents during the Second World War. Students recall statements of Japanese-Americans who were placed into internment camps during the war.\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 Alien and Sedition Acts: Defining American Freedom\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents analyze the Alien and Sedition Acts. In this Bill of Rights lesson, students listen to their instructor present a lecture regarding the details of the Alien Act and the Sedition Acts. Students examine Supreme Court...\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 Alien and Sedition Acts: Defining American Freedom\n

\n
\n\nFor Teachers\n\n11th\n
\n
\n
\nEleventh graders explore the purpose of the Alien and Sedition Acts.  For this US History lesson, 11th graders analyze primary source documents.  Students write an essay using writing prompts. \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\"Breaking\n\n
\n
\n
\n
\nCurated OER\n
\n

\nBreaking News English: France Continues to Deport Roma\n

\n
\n\nFor Students\n\n5th - 10th\n
\n
\n
\nFor this English worksheet, students read \"France Continues to Deport Roma,\" and then respond to 1 essay, 47 fill in the blank, 7 short answer, 20 matching, and 10 true or false questions about the selection.\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\"Home\n\n
\n
\n
\n
\nCivil War Home\n
\n

\nHome of the American Civil War: Ny Draft Riots\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nDetails, quotes, official records, and an image on the New York Draft Riots of 1863 from the \"Encyclopedia of the Civil War.\"\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n\n
\n"}