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\n\"Overcoming\n\n
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\nLesson Planet Curated\n
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\nOvercoming Teacher Compassion Fatigue\n

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\n\nFor Teachers\n\nPre-K - Higher Ed\n
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\nLearn more about self-care strategies and overcoming compassion fatigue so you can take care of your students and loved ones!\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Case of Suspected Child Abuse\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nLearners reduce their victimization through discussion of what constitutes child abuse. Also, they take responsible action on behalf of themselves or their friends.\n
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\n\"Family\n\n
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\nCurated OER\n
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\nFamily Law - Child Abuse\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents identify and examine children's protective rights provided by law, discuss difficulties of determining whether child is abused or neglected, identify types of child abuse and neglect, analyze hypothetical situations to determine...\n
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\n\"Thinking\n\n
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\nCurated OER\n
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\nThinking About Violence: Child Abuse\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents recognize different forms of child abuse (in story), explain why the government (child welfare) can interfere in family life, and create short \"stories\" for the other major characters in Ken's Story.\n
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\n\"Child\n\n
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\nCurated OER\n
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\nChild Abuse\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents define abuse, and identify the three major components of child abuse. They identify methods that help prevent, or cope with abuse, and prevention techniques.\n
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\n\"Child\n\n
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\nCurated OER\n
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\nChild Abuse\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders discuss the three major types of child abuse, list the steps of reporting child abuse, and identify the warning signs of child abuse.\n
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\n\"Family\n\n
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\nCurated OER\n
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\nFamily Law - Child Abuse and Neglect\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents continue to examine child abuse and neglect laws in their state. In groups, they discuss the reasoning behind the child abuse laws and how to increase awareness. They participate in a mock trial to practice their negotiation...\n
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\n\"Abuse\n\n
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\nCurated OER\n
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\nAbuse and Neglect\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents identify the types of child abuse, how it occurs, and how to report it. They listen to a guest speaker lecture on child abuse and how to prevent it.\n
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\n\"Social\n\n
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\nCurated OER\n
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\nSocial Studies: Child Abuse\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss the difference between child abuse and discipline. During a discussion, they identify the types of abuse and prevention methods. In groups, students examine various scenarios and determine whether or not the situations...\n
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\n\"Abuse\n\n
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\nCurated OER\n
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\nAbuse and Neglect: United Nations Conventions on the Rights of the Child\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents analyze the consequences of inadequate or inappropriate care giving (e.g., the effects of neglect or abuse). They analyze the influences that have impact on growth and development during adolescence. Pupils analyze services...\n
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\n\"“The\n\n
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\nNational History Day\n
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\n“The Art of War”: Trench Art of World War I\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nTeach pupils how veterans used art to deal with PTSD and shell-shock from trench warfare during World War I. Scholars use graphic organizers, a cartoon analysis sheet, and their own inferences to analyze primary source art work by veterans.\n
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\n\"Personal\n\n
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\nCurated OER\n
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\nPersonal Development (Child Abuse Prevention)\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents define several types of abuse, including sexual, physical, and emotional abuse or neglect. They recognize signs of abusive situations and describe the potential consequences of abuse\n
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\n\"Our\n\n
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\nGlobal Oneness Project\n
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\nOur Shared Humanity\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nAnn Shin's award-winning documentary, My Enemy, My Brother introduces viewers to Zahed Haftlang and Najah Aboud, two child soldiers on opposite sides during the Iran-Iraq war. After viewing the film, class members are asked to...\n
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\n\"Child\n\n
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\nCurated OER\n
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\nChild Care\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nYoung scholars review child abuse, safety precautions, and participate in various activities that teach these concepts. They discover how to provide safety for children in their care and make a list of safety precautions they should...\n
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\n\"Family\n\n
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\nCurated OER\n
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\nFamily Violence & Abuse\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents examine the cycle of violence: child abuse, date rape and why women stay in violent relationships. They identify characteristics of abusers and victims, identify the parts of the violence cycle and explain the cycle by using...\n
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\n\"Prevent\n\n
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\nCurated OER\n
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\nPrevent Child Abuse\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research documents and photographs by Lewis Hine on child labor. They examine documents and summarize them. Students complete several photograph analysis worksheets. Their research and documents begin after the Civil War.\n
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Instructional Video5:13
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\n\"The\n\n
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\nTED-Ed\n
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\nThe Psychology of Post-Traumatic Stress Disorder\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nFear. Anxiety. Depression. Scholars examine the impacts of Post-Traumatic Stress Disorder. They analyze the causes of PTSD through a short video clip and class discussion, understanding why it exists and what treatment options are...\n
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Instructional Video10:45
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\n\"Sex\n\n
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\nNature League\n
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\nSex Cells and Inherited Trauma - De-Natured\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nDo our experiences in childhood become part of our genetic makeup? The third of a four-part video series focusing on reproduction examines trending research in epigenetics. The narrator explains the experiment, data, and analysis of the...\n
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\n\"American\n\n
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\nSyracuse University\n
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\nAmerican Industrial Revolution\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nWhile the Industrial Revolution may have fueled America's rise to the top of world markets, the child laborers often faced dangerous conditions. Using primary source images and other information, scholars consider what these children...\n
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\n\"Indian/Native\n\n
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\nAnti-Defamation League\n
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\nIndian/Native American Boarding Schools: Their History, Harm and Impact\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nEncultureate, assimilate, or eliminate? The 2021 discovery of a mass grave of over 200 children on the site of a former Canadian Indian Boarding school led to the creation of the Federal Indian Boarding School Initiative. High schoolers...\n
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Instructional Video12:29
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\n\"Beasts\n\n
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\nCrash Course\n
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\nBeasts of No Nation: Crash Course Film Criticism\n

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\n\nFor Students\n\n11th - 12th\n\nStandards\n
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\nBeasts of No Nation, a gripping tale of child soldiers, is the focus of an analysis that examines the techniques director Cary Joji Fukunaga uses to create his horrifying yet deeply compassionate film.\n
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\n\"Understanding\n\n
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\nCurated OER\n
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\nUnderstanding Abuse\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents are introduced to the various forms of child abuse. Using the internet, they discover the proper ways to report abuse to adults and the warning signs of someone being abused. In groups, they complete a case study to end the lesson.\n
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\n\"Tempera\n\n
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\nCurated OER\n
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\nTempera Painting Poster: Art with a Message - Child Abuse Awareness Month\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents study Keith Haring and his own unique style. They create a poster with a social message.\n
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\n\"Laura\n\n
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\nStudent Achievement Partners\n
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\nLaura Hillenbrand's \"Unbroken\" and Jeanne Wakatsuki Houston and James D. Houston's \"Farewell to Manzanar\"\n

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\n\nFor Teachers\n\n7th - 9th\n\nStandards\n
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\nPassages from Unbroken and Farewell to Manzanar provide the context for a study of the historical themes of experiencing war, resilience during war, and understanding the lasting trauma of war. Appendices include extension...\n
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