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\nThe Civil Rights Act of 1964 and the Equal Employment Opportunity Commission\n

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\n\nFor Teachers\n\n9th - 12th\n
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\n1964: A victory for the civil rights movement! Scholars read a section of the Civil Rights Act of 1964 and discuss what affirmative actions means to them. The resource is a jigsaw activity, with each group focusing on one section of the...\n
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\nThe Civil Rights Act of 1964 and the Equal Employment Opportunity Commission\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents discuss the Civil Rights Act of 1964 (and affirmative action) and how it has influenced American history in the decades since it's signing.\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow Does Who I Am Relate to Employability?\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders work in groups to discuss ethics and the role honesty, courage, responsibility, self-discipline, and self-respect may play in a future employment opportunity. Groups present their ideas to the remainder of the class as well...\n
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\n\"Career\n\n
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\nCurated OER\n
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\nCareer Awareness on the Internet / Inspiration\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers choose an employment opportunity from a list of jobs. Next, students research their job and an employment application form on the Internet. With partners, middle schoolers create journals describing the job...\n
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Help Wanted Ads\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents explore employment by analyzing the newspaper. In this wanted ads lesson, students identify the importance of job selection and job growth while reading entries in the wanted ads for employment opportunities. Students answer...\n
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\n\"Problem-Solving\n\n
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\nProblem-Solving for Employment Barriers\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents examine different employment opportunities and possible barriers that may occur.  In this career skills activity students discuss different barriers and work in groups to overcome these. \n
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\nThe Great Depression Changes Ameirican Life\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nYoung scholars examine the impact of the Great Depression. In this Great Depression lesson, students research employment opportunities during the era. Young scholars determine how they may have been able to survive the economic...\n
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\n\"Hire\n\n
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\nHire Me, I’m Nice: Writing a Resume\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents explore the classified ads for employment opportunities and create a resume. In this resume writing lesson students choose a specific job, they must determine what kind of experience, education, etc. they must have to acquire...\n
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\n\"Effects\n\n
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\nCurated OER\n
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\nEffects of Urban Growth\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nLearners explore population growth in the United States and the impact it has had on society. First, they brainstorm the reasons for population growth and the results of these increases. Then, they design surveys, record results, and...\n
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\n\"Getting\n\n
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\nNational Woman's History Museum\n
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\nGetting with the Program\n

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\n\nFor Teachers\n\n3rd - 8th\n\nStandards\n
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\nA seven-step lesson introduces the emergence of computer sciences and the contributions women made to the profession after World War II. Several science experiments offer pupils a hands-on learning experience that showcases parabolas,...\n
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\n\"Making\n\n
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\nVisa\n
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\nMaking Money\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nFrom evaluating the current employment market to building a resume, pupils are introduced to the wide and varied elements of career planning. \n
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\nFlorida Association of Social Studies Supervisors\n
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\nA Century of Black Life, History, and Culture\n

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\n\nFor Teachers\n\nK - 12th\n
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\nPacked with a wealth of information about African-Americans of note, this packet, and the links it provides to other resources, could be used as is for a month-long study of Black history or to supplement lessons already in your curriculum.\n
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\n\"Making\n\n
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\nPractical Money Skills\n
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\nMaking Money\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nThe first step in managing your money is making money! Learn about ways to find and interview for a job with a thorough lesson on personal finances. Kids learn about the ways to earn a paycheck and then manage the funds they receive.\n
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\nFederal Reserve Bank\n
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\nLesson 4: Back to School\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nBased on your current level of human capital, how long would it take you to earn $1,000,000? What about your potential human capital? Learners explore the importance of education and experience when entering the workforce, and compare...\n
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\n\"Highways\n\n
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\nGlobal Oneness Project\n
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\nHighways and Change\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhat is the cost of change? Roberto Guerra's photo essay \"La Carretera: Life and Change Along Peru's Interoceanic Highway\" asks viewers to consider the impacts of the 1,600 mile-long highway through Peru and Brazil that connects Pacific...\n
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\n\"Entrepreneur:\n\n
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\nCurated OER\n
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\nEntrepreneur: Serving the Mature Adult\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders recognize the needs of older consumers for certain products. They apply creativity skills to develop a product that meets the needs of older consumers. In the end, they do a verbal presentation for a group of older consumers.\n
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\nThe True Cost of Coffee\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the economic, health and environmental risks of being a one-crop country. They explain the risks of relying on one crop. They also identify the factors that resist change.\n
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\n\"Minorities\n\n
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\nCurated OER\n
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\nMinorities in Mainstream American Society\n

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\n\nFor Teachers\n\n11th\n\nStandards\n
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\nSo many people fought for Civil Rights in the United States. Read about the Civil Rights Act of 1964, and discuss what the act guarantees. Then pass out a slew of magazines and encourage them to observe how often minorities appear in...\n
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\n\"Migration—Push\n\n
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\nEduGAINs\n
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\nMigration—Push and Pull Factors\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nWhat causes people to move from one place, one city, or one country to another? Using the provided migration questionnaire, learners interview family members about the factors that cause them to be pushed from an area or pulled to...\n
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Handout
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\n\"Gender\n\n
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\nSwiss Agency for Development and Cooperation\n
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\nGender and Sport\n

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\n\nFor Teachers\n\n7th - Higher Ed\n
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\nSerena Williams, Mia Hamm, and Danica Patrick are living proof that women enjoy sports just as much as men. Sports enthusiasts read about the importance of gender equality on the playing field. They discover barriers to participation and...\n
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\nEquality and Human Rights Commission\n
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\nLearning area 4: Learn About the Meaning of Community\n

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\n\nFor Teachers\n\nK - 5th\n\nStandards\n
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\nScholars examine the jobs found in their community by way of surveying. After collecting data, pupils analyze their findings and share their observations with their peers. A video sparks interest. Two posters motivate participants to...\n
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Assessment
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\n\"Survey\n\n
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\nBalanced Assessment\n
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\nSurvey Says\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nExamine statistical data that shows an overlap in responses. The data tallies over 100% and learners interpret this data characteristic. They then create a graph to represent the data.\n
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\n\"Home\n\n
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\nHome Care Assistant\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders analyze different healthcare occupations in relation to older adults. They identify current concerns of healthcare occupations and formulate questions that address current concerns of occupations servicing older adults\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Can You Find in the Cabinet? \n

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\n\nFor Teachers\n\n8th - 11th\n
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\nLooking in the cabinet can be fascinating! Examine the various departments of the Executive Cabinet in this group research project, which jigsaws so each small group has a different department and presents to the class. Groups create...\n
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