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\n\"Washington\n\n
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\nCurated OER\n
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\nWashington D. C.\n

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\n\nFor Teachers\n\n3rd\n
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\nAs a brief overview of Washington D.C. and famous landmarks, this resource could be used as a supplement to a social studies unit. The presentation refers to President Bush, but could be altered to include information about the current...\n
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\n\"The\n\n
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\nThe Unfinished Lincoln Memorial\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents develop a list of images of President Abraham Lincoln: for example, self-taught youth, great debater, advocate of abolition of slavery and assassinated hero. They must determine if these images of Lincoln stand up under scrutiny.\n
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\n\"Recognizing\n\n
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\nCurated OER\n
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\nRecognizing Exact Numbers or Estimates\n

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\n\nFor Students\n\n4th - 6th\n
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\nIn this estimation instructional activity, students read a word problem about the Lincoln Memorial and then answer 4 fill in the blank questions where they decide whether they need to use an exact number or an estimate to answer each...\n
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Interactive5:12
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\n\"U.S.\n\n
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\nBrainPOP\n
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\nU.S. Symbols\n

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\n\nFor Students\n\nK - 3rd\n\nStandards\n
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\nUnited States symbols are the subject of a video brought to you by BrainPop Jr. Hosts, Annie and Moby, begin with a definition of the word symbol, then go on to detail ten American symbols—the American flag, a Bald Eagle, the Liberty...\n
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Instructional Video3:30
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\nBe Smart\n
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\n\nFor Students\n\n6th - 12th\n
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\nVideo field trip! Viewers learn about the rocks that make up national monuments. including gabbro used for the Vietnam War Memorial, marble used in the Lincoln Memorial, and the Seneca sandstone used in the Smithsonian Castle.\n
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\n\"From\n\n
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\nFrom Greece to Main Street\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents consider the influence of the Greeks on American architecture. In this American Greek Revival architecture lesson, students identify the attributes of architectural style as they compare the Parthenon with the Lincoln Memorial....\n
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\n\"Abraham\n\n
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\nCurated OER\n
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\nAbraham Lincoln\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nPupils brainstorm different names of presidents and reflect upon the importance of the role in government. They demonstrate a knowledge of the important events in the life of Abraham Lincoln. Students conduct research into the founding...\n
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\n\"Show\n\n
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\nCurated OER\n
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\nShow Me Economics\n

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\n\nFor Teachers\n\nK\n
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\nStudents identify the penny as a copper coin worth 1 cent. They discover information found on the penny: President Lincoln's face, Lincoln Memorial, date, and location of minting.\n
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\n\"Memorial\n\n
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\nCurated OER\n
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\nMemorial Day--The Gettysburg Address\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents study the reasons why Memorial Day is celebrated in the United States. They examine how and why those who died for their country are honored. They memorize the Gettysburg Address and how it is used to celebrate Memorial Day.\n
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\n\"Putting\n\n
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\nPutting History in its Place\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nExamine ways in which historic places and landmarks represent significant themes and events in American history. Then create theme-based travel guides for related historic locations. This activity requires informational reference...\n
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\n\"Let\n\n
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\nCurated OER\n
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\nLet Freedom Ring: The Life & Legacy of Martin Luther King, Jr.\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents use text and photos to visualize the delivery of Dr. Martin Luther King, Jr.'s historic \"I Have A Dream\" speech. They analyze Dr. King's speech for examples of imagery and allusion and create original poetry and illustrations...\n
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\n\"Martin\n\n
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\nMartin Luther King Jr's \"I Have A Dream\" Speech\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nInvite your class to investigate racism and civil rights by analyzing the great Dr. Martin Luther King's speech. Your learners will read the words from the \"I Have a Dream\" speech and analyze the political and racial overtones. They will...\n
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\n\"Remembering\n\n
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\nK12 Reader\n
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\nRemembering Abraham Lincoln\n

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\n\nFor Students\n\n1st - 3rd\n\nStandards\n
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\nAs part of their study of the contributions of Abraham Lincoln, class members design their own memorial for this great president.\n
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\n\"Ramses\n\n
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\nCurated OER\n
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\nRamses The Great\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents investigate the statue that memorialized Ramses II. In this world monuments lesson, students research national and local monuments to find out if there are any controversies regarding their construction. Students...\n
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\n\"The\n\n
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\nThe Gettysburg Address\n

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\n\nFor Students\n\n5th - 6th\n
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\nIn this social studies worksheet, students read the Gettysburg Address. Students substitute words or phrases that have the same meanings as 10 underlined phrases from the Address.\n
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\n\"I've\n\n
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\nFayetteville Public Schools\n
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\nI've Seen That Shape Before\n

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\n\nFor Teachers\n\nPre-K - 2nd\n\nStandards\n
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\nThe objectives in the resource allow students to explore the characteristics of simple solid shapes. Youngsters learn to recognize the face shapes, corners, and edges that make up 3-D figures by filling in a chart. Lastly,...\n
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\n\"Multiplying\n\n
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\nCurated OER\n
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\nMultiplying With Nine As A Factor\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nElementary math minds complete various activities to memorize the multiples of nine. They watch a PowerPoint presentation and demonstrate the finger trick. Unfortunately the link to the multiplication activities does not take you...\n
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\n\"Time/Elapsed\n\n
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\nCurated OER\n
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\nTime/Elapsed Time\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nYoung mathematicians complete various activities to demonstrate proficiency in telling time and identifying elapsed time. They analyze and discuss television schedules, create a booklet about their daily activities, produce a TV. guide,...\n
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Writing
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\n\"MLK:\n\n
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\nMLK: Complete the Speech\n

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\n\nFor Students\n\n3rd - 8th\n
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\nTake a close look at a few paragraphs of Martin Luther King, Jr.s' famous speech, \"I Have a Dream.\" Class members fill in the missing words using the bank of words provided and then respond to a question about the speech and modern day...\n
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\n\"Martin\n\n
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\nMartin Luther King, Jr. and Malcolm X: A Common Solution?\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nMuch has been made of the differences between Martin Luther King, Jr. and Malcolm X. But was there any common ground between them? Class members reconsider what they think they know about these two civil rights leaders with...\n
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\n\"March\n\n
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\nMarch on Washington: A Time for Change\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nYoung historians conclude their study of the events that lead up to and the planning for the March on Washington. After examining videos and primary source documents, they consider the civil rights objectives that still need to be...\n
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\n\"Abraham\n\n
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\nAbraham Lincoln and the Arts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents engage in a study of history and how the figure of Abraham Lincoln has evolved into a national cultural icon. They discuss the importance of his life and how he influenced the political landscape of America in the past and present.\n
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Worksheet
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\n\"Madeline\n\n
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\nCurated OER\n
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\nMadeline Coloring Sheet\n

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\n\nFor Students\n\n2nd - 5th\n
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\nYoung artists draw a picture of what magical things can were seen in Washington D.C. while traveling along a magic tide. \n
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Worksheet
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\n\"Vocab-u-lous!\n\n
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\nCurated OER\n
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\nVocab-u-lous! Build a Fabulous Vocab: Martin Luther King Jr. Day\n

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\n\nFor Students\n\n10th - 11th\n
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\nIn this Martin Luther King Jr. Day vocabulary worksheet, students select the best word to complete the sentence. They are challenged by words that relate to Martin Luther King Jr.\n
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