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\n\n22\nItems in Unit\n\n
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\n\"Becoming\n\n
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\nBecoming Us: Resistance\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nThe three case studies in the Becoming Us: Resistance unit module look at the individuals and groups who have resisted the antidemocratic forces of inequality and oppression. The Fighting For Freedom resource has young historians...\n
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\n\n19\nItems in Unit\n\n
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\n\"Kindred\"\n\n
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\nLesson Planet Curated\n
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\nKindred\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nFour resources comprise a unit module designed for Octavia E. Butler's Kindred instructors to use in their classes. The first resource in the series, a packet designed for instructors, includes an overview of the unit, a day-to-day...\n
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\n\n5\nItems in Curriculum Set\n\n
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\n\"Becoming\n\n
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\nLesson Planet Curated\n
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\nBecoming Us\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nThe mission statement of the National Museum of American History’s Becoming US: Teaching Immigration and Migration History in the 21st Century series is to provide “educational resources for high school teachers and students to learn...\n
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\n\n7\nItems in Curriculum Set\n\n
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\n\"A\n\n
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\nLesson Planet Curated\n
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\nA President's Vision\n

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\n\nFor Teachers\n\n5th - 12th\n\nStandards\n
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\nA seven-resource curriculum set presents primary source materials that permits young historians to examine the programs and initiatives advanced by Presidents George Washington, Thomas Jefferson, Abraham Lincoln, Theodore Roosevelt,...\n
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\n\n79\nItems in Unit\n\n
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\n\"Teaching\n\n
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\nLesson Planet Curated\n
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\nTeaching 'The New Jim Crow'\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nMichelle Alexander’s The New Jim Crow is the anchor text in a 10-lesson unit that looks at some of the issues of race and justice in American society and how issues have changed over time. High schoolers look at the history of race and...\n
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\n\n6\nItems in Topic\n\n
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\n\"A\n\n
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\nLesson Planet Curated\n
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\nA President's Vision: Thomas Jefferson\n

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\n\nFor Teachers\n\n5th - 12th\n\nStandards\n
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\nFormer president, Thomas Jefferson, is the focus of seven lessons that challenge pupils to analyze primary source documents associated with his presidency. Pupils perform a close reading of several messages to Congress and an excerpt of...\n
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\n\"The\n\n
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\nThe African Slave Trade: From West Africa to South Carolina and Beyond\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explore the African slave trade. They identify the principal figures practicing the African slave trades at three locations. Students draw the physical routes of the slave trade on a map and they list the reasons for the...\n
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\n\"Atlantic\n\n
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\nAtlantic Slave Trade\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nThe horrors of the Atlantic slave trade are covered in this presentation. Intended as an accent to a lecture, learners will see images, answer questions, and engage in an activity intended to help them understand the conditions of Middle...\n
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\n\"Spirits\n\n
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\nSmithsonian Institution\n
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\nSpirits Across the Ocean: Yoruban and Dahomean Cultures in the Caribbean Brought by the Slave Trade\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nMuch of Latin American music owes its origins to the slave trade. Peoples from the Yoruban and Dahomean cultures brought with them the distinctive rhythms, time signatures, and eighth note patterns that now characterize Caribbean music....\n
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\n\"Voices\n\n
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\nVoices from the Trans‐Atlantic Slave Trade\n

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\n\nFor Teachers\n\n7th - 8th\n\nStandards\n
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\nYoung historians trace the roots of African slavery and learn about the causes and effects of the Trans-Atlantic slave trade through a PowerPoint presentation and by reading and discussing excerpts from the book Copper Sun.\n
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\nThe 1808 Slave Trade Abolition Deadline\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nYoung scholars study the trans-Atlantic Slave trade. In this slave trade lesson, students study the Constitutional Convention Notes and the impact on United States slavery. Young scholars research the slave trade database and other...\n
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\n\"Comparing\n\n
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\nCarolina K-12\n
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\nComparing Slave Trades: A Study of the Transatlantic and Trans-Saharan Slave Trades\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhile most people are familiar with the transatlantic slave trade, there is less knowledge of another major external African slave trade in world history: the trans-Saharan slave trade. Pupils work in groups to read informational texts...\n
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\nHumanities Texas\n
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\nPrimary Source Worksheet: Excerpt of Senate Bill Proposing an End to the Slave Trade\n

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\n\nFor Students\n\n8th - 11th\n
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\nTo sign or not to sign? That is the question facing readers of the 1807 bill proposing an end to the slave trade. After a close reading of excerpts from the bill, readers are asked to advise Thomas Jefferson either to sign or reject the...\n
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\n\"Writing\n\n
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\nWriting in First Person about the Atlantic Slave Trade Lesson Plan\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents investigate the Atlantic slave trade. In this slavery activity, students watch \"Slavery, Society, and Apartheid,\" as well as \"Slave Ship.\" Students discuss the information presented in the videos, especially St. John's Revolt....\n
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\n\"Stowage\n\n
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\nCurated OER\n
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\nStowage of the British slave ship Brookes under the Regulated Slave Trade Act of 1788\n

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\n\nFor Students\n\n8th - 12th\n
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\nIn this primary source analysis worksheet, students analyze the diagram of regulated slave trade cargo. Students respond to 2 short answer questions about the diagram.\n
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\n\"One\n\n
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\nOne Country's Slave Trade\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nStudents examine the slave trade. For this research skills lesson, students research the slave trade in a selected country. Students use databases to locate pertinent information in order to prepare an oral presentation.\n
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\n\"Streams\n\n
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\nCurated OER\n
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\nStreams of Time Lesson Plan: Visually Organizing the History of the Atlantic Slave Trade\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read, The Transatlantic Slave Trade, and then in teams, focus on one section of the essay. They write down key events and dates, with a brief description of each, and organize it chronologically onto a timeline.\n
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\nThe African Slave Trade\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nProvide your class with a look of the scope and context of the African Slave Trade. Graphic images of lynchings, injuries from whippings, and slave auctions will leave viewers agape with horror and ready to discuss the question on the...\n
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\n\"Two\n\n
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\nCurated OER\n
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\nTwo Views of the Slave Ship Brookes\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nActual ship diagrams and a table of voyage data gives young historians an authentic glimpse of on-board experiences during the Atlantic Slave Trade. The class examines a projected diagram of the slave ship Brooks, recording thoughts....\n
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\n\"African\n\n
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\nAfrican Influences in Brazilian Music\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nBrazilian music, culture, and religion have been heavily influenced by African's who were brought to South America during the time of slave trading. This presentation covers the blending of two cultures which resulted in Afro-Brazilian...\n
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\n\"The\n\n
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\nThe Countries of Slave Trade\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents create graphs, routes, and write an essay based on their research of the slave trade. In this slave trade lesson plan, students research the Middle Passage and how slave trade happened in the United States.\n
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\n\"Slave\n\n
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\nSlave Trade Day\n

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\n\nFor Students\n\n5th - 10th\n
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\nFor this Slave Trade Day worksheet, students complete activities such as reading a passage, matching phrases, fill in the blanks, choose the correct word, multiple choice, unscramble the words, sequencing, unscramble the sentences, write...\n
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\nThe Log Book of a Connecticut Slave Trade Ship\n

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\nSeventh graders investigate the slave trade. For this Middle Passage lesson, 7th graders read excerpts of ship logs from Connecticut Slave Trade ships. Students respond to the provided analysis questions based on the logs. \n
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\nThe Slave Trade: Capture and Middle Passage\n

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\n\nFor Students\n\n5th - 6th\n
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\nIn this slave trade worksheet, students complete a chart about the sights, sounds, smells, and feelings people felt during the middle passage in the slave trade.\n
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