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\n\"Industrial\n\n
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\nCurated OER\n
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\nIndustrial Revolution: A Definition\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nAmerica sure did have a few growing pains during the Industrial Revolution. Share the problems, causes, effects, and reformation that marked the turn of the century and shift in policy during US industrialization. This slide show...\n
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\n\"Industrial\n\n
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\nLibrary of Congress\n
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\nIndustrial Revolution\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nCould you live without your phone? What about cars, steel, or clothing? Class groups collaborate to produce presentations that argue that either the telephone, the gramophone, the automobile, the textile industry, or the steel...\n
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\n\"We've\n\n
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\nCurated OER\n
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\nWe've Gotcha Covered: The Iowa Insurance Story\n

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\n\nFor Teachers\n\n6th - Higher Ed\n
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\nAnalyze the relationship between financial risks and the growth of the insurance industry in Iowa. Learners work in groups to analyze the major catastrophic events that occurred in their community. Several worksheets are included.\n
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\n\"Life\n\n
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\nCurated OER\n
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\nLife During the Industrial Revolution\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders present information about the Industrial Revolution. In this Industrial Revolution lesson, 7th graders work in groups research inventions and prepare an information poster for the invention. Students present their poster.\n
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Organizer
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\n\"Inventions\n\n
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\nSan Antonio Independent School District\n
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\nInventions and Innovation\n

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\n\nFor Students\n\n5th - 11th\n\nStandards\n
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\nWhat effect did innovations like the Bessemer Process, the light bulb, and the telephone have on the industrialization of the United States? Here is a nice graphic organizer that will help your young historians approach this question.\n
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Worksheet
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\n\"City\n\n
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\nCurated OER\n
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\nCity Quiz Series: Derby Industrial Museum\n

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\n\nFor Students\n\n6th - 8th\n
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\nIn this research skills worksheet on the Derby Industrial Museum, students use the Internet or library to answer questions about the Derby Industrial Museum at the Silk Mill.\n
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\n\"Jews\n\n
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\nCurated OER\n
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\nJews in America at the Time of Growth and Change: Forging New Frontiers\n

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\n\nFor Teachers\n\n10th\n
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\nTenth graders examine the role of Jewish Americans in the 1900s. They examing the changes in industry and inventions. They also identify how Jewish Americans changed society and religious organization.\n
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\n\"Hey\n\n
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\nCurated OER\n
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\nHey Kid, Want To Buy A Bridge?\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents study the building of the Brooklyn Bridge and the inventions of Thomas Alva Edison. They design an infomercial to sell a product or a service for an invention. They create an invention that improves the world and write an...\n
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\n\"Couriers\n\n
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\nCurated OER\n
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\nCouriers in the Inca Empire: Getting Your Message Across\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents examine how the Inca communicated over large distances. They locate the Inca Empire on a map, define key vocabulary terms, play the game, 'telephone,' and create a quipu to show the year they were born.\n
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\n\"Electric\n\n
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\nCurated OER\n
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\nElectric Circuits\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents explore energy by completing an electricity worksheet. In this conductors lesson, students define the energy related vocabulary terms circuit, electronics, conductor and semi-conductor before examining computer chips in class....\n
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\n\"Alexander\n\n
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\nCurated OER\n
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\nAlexander Graham Bell's Patent for the Telephone and Thomas Edison's Patent for the Electric Lamp\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils read a short biographical account about Bell and student B about Edison. Ask each pair to exchange information and determine what qualities these inventors shared. Ask students if they think all inventors share these qualities.\n
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\n\"Nonprofits\n\n
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\nCurated OER\n
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\nNonprofits Are Necessaary\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents research community nonprofit organizations. They identify their purposes and graph them. The search telephone books, websites, and magazines for information on local organizations. They write in journals how nonprofit groups...\n
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Worksheet
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\n\"Innovative\n\n
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\nCurated OER\n
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\nInnovative Inventions\n

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\n\nFor Students\n\n6th - 8th\n
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\nHelp your scholars get a grasp on the chronology of the Industrial Revolution with this \"Innovative Inventions\" worksheet. They discover what year various items were invented, and then create a timeline placing each invention and...\n
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\n\"Eli\n\n
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\nNational First Ladies' Library\n
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\nEli Whitney: A Top Ten Inventor?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents conduct research and present their findings in a persuasive manner. Then they work in groups to enhance the development of cooperative work skills. Students also present their findings through persuasive skills in writing and/or...\n
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\n\"Can\n\n
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\nCurated OER\n
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\nCan You Hear Me Now?\n

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\n\nFor Teachers\n\n2nd - 6th\n
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\nStudents explore the industry involving communication and put communication devices into activities. In this communication lesson plan, students put items into chronological order, review primary sources, compare and contrast items, and...\n
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\n\"When\n\n
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\nCurated OER\n
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\nWhen Disaster Strikes\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the ways major industries are affected by and respond to natural disaster. They interview local representatives of these industries on how they prepare for and manage such disasters.\n
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\n\"Media\n\n
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\nCurated OER\n
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\nMedia Campaign\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders design and present a media product supporting environmental stewardship. They demonstrate an understanding of the nature and types of waste and of their management in industry and the community. They assess the results...\n
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\n\"Just\n\n
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\nCurated OER\n
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\nJust an Ordinary Day\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung sociologists identify how technology has impacted the traditional culture of Romania as they read and discuss \"Just an Ordinary Day'\" by Nina Porzucki. A lesson plan encourages learners to study Romania's history and present,...\n
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\n\"Grammar-Mechanics\n\n
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\nCurated OER\n
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\nGrammar-Mechanics Session #1/Parts of Speech\n

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\n\nFor Students\n\n9th - 12th\n
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\nAs part of a grammar lesson, use these sentences to identify parts of speech. There are no directions, but parts of speech are available. The resource contains ten sentences in all.\n
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\n\"Glided\n\n
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\nCurated OER\n
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\nGlided Age\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders will participate to brainstorm on the overhead, characteristics of an \"irresponsible\" adult and 5 of a \"responsible\" one? How do these differ if we apply these to businesses? Working in partners--Create a Code of Ethics...\n
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PPT
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\n\"Social\n\n
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\nCurated OER\n
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\nSocial Studies: Looking at Regions\n

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\n\nFor Teachers\n\n3rd\n
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\nQuiz your 3rd graders on why we have regions. This regions quiz includes 16 questions on why and how we group areas into regions based on physical features, culture, politics or religion. A class discussion on technology completes this...\n
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\n\"Start\n\n
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\nLearning to Give\n
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\nStart Cleaning the Air \n

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\n\nFor Teachers\n\n7th - 12th\n
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\nAdvocate for the environment! With the short story included, learners are prompted to think about radon (the odorless and colorless gas) and possible ways to get donations or raise money to purchase detection equipment. The plan spans...\n
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\n\"Science\n\n
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\nCurated OER\n
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\nScience Safari: Energy Resources\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners discover how scientific methods are integral to the creation of energy. In this energy resources lesson, students follow the provided procedures to learn how science impacts energy production.\n
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\n\"Spy\n\n
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\nCurated OER\n
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\nSpy vs. Spy?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents consider their beliefs about proper and improper surveillance and then create imaginary neighborhoods featuring surveillance technology in various public and private sites.\n
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