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\n\"Cyberbullying—Alternate\n\n
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\nDeliberating in a Democracy\n
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\nCyberbullying—Alternate Lesson Plan\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nShould schools be permitted to punish young scholars for off-campus cyberbullying? After reading a passage that details statistics about cyberbullying and Supreme Court rulings about schools' ability to limit student speech,...\n
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\n\"Mid-Unit\n\n
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\nEngageNY\n
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\nMid-Unit Assessment: Gathering and Using Evidence to Analyze Points of View in A Long Walk to Water (Chapter 5)\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nClass members discuss how culture, place, and time influence a character's identity in A Long Walk to Water by Linda Sue Park. Then, as part of a mid-unit assessment, they complete a Gathering Evidence graphic organizer to answer the...\n
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\n\"Black\n\n
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\nC3 Teachers\n
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\nBlack Women Writers: What Gets Black Women Heard?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nZora Neal Hurston, Toni Morrison, and Maya Angelou are featured in a guided inquiry unit. High schoolers research the lives and works of these and other Black women writers and craft an argument, using evidence from their research, to...\n
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\n\"Celebrity\n\n
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\nC3 Teachers\n
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\nCelebrity Social Responsibility: Does Celebrity Require Social Responsibility?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nIs much required of those to whom much is given? That's the central question asked of middle schoolers in this lesson. Scholars consider the actions of Tommie Smith and John Carlos, Colin Kaepernick, Lady Gaga, and others who have taken...\n
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Unit Plan
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\n\"Unit\n\n
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\nCurated OER\n
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\nUnit 1: Building Historical Background Knowledge: The Road to Revolution 1754–1776\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nWhat were the conditions that led to the American Revolution? What are the conditions that lead to revolution in other times and places? Class members examine primary source materials and use evidence drawn from these documents to craft...\n
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Interactive
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\n\"Fraction\n\n
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\nCK-12 Foundation\n
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\nFraction Ordering with Lowest Common Denominators: Test Your Strength\n

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\n\nFor Students\n\n6th\n\nStandards\n
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\nYoung mathematicians use a bell and hammer to see how high or low the puck goes. Then, they order the fractional values to demonstrate the greatest to lowest hit. Students then respond to several questions that require them to use...\n
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\n\"Case\n\n
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\nTowson University\n
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\nCase of the Crown Jewels\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nCan your biology class crack the Case of the Crown Jewels? Junior forensics experts try their hands at DNA restriction analysis in an exciting lab activity. The lesson introduces the concept of restriction analysis, teaches pipetting and...\n
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Lesson Plan
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\n\"Edgar\n\n
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\nNational Endowment for the Humanities\n
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\nEdgar Allan Poe, Ambrose Bierce, and the Unreliable Narrator\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nStories by Edgar Allan Poe and Ambrose Bierce provide readers with an opportunity to investigate unreliable narrators. The lesson plan begins with an activity about different types of point of view and continues as scholars apply their...\n
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\n\"Deconstructing\n\n
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\nGlobal Oneness Project\n
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\nDeconstructing Consumerism\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA short, engaging video provides a critique of the hyper-consumerist mentality that many think have taken over the Western world. After watching the video, pupils reflect on their own habits and use evidence...\n
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Activity
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\n\"The\n\n
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\nMississippi Bar\n
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\nThe 2018 Mock Trial Case\n

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\n\nFor Students\n\n8th - 12th\n\nStandards\n
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\nAll rise! Scholars put their skills to the test in a mock trial. Using evidence, photographs, and testimony, they role play the trial in the classroom. Rules of law—and the court room—come to life as the class becomes a place of law! \n
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\n\"Convince\n\n
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\nDigital Commons\n
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\nConvince Me! A Persuasive Writing Unit for 2nd Grade\n

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\nElementary learners are not often shy about expressing what they want, but they could use a little help organizing their arguments. Help young writers work through a series of persuasive writing exercises that emphasize the importance of...\n
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\n\"Ancient\n\n
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\nK20 LEARN\n
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\nAncient Philosophy: Greeks or Romans?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhile often not recognized, the ideas of ancient Greek and Roman philosophers still echo today. Using a series of videos and graphic organizers, individuals explore how ancient Greeks and Romans have influenced current Western political...\n
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\n\"Abstract\n\n
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\nWeber County Library\n
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\nAbstract Ideas Explored: Writing with Extended Metaphor\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA 25-page packet includes eight detailed lesson plans centered around poems by Emily Dickinson. Each lesson begins with a burning question that high schoolers attempt to answer by using evidence from Dickinson's poems.\n
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\n\"We've\n\n
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\nK20 LEARN\n
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\nWe've Got Character! Literary Analysis: Characterization\n

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\n\nFor Teachers\n\n8th - 9th\n\nStandards\n
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\nHow authors bring characters to life and make them believable is the focus of a instructional activity on characterization. Readers closely examine passages from To Kill a Mockingbird and Dreamland Burning, noting details that reveal the...\n
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\n\"Reparations:\n\n
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\nC3 Teachers\n
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\nReparations: Why Are Reparations Controversial?\n

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\nTo understand why the topic of reparations is controversial, young scholars gather background information by reading articles, watching videos, and examining cases where reparations were made. Learners consider the lasting repercussions...\n
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\n\"African\n\n
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\nAfrican American Voices and Reconstruction: What Does It Take To Secure Equality?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHigh schoolers research the 13th, 14th, and 15th Amendments, as well as other primary source documents, to determine Reconstruction's impact on the North and South. The 34-page inquiry-based lesson includes a staging question and...\n
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\n\"What\n\n
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\nAnti-Defamation League\n
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\nWhat is the Soul Cap and Why Was it Rejected for Olympic Use?\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nIn 2021 the FINA, the International Swimming Federation, banned using Soul Caps in the Tokyo Olympics. Middle schoolers investigate why the committee made this decision and the resulting backlash, including charges of discrimination and...\n
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\n\"Topical\n\n
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\nCurated OER\n
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\nTopical Discussions\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nEngaging in topical discussions can be a great way to teach kids how to build strong arguments and support their opinions with concrete evidence. High schoolers choose a controversial topic, build an argument for or against that topic,...\n
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\n\"Debate:\n\n
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\nCurated OER\n
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\nDebate: Should the U.S. Annex the Philippines?\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nBuilding an argument with supporting evidence is a vital skill. Learners engage in a debate over the annexation of the Philippines after the Spanish-American War. They take on the perspective of an individual from that time period,...\n
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Worksheet
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Were the Main Achievements of the Mayan Civilization?\n

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\n\nFor Students\n\n7th - 10th\n
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\nGuided reading questions can keep kids focused. Here they read about Mayan Civilization and then answer 9 fill-in-the-blank questions. They must use evidence from their readings to support their answers. The worksheet includes 3...\n
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Worksheet
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\n\"Word\n\n
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\nWord Pair Analogies 8 (high-advanced level) \n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nOriginally designed for those studying for the GRE, you could also use this worksheet in your advanced eleventh or twelfth grade English classroom. Learners study word pair analogies and then write a sentence explaining why they chose...\n
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\n\"I\n\n
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\nEye On Education\n
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\nI Say Tomato, You Say To-Mah-To\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nTurn your junior high talkers into effective arguers. Introduce these budding lawyers to skills that show how to support a claim, decide what clear reason is, and how to use evidence to support an argument. Time is scheduled for class...\n
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\n\"Diagnosing\n\n
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\nTED-Ed\n
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\nDiagnosing a Zombie: Brain and Body\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nCould zombies be driven by brain functions just like humans? This is a creative way to demonstrate to your class how we can use evidence and reasoning to diagnose particular situations, as well as to provide young learners with an...\n
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\n\"History\n\n
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\nColumbus City Schools\n
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\nHistory Helps When It Comes To Plate Tectonics\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nGet ready to move, shake, slip, and slide with a well-rounded plate tectonics unit! The engaging resource includes everything you need to inspire eighth grade science scholars, from worksheets to demonstrations. Assess their...\n
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