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\n\"George\n\n
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\nCurated OER\n
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\nGeorge Mason and the Constitution\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read various articles about the political beliefs of George Mason. In groups, they describe the major events of his life that formed his beliefs and values. They also analyze his contributions to the Constitution and the Bill...\n
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\n\""Father"\n\n
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\nCurated OER\n
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\n\"Father\" of Our Country vs. \"Father\" of the Bill of Rights\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nYoung scholars examine the relevance of the Bill of Rights. In this Bill of Rights instructional activity, students study the parts of the Constitution and the ten amendments. They investigate the rights and responsibilities that...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Brief History of Fairfax County\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents brainstorm a list of things they already know about the history of Fairfax County, Virginia. After reading a primary source document, they discuss the similarities and differences between their prior knowledge and what they...\n
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\n\"VS.6b\n\n
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\nCurated OER\n
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\nVS.6b\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders explore, analyze and identify the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statue for Religious Freedom. They list and declare the responses stated in...\n
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\n\"VS.6a\n\n
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\nCurated OER\n
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\nVS.6a\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders explore, discuss and explain why George Washington is called the \"Father of our Country\" and James Madison is called the \"Father of the Constitution.\" They view and create a graphic organizer after discussing a variety of...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Conficts of the Founders\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discuss the often conflicting viewpoints of the framers of the Constitution. One Framer in particular, George Mason, strongly objected to the creation of the Constitution. His objections are explored and the Constitutional...\n
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\n\"Conflicting\n\n
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\nCurated OER\n
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\nConflicting Ideas about the Completed Constitution\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze and discuss the opinions about the US Constitution as given by Benjamin Franklin and George Mason.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Two Sides of the Declaration of Independence\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nBudding historians read six documents related to grievances that led to the writing of the Declaration of Independence. They then craft an essay in which they discuss the perspective of both the colonists and the king. This DBQ could be...\n
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\n\"Founding\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nFounding Documents\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nTeach the class about the predecessor to Declaration of Independence—the Virginia Declaration of Rights. Using the foundational documents, scholars examine the two writings to consider how they are similar and how they are different. A...\n
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\n\"Patriots\n\n
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\nReading Through History\n
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\nPatriots and Loyalists\n

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\n\nFor Students\n\n6th - 8th\n\nStandards\n
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\nPatriots versus Loyalists, a huge divide during the Revolutionary War in what would become the United States of America. An informative resource includes both direct instruction about the two groups and a quiz pupils take after reading...\n
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\n\"Why\n\n
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\nCurated OER\n
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\nWhy A Bill of Rights?\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nExamine conflicting viewpoints in this lesson, in which middle schoolers write their own proposal for including a Bill of Rights in the Constitution. As a class, they discover how the Bill of Rights was not a planned document to be...\n
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\n\"What\n\n
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\nUniversity of Chicago\n
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\nWhat IS the Difference Between Sunni and Shi'ite Muslims?\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nThe distinction between Shiite and Sunni Muslims is an often misunderstood concept, yet very important for its implications in global affairs and for a more comprehensive understanding of the religion of Islam.\n
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\n\"Sarah\n\n
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\nRoy Rosenzweig Center for History and New Media\n
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\nSarah Green Probate Record\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nThe proof is in the probate record. Much can be learned about history by investigating old, primary source documents. Class members hone their detective skills by examing the 1759 probate record of Sarah Green. Who was this lady? Was she...\n
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Unit Plan
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\n\"Project\n\n
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\nAssociation of American Geographers\n
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\nProject GeoSTART\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nInvestigate the fascinating, yet terrifying phenomenon of hurricanes from the safety of your classroom using this earth science unit. Focusing on developing young scientists' spacial thinking skills, these lessons engage...\n
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PPT
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\n\"The\n\n
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\nCurated OER\n
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\nThe Research Process: Locating, Evaluating, Integrating, and Citing Sources\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nPlanning on assigning a research project to a high school or college class? Although text-heavy, the concise explanations, color-coded examples, and writing tips included in this presentation make in worth a preview.\n
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Worksheet
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\n\"Washington\n\n
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\nCurated OER\n
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\nWashington D.C. from Space\n

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\n\nFor Students\n\n8th - 10th\n
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\nIn this Washington D.C. from space worksheet, students use a picture generated by the International Space Station and they find the scale of the image. They determine the actual size of features in the image, they find the distances...\n
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Worksheet
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Comprehension/history: George Washington\n

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\n\nFor Students\n\n5th - 6th\n
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\nIn this George Washington activity worksheet, students read a one page information sheet about George Washington. Students put 10 events from his life in correct order. Then students answer 4 critical thinking questions.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Solar System\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars research origin of solar system, discuss theories they have found, and create paper mache solar system models.\n
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\n\"The\n\n
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\nThe New Republic\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents research the Federalists and Anti-federalists. In the lesson on state legislature, students use primary sources to create a brochure and write an essay that illustrates federalist and anti-federalists viewpoints.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Bill of Rights\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents practice their reading comprehension skills by reading about the Bill of Rights. They answer questions after reading to test their comprehension.\n
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\n\"Real\n\n
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\nCurated OER\n
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\nReal Life Rights\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents consider modern applications to the Bill Of Rights (how does Ammendment 4 apply to locker searches?) students prepare and role play a mock trial to explore the finer points of the relevance ot the Bill of Rights in the 21st...\n
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\n\"`Great\n\n
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\nCurated OER\n
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\n`Great Debate' Lesson Plan for Undergraduates\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nStudents study the Curtis- Shapley debate which highlighted the view of human place in the universe. They examine the clash of these two astronomers in a debate which took place in 1920.\n
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Lesson Plan
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\n\"A\n\n
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\nCurated OER\n
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\nA Brief History of Fairfax County\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents begin the lesson by writing what they know about Fairfax County in their journals. Using primary source documents, they identify ten interesting facts about the area and watch a video. They complete a Venn Diagram comparing...\n
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Lesson Plan
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\n\"We\n\n
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\nCurated OER\n
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\nWe the People... What Conflicting Opinions Did the Framers Have about the Completed Constitution?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents study some of the disagreements about the Constitution which set the stage for the debates over its ratification. These are significant because many have to do with issues that are still discussed and debated today.\n
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