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\n\"Scripting\n\n
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\nScripting The Great Train Robbery\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nTake writing prompts to another level in this activity, which allows pupils to create scenes of dialogue based on the 1903 silent film, The Great Train Robbery. Useful for a language arts/history cross-curricular activity, the lesson...\n
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Instructional Video4:38
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\n\"Did\n\n
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\nTED-Ed\n
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\nDid Ancient Troy Really Exist?\n

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\n\nFor Students\n\n8th - 12th\n
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\nBecause the monsters Scylla, Charybdis, and Polyphemus in Homer's Odyssey are fictional, scholars may assume the Iliad is also entirely fictional. A carefully researched video describes Heinrich Schliemann's discovery of the...\n
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Writing
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\n\"Narrative\n\n
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\nOklahoma State Department of Education\n
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\nNarrative Prompt\n

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\n\nFor Students\n\n8th\n\nStandards\n
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\nReading about history is nothing like experiencing it firsthand. Encourage your eighth graders to do the next best thing with a historical narrative prompt, in which they describe the experience of a first-time traveler on the...\n
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Activity
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\n\"Puppet\n\n
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\nTeaching Tolerance\n
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\nPuppet Show\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nIt's a play, it's a story, it's a puppet show! A lively resource provides academics with a creative outlet to express their views on diversity and social justice. Scholars are responsible for writing, creating, and performing a puppet...\n
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\n\"How\n\n
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\nFord's Theatre\n
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\nHow Perspective Shapes Understanding of History\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Boston Massacre may be an iconic event in American history, but perhaps the British soldiers had another point of view. Using primary sources, including reports from Boston newspapers and secondary sources from the British...\n
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Lesson Plan
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\n\"Scripting\n\n
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\nScripting the Past: Exploring Women's History Through Film\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nExplore women's history through films and filmmaking. An innovative research project prompts class members to create their own screenplay about a figure in women's history. After outlining their characters, settings, and plots, young...\n
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\nSmithsonian Institution\n
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\nStudents’ Response to 9/11—A Documentary Report\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nYoung historians research the devastating attacks of 9/11 and use that information to script their own documentaries. The follow-up activity includes recording the documentary and conducting classmate interviews, \n
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\n\"Historical\n\n
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\nHistorical Figure: A Monologue\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders develop their speaking skills. In this monologue instructional activity, 4th graders watch their instructors model a monologue regarding Abraham Lincoln. Students apply these skills as they research a historical figure...\n
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Unit Plan
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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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\nOrlando Shakes\n
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\nA Christmas Carol: Study Guide\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA Christmas Carol by Charles Dickens has delighted readers for generations. An in-depth study guide gives an overview of an adaptation of the classic story for the stage. Along with summaries of the plot and key characters, theater...\n
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\n\"Lesson\n\n
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\nLesson Plan: The Tour Starts at Noon\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nThe Eleven-Headed Bodhisattva is a piece that represents characteristics, meanings, and ideals common to those who practice Buddhism in Japan. Learners fully analyze this piece, then take a virtual trip to examine the Buddhist...\n
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\n\"The\n\n
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\nThe Great Fire of Saint John: Producing Historic Plays\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nStudents produce a play about their community. In this historic play lesson, students research their community and script historic play books that provide a background about their community.\n
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\n\"Voice\n\n
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\nCurated OER\n
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\nVoice of History\n

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\n\nFor Teachers\n\n8th - Higher Ed\n
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\nWay before the digital age radio was the medium of popular culture. After listening to excerpts from radio programs (easily available on the Internet), participants return to the radio age by creating a two-minute sketch based on a...\n
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\n\"The\n\n
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\nThe Russian Revolution\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents explore the Russian Revolution through dramatization. In this Russian Revolution instructional activity, students participate in drama workshops prior to writing and presenting one-act plays featuring figures of the revolution.\n
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\n\"Civil\n\n
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\nCivil War Diaries\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders examine excerpts from a diary of a Confederate soldier and his experiences in a Union prison camp. After receiving character cards, they write diary entries from the perspectives of their Civil War identity. As an...\n
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\nThe Canadian Expedition\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders research and write a pen pal letter about the geography of a Canadian town. Students create a script for a phone call with their pen pal and perform it with a friend for the class.\n
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\nA Tough Act to Re-enact\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents discover the significance of various historical events. Using the information they find, groups re-enact these events, stressing their importance to history and our lives today.\n
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Unit Plan
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\nUnit 2: Post-Revolution: The Critical Period 1781-1878\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nThe post-Revolutionary Period of 1781-1787, also known as the Critical Period, is the focus of a series of lessons that prompt class members to examine primary source documents that reveal the instability of the period of the...\n
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\n\"Family\n\n
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\nFamily Animals: Reading Historic Photographs\n

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\n\nFor Teachers\n\nK\n
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\nStudents read photographs. In this social studies lesson, students \"read\" historic photographs and discuss what they learned from looking at the photographs. Students look at the pictures and write a caption.\n
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\n\"Mark\n\n
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\nMark Twain: Straddling the Civil War\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nMark Twain's life, politics, writing, and role as a mirror of pre- and post-Civil War American culture are the focus 11th and 12th graders in this section from an expansive author study. A critical writing assignment comparing Twain...\n
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\n\"Animal\n\n
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\nAnimal Farm - The Rest of the Story\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nStudents participate in a reader's theater using farm animals in the novella Animal Farm. For this Animal Farm lesson plan, students evaluate interpretations using the text, personal experience, and historical events.\n
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\n\"Characterization\n\n
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\nCharacterization in Literature\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discover characterization techniques and methods. In this characterization lesson, students choose favorite fiction characters and discuss what makes a character come alive. Students then describe a family member or a friend and...\n
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\nArt Masterpiece: Leonardo’s Inventions—Leonardo da Vinci\n

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\n\nFor Teachers\n\n6th\n
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\nLeonardo da Vinci is the focus of a hands-on activity that encourages scholars to become inventors. Pupils brainstorm and sketch their idea, compose a detailed depiction using a mirror writing technique, and antique the paper for a...\n
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\n\"Curriculum\n\n
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\nCurriculum Guide: The Scarlet Letter\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nThe Scarlet Letter may be a classic, but keeping high schoolers engaged in the reading of Hawthorne's vocabulary, syntax, imagery, and historical references presents it own set of challenges. Here's a guide that offers readers...\n
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