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\n\"Presidents'\n\n
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\nA to Z Teacher Stuff\n
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\nPresidents' Day Mobile\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nAccompany your Presidents' Day discussion with this hands-on activity. Scholars construct a mobile displaying figures of, and related to, Abraham Lincoln and George Washington. \n
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\n\"Citizen\n\n
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\nFacing History and Ourselves\n
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\nCitizen Watchdogs and the News\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nTo conclude their case study of media coverage of the shooting of Michael Brown by a Ferguson, Missouri, police officer, class members consider the role of citizen watchdogs in a democratic society, develop strategies for combating...\n
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\n\"Egg\n\n
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\nEgg Carton Buggy Mobile\n

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\n\nFor Teachers\n\nPre-K - 4th\n
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\nCraft paper, string, and clean egg cartons are used to create super cute bug mobiles. Included are instructions and images to assist you in guiding your class through the process of making these very cool mobiles. The project would be a...\n
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\n\"Landforms\n\n
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\nLandforms Mobile\n

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\nStudents work together in groups to research the various types of landforms found on the Earth and locate them on a map. As a class, they discuss how the landforms affect the way people live in those areas. To end the lesson, they use...\n
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\n\"Rockefeller's\n\n
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\nRockefeller's Revenge: Exxon and Mobil Unite\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nStudy the impact and possible outcomes of the Exxon-Mobil merger in your language arts, social studies, or economics class. Secondary learners evaluate a series of graphs, write a paragraph interpreting the data, and engage in class...\n
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\n\"World\n\n
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\nAlabama Department of Archives and History\n
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\nWorld War II Home Front - Mobilization in Alabama\n

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\nShips, tanks, and planes—what does a military need to fight a war? An interesting lesson plan explains the government's military mobilization efforts in Alabama during WWII. Class members look at a PowerPoint presentation and discuss how...\n
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\n\"Mobilizing\n\n
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\nSmithsonian Institution\n
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\nMobilizing Children\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nScholars find out how the government used propaganda to mobilize children to help in the war effort. Lesson exercises include analyzing a quote from Franklin Roosevelt, viewing propaganda images and posters, and participating in a lively...\n
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\n\"The\n\n
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\nUS Department of Commerce\n
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\nThe Opportunity Atlas\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe American dream is to climb the social and economic ladder, but is it really possible? Using an online opportunity atlas, class members explore income and social mobility throughout the country. Discussion prompts allow learners to...\n
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\n\"Voter\n\n
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\nVoter Mobilization in Texas\n

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\n\nFor Students\n\n4th - 12th\n
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\nHenry B. Gonzalez, José Luis Guttierez, and Willie Velasquez are the focus of a video that spotlights the contributions the three individuals made for the Chicano population. Actual footage alongside passionate interviews from family...\n
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\n\"Multicultural\n\n
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\nCurated OER\n
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\nMulticultural Mobile\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nStudents create a mobile to show the multicultural diversity in their community. They complete a survey of the people in their neighborhood and the areas they come from. Students use their data to create a mobile that showcases the...\n
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\n\"Mobiles\n\n
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\nCurated OER\n
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\nMobiles For Good-Mobile Phone Uses\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this mobile phone activity, students read a selection about mobile phones and their uses in today's society, then complete a variety of comprehension activities related to the passage.\n
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\n\"Harvest\n\n
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\nCurated OER\n
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\nHarvest Seasons Mobile\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents discuss the types of crops that are grown in different regions of the United States. Using given steps, students create a mobile to depicting crops that are harvested in specific seasons of the year. Mobiles are gathered and...\n
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\n\"India\n\n
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\nCouncil for Economic Education\n
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\nIndia and the Caste System in 200 B.C.E.\n

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\n\nFor Students\n\n5th - 8th\n\nStandards\n
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\nMany young people know India had a caste system that prevented social mobility and structured Indian society. The connections between the caste system and economics may not be as clear, however. A reading, chart activity, and PowerPoint...\n
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\n\"Food\n\n
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\nCurated OER\n
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\nFood Bank Mobile\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nStudents empathize with the plight of hungry people. They discover one way that hungry people are fed in their area. Afterward, they gain awareness of the specific needs of a food bank and render their understanding in a 3-D format.\n
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\n\"A\n\n
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\nA Visual History: Industry, Society, and Social Mobility in Hartford\n

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\nEleventh graders examine the industrialization of Hartford.  In this American History lesson, 11th graders analyze pictures in Hartford.  Students participate in a gallery walk of artifacts. \n
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\n\"GI\n\n
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\nGI Forum Mobilizes\n

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\nThe GI Forum, a group of Mexican-Americans focused on getting their fellow citizens to the polls in the 1960 election introduces young historians to Hector Garcia  who helped President Johnson create reforms for ethnic minority...\n
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Podcast12:38
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\n\"Episode\n\n
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\nFederal Reserve Bank\n
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\nEpisode 15: Economic Growth\n

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\n\nFor Students\n\n8th - Higher Ed\n\nStandards\n
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\nHow can a mobile card reader impact the economic growth of a restaurant? Scholars investigate the concept of growing a business by using human resources in addition to tools and equipment. The 15th podcast of a 21-part series on...\n
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\n\"Proud\n\n
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\nProud to Be Me Mobile\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudent create mobiles to promote self-awareness and discovery. In this creative hands-on mobile lesson, students use large star patterns to create a mobile that reflects a theme they've chosen, representing something about themselves....\n
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\n\"Government\n\n
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\nCurated OER\n
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\nGovernment Mobile\n

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\nFourth graders, after studying the three branches of state government and gathering together a variety of art materials, create a mobile explaining all three branches of the government. They display their mobiles inside the classroom for...\n
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\n\"Internet\n\n
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\nCurated OER\n
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\nInternet and Mobile Safety\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents watch a video and ask questions about internet usage and mobile safety. Students chart out scales on why young people chat to others on the internet and on mobiles. Students determine the main difficulties that young people...\n
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\n\"Sports\n\n
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\nSports for Social Change\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAfter watching a short online film about a soccer player Nolusindiso Plaatje and his help with the Grassroot Soccer program, a community education effort aimed at spreading awareness about HIV/AIDS prevention, use a lesson...\n
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\n\"Understanding\n\n
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\nMedia Education Lab\n
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\nUnderstanding Viral Messages\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nImagine advertising for a product but not being paid to do so. Welcome to the world of Viral Messaging. Class members first view a T-Mobile flash mob video that went viral and has been seen by over 14 million viewers. After analyzing the...\n
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\n\"The\n\n
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\nThe Internet of Things: IoT\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nHow has the Internet of Things affected our lives? Scholars examine the massive influence of mobile devices in this analysis lesson, which begins with a seven-minute documentary clip. They also read a New York Times article (linked)...\n
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\n\"A\n\n
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\nA Personal Journey\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners will share ideas about class mobility. They create a timeline that chronicles milestones in their own lives, and synthesize their learning by writing personal essays about their class status and aspirations for the future.\n
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