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\n\"America\n\n
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\nLesson Planet Curated\n
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\nAmerica from Scratch\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nWhat if the people of the United States started over and, knowing what we know now about how things are working, redesigned the government created by the founding fathers? That's the central premise of the 11 resources in the American...\n
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\n\n12\nItems in Unit\n\n
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\n\"Facing\n\n
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\nLesson Planet Curated\n
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\nFacing Ferguson: News Literacy in a Digital Age\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe reporting, both in professional news sources and on social media, of the events surrounding the death of Michael Brown in Ferguson, Missouri provides 21st Century learners with an opportunity of consider how social media can...\n
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\n\n2\nItems in Topic\n\n
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\n\"Revolution\n\n
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\nLesson Planet Curated\n
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\nRevolution '67\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nLike many US cities in the 1960s, Newark, New Jersey was the site of conflicts, protests, and civil disobedience. A two-lesson case study of events there in 1967 permits middle schoolers to gain insight into the civil rights era and the...\n
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\n\"Finding\n\n
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\nEngageNY\n
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\nFinding Evidence of Laurence Yep’s Perspective of the Police in Dragonwings\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nPerspective is everything. Using a graphic organizer, pupils determine Laurence Yep's perspective of the police in his novel Dragonwings. Additionally, scholars complete anchor charts to identify connotative language in the text.\n
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\n\"Real-Life\n\n
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\nPBS\n
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\nReal-Life Math | Police Accident Investigator\n

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\n\nFor Students\n\n8th\n\nStandards\n
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\nI swear it was an accident. Future motorists watch a video where a police accident investigator explains how he determines car speed from the length of a skid mark and the coefficient of friction. Performing similar computations requires...\n
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\nFacing History and Ourselves\n
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\nThe Importance of a Free Press\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\n\"Congress shall make no law . . . abridging the freedom of speech, or of the press;. . .\" Why is this guarantee of free speech and a free press the First Amendment to the US Constitution? Why are these rights so essential to a...\n
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\n\"Congress's\n\n
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\nHeritage Foundation\n
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\nCongress's Territorial Powers, Implied Powers, Citizenship, and the Bureaucracy\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAn informative resource gives scholars a look into why the US Constitution placed certain federal powers over that of the state. A variety of activities about constitutional clauses helps to create meaningful learning.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Police Uniform\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the purpose and function of the police uniform. They conduct research using a variety of resources. The information is used in order to focus upon the history and hold relevant class discussions. Students explain why...\n
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\n\"Police\n\n
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\nProCon\n
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\nPolice Body Cameras\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nShould police officers wear body cameras? Scholars consider the question as they use the resource to conduct independent research about the debate topic. They read a brief background and peruse the main pros and cons about the issue....\n
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\n\"Where\n\n
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\nThe New York Times\n
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\nWhere to Draw the Line: Balancing Government Surveillance with the Fourth Amendment\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nThe question of how to balance Fourth Amendment Rights with national security concerns becomes critical in an age of planned terrorist attacks, election interference, and fake news. Get young social scientists involved in the debate with...\n
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\nAnti-Defamation League\n
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\nThe Hate U Give\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Hate U Give by Angie Thomas became a quick hit in the young adult literature genre before its adaptation in the 2018 film of the same name. Use a thorough lesson, discussion guide, and series of activities to discuss the social...\n
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\n\"Connecting\n\n
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\nYouth Outreach\n
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\nConnecting the Separate Powers\n

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\nScholars demonstrate what they know about the separation of powers through role play. Two individuals act out a skit as the remaining class members discuss and decide whether the interaction they observed is an appropriate example...\n
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Interactive
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\n\"Confronting\n\n
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\nDocsTeach\n
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\nConfronting Work Place Discrimination on the World War II Home Front\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nBefore the Civil Rights Movement was in full swing, FDR's executive order helped promote fair employment. The activity uses primary documents to explore FDR's executive order to help minorities gain equal employment and pay during the...\n
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\nThe New Deal: Revolution or Reform?\n

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\nScholars weigh in on FDR's New Deal policies in an in-depth activity. The resource uses historical documents to explore whether the New Deal polices were reformatory or revolutionary. Learners review documents, rate them using a scale,...\n
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\nPrestwick House\n
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\nThe Outsiders\n

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\nStay gold with a handy crossword puzzle based on S.E. Hintont's The Outsiders. As middle and high schoolers work on completing the worksheet, they review key concepts and quotes from the book.\n
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\n\"How\n\n
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\nAlabama Department of Archives and History\n
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\nHow Would You Feel? The Bravery of Civil Disobedience\n

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\nAs part of their study of the US Civil Rights Movement and the Montgomery bus boycott, class members read Dr. Martin Luther King's \"Integrated Bus Suggestions.\" They then craft a short story about the first week of Montgomery...\n
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\n\"A\n\n
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\nTeaching for Change\n
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\nA Documents-Based Lesson on the Voting Rights Act\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHow did the Voting Rights Act affect the daily lives of American citizens? A document-based lesson developed by the Student Non-Violent Coordinating committee (SNCC) presents a case study of the impact of the Voting Rights Act of 1965 on...\n
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\n\"The\n\n
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\nConstitutional Rights Foundation\n
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\nThe Election of 1912\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nThe Election of 1912: an election with four competitive opponents. Pupils get to know the candidates with informative reading passages that provide context to the election. Then, the class engages in a debate and answers questions as one...\n
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\nNational Endowment for the Humanities\n
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\nA Journalist’s Report: The Better Vision for Black Americans\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAfter reading a series of primary source documents detailing the teachings of Martin Luther King, Jr. and Malcolm X, class members craft newspaper columns assessing the strengths and weaknesses of each man's vision, and present their...\n
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\n\"Mock\n\n
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\nStreet Law\n
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\nMock Trial - Brooks v. Lawrence and the Metro City Police Department\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAn incident with a Swiss Army knife leads to a suit against the police department for battery, false arrest, and intentional infliction of emotional distress in the Brooks v. Lawrence & the Metro City Police Department mock...\n
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\n\"Power\n\n
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\nPower to the People\n

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\nBlack berets, black leather jackets, raised black fists, chants of \"Power to the People!\" These are the images that many associate with the Black Panther Party. Often forgotten are the programs the party created during the Civil Rights...\n
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\n\"Unemployment\n\n
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\nConstitutional Rights Foundation\n
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\nUnemployment and the Future of Jobs in America\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nUnemployment: The job of the future. The resource, designed for high school scholars, explains unemployment rates, recessions, and job trends that are impacting employment in the United States. Academics explore potential careers of the...\n
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\nFacing History and Ourselves\n
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\nThe Impact of Identity\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHow does identity influence the way people respond to events? That is the central question class members grapple with as they examine a political cartoon, read a vignette by Sandra Cisneros, watch of video of police officers discussing...\n
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\n\"Whodunnit?\n\n
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\nTick Tock Curriculum\n
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\nWhodunnit? The Case of the Missing Poodle\n

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\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
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\nWho purloined the poodle? Class groups read police reports and theorize whodunnit. The sixth of a ten-activity series on mysteries.\n
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