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\n\"The\n\n
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\nCurated OER\n
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\nThe Election of 1896 - Gold or Silver?\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents analyze the issues behind the Election of 1896 and describe the positions of William McKinley and William Jennings Bryan. They evaluate editorial cartoons supporting McKinley's candidacy via editorial cartoons. Each student...\n
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\nThe Populists Movement 1880s - 1890s\n

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\nWhat is it about the Populists and The Wizard of Oz? Use hard facts about the Populist Movement to find out. The presentation provides good background information on the Populists, their political platform, and life in the 1890s. It then...\n
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\n\"Populism\n\n
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\nPopulism & the Election of 1896\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nPopulism and the rise and fall of the Populist Party are the topics of this presentation, which details the Presidential Election of 1896 and the role of silver. Detailing main points with clever political cartoons and informative maps,...\n
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\n\"Gilded\n\n
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\nCrash Course\n
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\nGilded Age Politics\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nDiscover the incredible degree of corruption that existed in urban political machines during the late nineteenth century. This video offers a great review of the workings of Tammany Hall and major scandals of the Credit Mobilier and the...\n
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\n\"Scopes\n\n
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\nHistorical Thinking Matters\n
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\nScopes Trial: 1 Day Lesson\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nWhy did many Tennesseeans support the 1925 Butler Act, which forbade the teaching of evolution? Using several primary source documents and a brief video clip, your young historians will draw connections between the broader historical...\n
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\n\"Scopes\n\n
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\nHistorical Thinking Matters\n
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\nScopes Trial: 3 Day Lesson\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nWas the Scopes trial more complicated than a simple debate between evolutionists and creationists? As part of a structured academic controversy (SAC) activity, pupils consider multiple perspectives of the Butler Act and engage in close...\n
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\n\"Scopes\n\n
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\nHistorical Thinking Matters\n
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\nScopes Trial: 5 Day Lesson\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nDid Scopes violate the Butler Act? Why did so many Americans follow the Scopes trial? See analytical reading in action with a fantastic five-day lesson plan in which class members consider the historical context that provoked public...\n
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\n\"The\n\n
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\nFederal Reserve Bank\n
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\nThe Free Silver Movement and Inflation\n

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\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
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\nWhy are US dollars no longer backed by gold and silver? What is our medium of exchange, and what would it be like to live in a barter economy? Learners consider these questions, as well as learn about the major historical events in the...\n
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\n\"One\n\n
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\nCouncil for Economic Education\n
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\nOne is Silver and the Other's Gold\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners investigate the money supply and how it can affect the value of money. They examine how the changing money supply can affect prices.\n
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\n\""The\n\n
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\nCurated OER\n
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\n\"The Big Cheese\"\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders research and examine the significant individuals of the 1920s and their impact on American society. They identify characteristics of people who make a difference, and in pairs conduct research on two people with...\n
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\n\""you\n\n
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\nCurated OER\n
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\n\"you Shall Not Crucify Mankind Upon a Cross of Gold!\": The Issue of Bimetallism in the Late Nineteenth-Century\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate the monetary system during the late 19th-century. They view a video, answer discussion questions, read and discuss text, and write an essay justifying either the pro-silver or pro-gold standard side.\n
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\n\"Huey\n\n
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\nHuey Long-\"Every Man a King\"\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the governorship of Huey Long. They view and discuss Ken Burn's documentary, \"Huey Long,\" read and discuss a speech, conduct Internet research, and create a visual display of their research information.\n
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\n\"Populism\n\n
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\nCurated OER\n
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\nPopulism and the People’s Party\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents examine the history of the Populist Party as it relates to its reforms and economic plight. In this Populism and the People's Party instructional activity, students explore why farmers experienced financial difficulty at the end...\n
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\n\"Hail\n\n
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\nHail to the Chief\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore how the New York Times has represented presidential victories on its front page throughout the 20th century.\n
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\n\"The\n\n
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\nThe Most American Thing in America: The Chautauqua\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners explore the Chautauqua movement. In this Pennsylvania history lesson, students use primary documents to explore what the Chautauqua was and how it made a difference in the American way of life.\n
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\n\""You\n\n
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\nCurated OER\n
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\n\"You shall not crucify mankind upon a cross of gold!\" The Issue Bimetallism in the Late Nineteenth-Century\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers research the basis of the monetary system suring the 19th century. They complete a worksheet and justify the pro-silver or the pro-gold argument.\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Parable on Populism\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders study the sombolism between Populism of the 1890's and the story of The Wizard of Oz.\n
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\n\"Imperialism\n\n
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\nCurated OER\n
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\nImperialism and Expansion: Part 2\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nYoung scholars explore the concept of American Imperialism. In this American foreign policy instructional activity, students take notes on the Spanish-American War and foreign policy practices of the United States in the late 1800s.\n
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Unit Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe White House or Bust: How Americans Elect Their President\n

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\n\nFor Teachers\n\n4th - 9th\n
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\nStudents explain the presidential duties and who is eligible to run for president. In this The White House or Bust article, students complete a map of the electoral college. In addition students analyze historical campaign posters....\n
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Audio
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\n\"Npr:\n\n
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\nNPR: National Public Radio\n
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\nNpr: William Jennings Bryan: An Electrifying Orator\n

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\n\nFor Students\n\n9th - 10th\n
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\nListen to this NPR radio diary about William Jennings Bryan, Democratic presidential candidate in 1896. Learn about his \"Cross of Gold\" speech and why it was so stirring, and find out about the differences between those who supported...\n
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Primary
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\nPbs: America 1900: William Jennings Bryan's Campaign Strategy\n

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\n\nFor Students\n\n9th - 10th\n
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\nHistorian Walter LaFeber discusses William Jennings Bryan's 1900 campaign strategy to win the White House by criticizing the imperialism of the Republican candidate, William McKinley.\n
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Website
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\n\"Earliest\n\n
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\nEarliest Voices: William Jennings Bryan\n

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\n\nFor Students\n\n9th - 10th\n
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\nThis resource features historic voice recordings of William Jennings Bryan. There are recordings of many famous orations by him on various political topics, the most famous being his \"Cross of Gold\" speech. A biography and downloadable...\n
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Primary
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\nPbs: American Experience: William Jennings Bryan \"Cross of Gold\" Speech\n

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\n\nFor Students\n\n9th - 10th\n
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\nRead the famous Cross of Gold speech given by William Jennings Bryan, Democratic party presidential candidate in 1896. The party platform was against the establishment of the gold standard.\n
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\n\"Biographies\n\n
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\nUS Department of State\n
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\nBiographies of the Secretaries of State: William Jennings Bryan (1860 1925)\n

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\n\nFor Students\n\n9th - 10th\n
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\nWilliam Jennings Bryan brief bio outlining his life as a lawyer and U.S. Statesman, nomitated to Secretary of State by President Woodrow Wilson.\n
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