Brittany Conklin

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United States - Missouri - Parkville
Brittany Conklin
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Students are split into three groups: economic, political, and cultural. They are tasked with solving the problems the United States faced during Reconstruction. Each day (four day total project) the groups of students face a new problem and are
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Students will pick three famous abolitionists to "grade" based on their successes in achieving the goals of abolitionism. They will have to justify each grade the abolitionist receives and their overall grade as a whole. Students will then be asked
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After learning about Westward Expansion and the motivations driving Americans west, students will create their own exhibit for a museum of Manifest Destiny. They will select the top five motivations for westward expansion and a way to visually
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Students will create their own museum exhibit complete with an audio tour to demonstrate their understanding of the Causes of the Civil War. They will choose the five most important causes of the Civil War and a visual way to represent each within a
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Students conduct brief research on one of the three Reconstruction amendments. They then get into jigsaw groups with two other classmates to learn about the impacts and reasoning behind the Reconstruction amendments.
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After learning about the 19th century reform movements, students will create a public service announcement about a modern day need for reform in society. They will use knowledge gained from learning about the 19th century reformers to help them
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This project provides leveled (based on student ability) court cases with brief description of each case for students to research. Students will research both sides of the case, the amendment in question, and the decision of the Supreme Court. Also
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Students will be asked to work from a historical vantage point of their choice. They will be challenged to create their own ranking criteria for various pieces of Reconstruction legislation, such as Black Codes and the Freedmen's Bureau. They will
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Students will research a "forgotten" Revolutionary War hero. These heroes are typically women or minorities that have been forgotten to history. Students will then develop a pitch as to why their hero deserves a monument. Their pitch will include an
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Students respond to a prompt evaluating whether or not Columbus Day should remain a federal holiday.
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Students will "interview" a person of consequence from the Civil War or Reconstruction era. They will write their own interview questions and develop the answers from research they do on their person of consequence in class. The result of the
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Students will be assigned a delegate to the Constitutional Convention. They will assume the role of that delegate while the convention is live reenacted through the use of a blog in class. Students will research background information on their
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Students are given the four main questions debated at the Constitutional Convention (such as slaves and representation). They are presented with both sides of the argument and asked to pick a side. They are then tasked with defending their choice.
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Stations or module activity about the armies, weapons, civilian efforts, etc. during the Revolutionary War.
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Students will analyze three primary sources of the Boston Massacre, including the account of Captain Preston and two visuals. They will learn about bias and perspective. They will then be tasked with determining if the Boston Massacre was actually a
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