C Brown

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United States - Georgia - ATHENS
C Brown
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By C Brown
In this activity, students rotate through stations to learn about the reforms of the Industrial Revolution era. Links to documents are embedded in the handout.
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By C Brown
Students watch a video that investigates Cuba's government controlled economy and the effects a command economy has on both consumers and producers (video link in header). Students find the video interesting, as it profiles real people and
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By C Brown
This is a multiday lesson that delves into the nature of the government's role in the US economy. Student readings and documents are embedded in the handouts, and the documents for the final task assessment appear on the final page. There are
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By C Brown
In this document based activity, students analyze how minority groups (women, Native Americans, slaves/African Americans) were affected during and after the American Revolution. It can be used as an inquiry lesson, jigsaw, project, etc.
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By C Brown
Students compare the southern/Chesapeake, middle and New England colonies by analyzing primary and secondary sources. This lesson can be executed in a variety of ways--whole class or group inquiry, jigsaw, project, etc. I originally gave this as an
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By C Brown
This lesson is designed to lead into the election of 1860/the Civil War. The lesson begins with a close read of Thomas Jefferson's 1820 "Fire Bell in the Night" letter about the Missouri Compromise. Students analyze primary sources from the Dred
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By C Brown
Students Use 3 readings about US diplomacy during the Civil War to assess how Britain, France and Russia all played roles--and had interests in--the Civil War. Links to readings are in the document and each reading is scaffolded with analysis
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By C Brown
This handout is embedded with links to current events about various trade barriers--embargoes, tariffs, etc. Students complete the handout to learn not only about what trade barriers are, but also how they are used in the US. For example, the
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By C Brown
In this inquiry guided activity, students analyze documents from Mao's Great Leap Forward and Stalin's Five Year Plans, completing a graphic organizer to compare and ultimately assess these economic and political plans. Links to the documents are
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By C Brown
Students assess the strengths and weaknesses of the Articles of Confederation through case studies. There is a link to the case studies in the student handout. An accompanying powerpoint is a free resource that can be used in conjunction with this
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By C Brown
To accompany the Articles of Confederation Case Studies activity, or it can be used separately as a mini lesson.
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By C Brown
This PowerPoint can help guide discussion about primary sources relating to Dred Scott, John Brown, Uncle Tom's Cabin, the Lincoln-Douglas debates and the Election of 1860.
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By C Brown
In this lesson, students use primary and secondary sources to evaluate Radical (Congressional) Reconstruction. In part 1, students analyze the reasons Congress took over Reconstruction after President Johnson's Presidential Reconstruction policies.
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By C Brown
These documents accompany the Radical Reconstruction Analysis resource.
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By C Brown
Using primary sources, students investigate why there was a shift from Presidential to Congressional/Radical Reconstruction. Each document includes guiding questions for student understanding and a culminating synthesis task.
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By C Brown
Here's an assignment for the Progressive reforms. I split kids into groups and (for my class) assigned them 5 reforms. They worked together to create a poster for the laws and then completed a gallery walk, matching the problems on the attached
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