James Seter III

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United States - Massachusetts - Boston
James Seter III
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Students will build their background knowledge of how the Silk Road operated and what supplies were traded with special attention on the importance/effects of the Silk Road. Students will participate in a game/activity on Silk Road and then read of
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Grades:
5th, 6th, 7th
$1.25
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4.0
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Students will explore the Spanish, British, French, and Dutch settlements in North America by reading secondary sources, annotating, and using a graphic organizer to compare and contrast the religion, economy, and relationship with the Native
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In this lesson, students will explore the background content of the Battle of Gettysburg. Then students will analyze primary sources to answer the big questions "How does point of view affect the way the Battle of Gettysburg is viewed or thought
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Students will analyze secondary sources and annotate their text for climate/geography, labor, and economy of the different regions to the American colonies. Their final exit ticket will be a RAFT essay where they will take on the role of someone
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4.0
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Students will analyze primary sources of the Rwanda genocide by connecting pieces of evidence to claims. Students compare and contrast two sources on the same source
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4.0
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These Guided Notes and Exit Ticket are designed to give students background information
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4.0
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Students will analyze secondary sources from multiple expert on Mayan culture to answer and draw conclusion if the Mayans can be considered advanced or primitive? Students will build background information and write out their opinion using evidence
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Students will walk through various sources in order to determine the innate bias from various types of sources and study a source from the Vikings to determine the bias
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Students integrate information from multiple sources to write about “How does the Rwanda genocide violate the UDHR?
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In this homework/worksheet, students will analyze the writings of John Locke and Baron Montesquieu and compare them to the thinking and writing of the colonists specifically the Declaration of Independence. . Students will read and analyze primary
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This resource covers eight major topics in the lead up to the Revolutionary War. I used this source as a break packet and a study guide. It covers French-Indian War, Proclamation Line of 1763, Stamp Act, Boston Massacre, Boston Tea Party,
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1 rating
3.9
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This unit plan outlines a trip through human rights where students identify what human rights are, the Universal Declaration of Human Rights, and study violations of human rights including Rwandan Genocide, Gujarat Riots, Abu Ghraib Prison Torture,
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Students will analyze primary sources to determine that human rights violations at Abu Ghraib Prison
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Students will analyze background and secondary sources to determine the life of Vikings and where they explored in North America
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Students will dive into background information and primary sources from the Roanoke colonists and Roanoke leader, John White. Students will annotate texts, source documents, and write a RAFT Essay explaining what happened in the mystery of the
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4.0
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In this student materials section, students will identify and describe 3 major battles of the Revolutionary War: Battle of Bunker Hill, Battle of Saratoga, and the Battle of Yorktown. After identifying, students will explore 3 primary sources
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Grades:
5th, 6th, 7th, 8th
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Students will walk through background information and primary sources to examine the experiences and roles of African Americans during the Revolutionary War
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Grades:
5th, 6th, 7th, 8th
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Students will analyze the aftermath of the American Revolution and identify what is government. Students will read a short play that identifies that problems faces Americans after the Revolution. Students will then analyze democracy and identify
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Students will explore the background information of Alexander Hamilton and Thomas Jefferson as well understand the arguments of the Federalists and Anti-Federalists and finally read primary sources to determine which argument was more credible in
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Students will analyze the physical documents of the Alien and Sedition Acts to determine if John Adams was justified in creating them. Students will read and write in this 45 minute argumentative writing lesson
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