Little Shop of History

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United States - Illinois - Hecker
Little Shop of History
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This activity is designed to get students up and moving around the classroom. Students will gain a better understanding of what the Columbian Exchange was and what items were transported across the Atlantic, both from Europe to the Americas and from
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In this lesson, students will examine excerpts of The Narrative of the Life of Frederick Douglass to understand Douglass' views on slavery and how it was just as detrimental to slave-holders as to slaves. This lesson provides students the
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This four page document/worksheet includes 3 primary sources and 1 secondary source that describe the experiences of slaves in the Middle Passage. Each source also includes worksheet and/or discussion questions. This lesson can be used to better
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This four-page document contains primary source excerpts from Canassatego (an Iroquois Confederacy diplomat), Benjamin Franklin, Robert Moses (a New Hampshire soldier), and Minavavana (a Chippewa chief). Discussion/worksheet questions are listed
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This lesson includes selected paragraphs from Alexander Ziegler's "From Colonies to Nation: The Emergence of American Nationalism, 1750-1800." I recommend holding a quick discussion over the reading to check for understanding, with a particular
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This document contains the following: - A secondary source painting from 1931 of Paul Revere's ride - A secondary source poem from 1861(Longfellow's "Paul Revere's Ride) - Four primary/secondary source readings from the night of Paul Revere's
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Ray Bradbury's "A Sound of
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Derrick Bell's "Space
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Roald Dahl's "Lamb to the
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Kate Chopin's "Desiree's
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Ambrose Bierce's "A
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Ambrose Bierce's "An
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Mark Twain's "Roughing It:
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign George Orwell's "Shooting
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign China Achebe's "Dead Men's
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign J.D. Salinger's "A Perfect
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Ida Fink's "The Key Game"
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Saul McLeod's "The Stanford
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Shirley Jackson's "The
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Each Monday morning, I post a short story for my students to read and discussion questions for my students to answer in a response paper. These responses are always due the following Sunday (Short Story Sunday). I assign Ray Bradbury's "The Golden
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TEACHING EXPERIENCE

Dual college credit World and U.S. History; high school history; high school health

MY TEACHING STYLE

lectures, discussions, debates, activities, projects

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

Yet to be added

ADDITIONAL BIOGRAPHICAL INFORMATION

I'm a bit of a revisionist historian who likes to challenge my students to critically think about the forces that influence the traditional history handed to us. Many of my lesson include primary sources for students to read, interpret, and discuss to help build upon critical thinking skills. I also love to introduce my students to historical non-fiction and short stories. I've posted a bit of my Short Story Sunday series which allows students to read science-fiction, dystopia, poems, and more and connect them to larger themes discussed in our history classes. Overall my goal as an educator is to create meaningful and purposeful lessons that connects the historical past with modern day issues and allows students to further understand themselves, their communities, and the larger world.

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