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Additional Lessons 21 - 30 of 586 for Connecticut
  21.   50 States: New England States
...rience some of the different types of food and styles of food that are available. While doing this have the different songs from the different states be playing in the back ground. On this day you may want to teach class towards the end of the day. Independent Practice: The student who was assigned Connecticut give his/her presentation. Evaluation: Give the quiz over the New England States. Closure: Give a test over all of the 50 States. Materials: Web site addresses CD-ROM to generate state maps Overhead projector Classroom computer connected to the Internet with an LCD panel screen School computer lab connected to...
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    Grade Level: 3-8

  22.   Using Primary Documents
...expanded the "world view" of Deerfield, heightening their interest in consumer goods. Deerfield was a complex community with members taking on a variety of roles and jobs, i.e. servant, craftsman, housewife, clergy, and apprentice. Deerfield families had strong kinship ties with families along the Connecticut River. Skills Students will be able to: Use information gained from this and other periods to develop on a continuum showing the growth of the Deerfield community. top of page In Preparation for Teaching 1. Read Teacher Background Essay: Agreeable to His Genius top of page Materials Primary and Secondary Source...
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    Grade Level: 9-12

  23.   Refinement in Deerfield: The River Gods
...reparation Materials Activities Assessment Lesson Length 2 class period (85 minutes each) top of page Key Content Ideas Taught in this Lesson and Teacher Background In the early 1700s "River Gods" or "Mansion People" were names given to the wealthy families who lived in villages and towns along the Connecticut River Valley. The same seven names appear repeatedly in these communities: Ashley, Dwight, Partridge, Porter, Pynchon, Stoddard, Williams. The River Gods emphasis was on kinship, group cohesion, and cultural leadership. These families set the tone and indicated by their lifestyles what was fashionable and refin...
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    Grade Level: 9-12

  24.   Lesson 11 - Refinement in Deerfield
...fied as "refinement" characteristics. + What items indicate a sense of the classical world? + What areas indicate a strong economy? + What areas indicate a waning economy? Assignment: Based on the character you are developing within your Deerfield family, write a letter to a cousin in Wethersfield, Connecticut. Describe a change that has taken place in your post-Revolutionary town, which caused the town to look and you to feel that you are living in a refined community. Be convincing so that your cousin will want to visit. top of page Assessment The letter written to a cousin. top of page button for Side by Side View...
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    Grade Level: 9-12

  25.   The Federal Period
...the people of In the Deerfield during the Federal Period (1780-1820)? How were these Classroom illustrated through lifestyles, economy, local governance, and the icon for community's relationship with the land? Chronologies icon for My Collection The Nile of New England: A Study of the History of a Connecticut River Valley Town Over Three Site Centuries Search Overview of Unit 2: The Federal Period 1780 - 1820 Unit Length:15 lessons in 23 class periods (85 minutes each) Advanced Search Teacher Background: By the 1730's a period of relative stability was evident in Deerfield, brought about in part by the development o...
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    Grade Level: 9-12

  26.   Lesson 2 - The Massachusetts Frontier: Turner
...assachusetts. 4 April 1914. 2. Allen, David Grayson. Vacuum Domicilium: The Social and Cultural Landscape of Seventeenth Century New England. New England Begins. pp. 1-9. 3. Information from this website: Turns of the Centuries Exhibit: Native Peoples - 1680-1720 4. Map of the Native Peoples in the Connecticut River Valley Other: 1. Atlases 2. Overhead projector 3. Newsprint 4. Acetate top of page Activities Materials in Context Activity 1 "The First Official Frontier of 1. Determine that each student has a copy on Massachusetts the Turner article. Bay" by Frederick Jackson Turner 2. Introduce the students to the Mem...
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    Grade Level: 9-12

  27.   A Second Visit to Deerfield
...this Lesson and Teacher Background After the 1704 raid, Deerfield entered into a period of relative tranquility. With the threat of hostilities diminished, the people returned to the village, rebuilding the structures and their lives, Capitalizing upon the richness of the land, its proximity to the Connecticut River, and the familial connections among its residents to those of other communities. The community slowly entered a period of growth, financial stability, and subsequent refinement, as evidenced by its meeting house, its graveyard and homes. Teacher Background Essays: 1. The Wells-Thorn House 2. The Common an...
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    Grade Level: 3-5

  28.   Japan Recovers Economically
...the United States and Japan (available at: http:// www.eduplace.com/ss/maps/ ) http//:www.japan-guide.com/e/e2124.html Activities: 1. Students will compare the size of United States and Japan and discover that Japan is about the size of Montana and its arable land is about the size of the state of Connecticut. 2. Discuss the meaning of the term, "economic miracle" which occurred by the 1960's and record ideas on board. 3. Students explain how each of the following would contribute to economic recovery: Lessons about Japan - 90 United States - Japanese Relations United Post World War II History In States - Japanes...
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    Grade Level: 9-12

  29.   Land-Grant Colleges
...9. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. University of Alaska-Fairbanks, AK American Samoa Community College-Pago Pago, AS University of Arizona University of Arkansas-Little Rock, AR Auburn University University of California-Oakland, CA Clemson University Colorado State University University of Connecticut Cornell University University of Delaware University of the District of Columbia-Washington, D.C University of Florida University of Georgia University of Guam-Mangilao, Guam University of Hawaii University of Idaho University of Illinois-Urbana, IL Iowa State Kansas State University University of Kentucky Loui...
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    Grade Level: 6-8

  30.   The humble beginnings of the hamburger
...Most people assume it was invented in Hamburg, Germany. Nineteenth century German immigrants did bring a style of cooking beef steak to America that was very similar to the way we cook hamburgers now. Steak cooked "in the Hamburg style" was sliced very thin and fried. Yale University, in New Haven, Connecticut, lays its own claim to the humble hamburger. According to Yale legend, the hamburger's inventor was Louis Lassen, the owner and operator of Louis' Lunch, a popular lunch spot near the university campus. One day a customer came in needing a quick lunch. Lassen had a broiled meat patty on hand and simply slapped...
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    Grade Level: 6-8


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