About the Authors |
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xi | |
About the Editors of the Toolbox Series |
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xxiii | |
Acknowledgments |
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xxv | |
Letter from the Editors |
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xxvii | |
Introduction |
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xxix | |
Reading and Writing |
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1 | (2) |
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1 A Fresh Look at Vocabulary |
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3 | (16) |
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3 | (1) |
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3 | (1) |
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4 | (1) |
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4 | (1) |
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Social Studies Connections |
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4 | (1) |
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5 | (10) |
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5 | (1) |
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Accessing Prior Knowledge |
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6 | (4) |
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10 | (1) |
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Revising and Formalizing Definitions |
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11 | (2) |
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13 | (1) |
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14 | (1) |
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Student Handouts and Examples |
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15 | (1) |
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15 | (1) |
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15 | (1) |
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16 | (3) |
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Figure 1.1 Splashed Vocabulary |
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16 | (1) |
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Figure 1.2 Word Card Example A |
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17 | (1) |
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Figure 1.3 Word Card Example B |
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17 | (2) |
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19 | (18) |
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19 | (1) |
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19 | (1) |
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20 | (1) |
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20 | (1) |
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Social Studies Connections |
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20 | (1) |
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21 | (8) |
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22 | (1) |
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22 | (1) |
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22 | (1) |
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23 | (1) |
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24 | (1) |
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24 | (1) |
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25 | (1) |
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26 | (1) |
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27 | (1) |
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28 | (1) |
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29 | (1) |
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Student Handouts and Examples |
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29 | (1) |
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29 | (1) |
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30 | (1) |
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31 | (1) |
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32 | (5) |
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Figure 2.1 Reading Strategies Sentence Starters |
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32 | (1) |
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Figure 2.2 Annotation Examples A |
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33 | (1) |
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Figure 2.3 Summarizing Examples |
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34 | (1) |
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Figure 2.4 Annotation Examples B |
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35 | (2) |
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37 | (18) |
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37 | (1) |
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37 | (1) |
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37 | (1) |
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38 | (1) |
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Social Studies Connections |
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38 | (1) |
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38 | (11) |
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Finding and Preparing Authentic Texts |
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39 | (2) |
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41 | (4) |
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Student-Created Read-Alouds |
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45 | (3) |
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48 | (1) |
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48 | (1) |
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Student Handouts and Examples |
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49 | (1) |
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49 | (1) |
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49 | (1) |
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49 | (1) |
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50 | (5) |
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Figure 3.1 Bastille Soldier |
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50 | (1) |
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51 | (1) |
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Figure 3.3 Reign of Terror |
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52 | (1) |
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Figure 3.4 Annotation and Reading Strategy Prompts |
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52 | (1) |
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Figure 3.5 Attributes of a Good Read-Aloud |
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53 | (2) |
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55 | (24) |
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55 | (1) |
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55 | (1) |
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56 | (1) |
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56 | (1) |
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Social Studies Connections |
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56 | (1) |
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57 | (8) |
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57 | (2) |
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Teaching Protocol for Using Data Sets |
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59 | (5) |
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64 | (1) |
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65 | (1) |
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Student Handouts and Examples |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (12) |
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Figure 4.1 Indigeneity Data Set |
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67 | (3) |
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Figure 4.2 France Headlines Data Set |
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70 | (5) |
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Figure 4.3 Types of Government Data Set |
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75 | (2) |
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Figure 4.4 Cut-Up Data Set Examples |
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77 | (1) |
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Figure 4.5 Student-Created Data Sets |
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78 | (1) |
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5 Writing in Social Studies |
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79 | (26) |
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79 | (1) |
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79 | (1) |
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79 | (1) |
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80 | (1) |
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Social Studies Connections |
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80 | (1) |
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80 | (12) |
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Golden Lines -- Kick-Starting Writing |
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81 | (1) |
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82 | (2) |
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84 | (4) |
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Extended Argument Writing |
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88 | (1) |
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Other Social Studies Writing Activities |
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89 | (1) |
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90 | (1) |
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91 | (1) |
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Student Handouts and Examples |
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92 | (1) |
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92 | (1) |
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92 | (1) |
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93 | (1) |
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94 | (11) |
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94 | (1) |
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Figure 5.2 Letter Frame Sample |
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95 | (1) |
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Figure 5.3 ABC Answering Strategy Guide |
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96 | (1) |
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Figure 5.4 ABC Model Questions and Responses |
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97 | (1) |
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Figure 5.5 Student Sample of ABC Strategy |
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98 | (1) |
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Figure 5.6 PEE Answering Strategy Guide |
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99 | (1) |
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Figure 5.7 Argument Organizer |
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100 | (1) |
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Figure 5.8 Sentence Starters for Argument Writing |
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101 | (1) |
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Figure 5.9 Teacher Argument Model Response |
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102 | (1) |
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Figure 5.10 Word Bank Paragraph |
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103 | (2) |
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105 | (12) |
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105 | (1) |
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105 | (1) |
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106 | (1) |
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106 | (1) |
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Social Studies Connections |
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106 | (1) |
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107 | (5) |
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107 | (4) |
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111 | (1) |
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111 | (1) |
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Student Handouts and Examples |
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112 | (1) |
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112 | (1) |
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112 | (1) |
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113 | (1) |
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114 | (3) |
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Figure 6.1 Map Story Guide, South America |
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114 | (1) |
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Figure 6.2 Student Examples of Map Visual for Practice A |
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115 | (1) |
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Figure 6.3 Student Examples of Map Visual for Practice B |
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116 | (1) |
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117 | (18) |
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117 | (1) |
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117 | (1) |
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118 | (1) |
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118 | (1) |
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Social Studies Connections |
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118 | (1) |
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118 | (12) |
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119 | (9) |
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Additional Timeline Activities |
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128 | (1) |
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129 | (1) |
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130 | (1) |
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Student Handouts and Examples |
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130 | (1) |
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131 | (1) |
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131 | (1) |
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131 | (1) |
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132 | (3) |
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Figure 7.1 Identity-Timeline -- Teacher Model |
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132 | (1) |
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Figure 7.2 Student Example: Identity Timeline |
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133 | (2) |
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8 Current Event Case Study |
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135 | (16) |
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135 | (1) |
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135 | (1) |
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136 | (1) |
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136 | (1) |
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Social Studies Connections |
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136 | (1) |
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136 | (12) |
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137 | (2) |
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139 | (2) |
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Bias Awareness and Research |
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141 | (4) |
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145 | (1) |
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Additional Ideas for Including Current Events in the Classroom |
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146 | (1) |
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147 | (1) |
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148 | (1) |
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Student Handouts and Examples |
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148 | (1) |
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148 | (1) |
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149 | (1) |
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150 | (1) |
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Figure 8.1 Timeline Example |
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150 | (1) |
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Figure 8.2 Media Bias Chart Example |
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150 | (1) |
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151 | (24) |
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151 | (1) |
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151 | (1) |
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152 | (1) |
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152 | (1) |
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Social Studies Connections |
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152 | (13) |
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152 | (7) |
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Student Choice Genre Project |
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159 | (5) |
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164 | (1) |
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165 | (1) |
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Student Handouts and Examples |
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165 | (1) |
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165 | (1) |
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166 | (1) |
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166 | (1) |
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167 | (8) |
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Figure 9.1 Bollywood Movie Script Starter |
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167 | (2) |
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Figure 9.2 Annotated-Bollywood Movie Script Starter |
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169 | (1) |
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Figure 9.3 Student Example: China Poem |
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170 | (1) |
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Figure 9.4 Student Example: Social Media |
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171 | (1) |
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Figure 9.5 Genre Cheat Sheet |
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172 | (1) |
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Figure 9.6 Scene Diagram Example |
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173 | (2) |
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175 | (10) |
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175 | (1) |
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176 | (1) |
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176 | (1) |
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176 | (1) |
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Social Studies Connections |
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176 | (1) |
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176 | (8) |
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Democracy Concept Attainment |
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177 | (3) |
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Concept Attainment to Improve Writing |
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180 | (3) |
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183 | (1) |
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183 | (1) |
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Student Handouts and Examples |
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184 | (1) |
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184 | (1) |
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184 | (1) |
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184 | (1) |
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Figure 10.1 Dictatorship Paragraph Example |
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184 | (1) |
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185 | (90) |
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11 Questions for Learning |
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187 | (12) |
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187 | (1) |
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187 | (1) |
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188 | (1) |
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188 | (1) |
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Social Studies Connections |
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188 | (1) |
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189 | (9) |
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Teacher-Generated Questions |
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190 | (4) |
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Student-Generated Questions |
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194 | (3) |
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197 | (1) |
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197 | (1) |
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Student Handouts and Examples |
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198 | (1) |
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198 | (1) |
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198 | (1) |
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199 | (30) |
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199 | (1) |
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199 | (1) |
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200 | (1) |
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200 | (1) |
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Social Studies Connections |
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200 | (1) |
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201 | (18) |
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201 | (6) |
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207 | (3) |
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210 | (3) |
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213 | (5) |
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218 | (1) |
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219 | (1) |
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Student Handouts and Examples |
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219 | (1) |
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219 | (1) |
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220 | (1) |
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221 | (8) |
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Figure 12.1 Image Analysis Chart A |
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221 | (1) |
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Figure 12.2 Japanese American Evacuation Photo |
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222 | (1) |
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Figure 12.3 Teacher Model - Photo Analysis Chart |
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223 | (1) |
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Figure 12.4 DuBois and Washington Images -- WordGloud |
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224 | (1) |
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Figure 12.5 Political Cartoon -- Analysis Chart |
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225 | (1) |
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Figure 12.6 "Election Day!" -- Political Cartoon |
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226 | (1) |
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Figure 12.7 Teacher Model -- Political Cartoons |
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227 | (2) |
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13 Analysis of Primary Sources |
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229 | (28) |
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229 | (1) |
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229 | (1) |
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230 | (1) |
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230 | (1) |
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Social Studies Connections |
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230 | (1) |
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230 | (14) |
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Primary Source Engagement Activity |
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230 | (2) |
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At a Glance Primary Source Analysis |
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232 | (2) |
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In-Depth Analysis of Source |
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234 | (4) |
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Additional Key Strategies |
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238 | (5) |
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243 | (1) |
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243 | (1) |
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Student Handouts and Examples |
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244 | (1) |
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244 | (1) |
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245 | (1) |
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245 | (1) |
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246 | (11) |
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Figure 13.1 At a Glance Analysis of Source |
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246 | (1) |
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Figure 13.2 Hernan Cortes' Account of Tenochtitlan |
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247 | (1) |
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Figure 13.3 At a Glance -- Student Example |
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248 | (1) |
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Figure 13.4 At a Glance -- Teacher Copy |
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249 | (1) |
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Figure 13.5 In-Depth Analysis of a Written Source |
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250 | (1) |
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Figure 13.6 Cortes' Letter -- Teacher Copy |
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251 | (1) |
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Figure 13.7 Roots of Slavery: Primary Source Data Set |
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252 | (5) |
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257 | (18) |
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257 | (1) |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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Social Studies Connections |
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258 | (1) |
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258 | (16) |
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Creating a Synthesis Chart |
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259 | (7) |
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Implementing Synthesis Charts with Students |
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266 | (7) |
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273 | (1) |
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273 | (1) |
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Student Handouts and Examples |
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274 | (1) |
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274 | (1) |
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274 | (1) |
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274 | (1) |
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III Speaking and Listening |
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275 | (46) |
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15 Listening and Speaking Activities |
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277 | (18) |
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277 | (1) |
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277 | (1) |
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278 | (1) |
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278 | (1) |
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Social Studies Connections |
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278 | (1) |
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278 | (10) |
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Active Listening Mini-Lesson |
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278 | (2) |
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280 | (3) |
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283 | (2) |
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285 | (3) |
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288 | (1) |
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288 | (1) |
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Student Handouts and Examples |
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288 | (1) |
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289 | (1) |
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289 | (1) |
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290 | (1) |
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291 | (4) |
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Figure 15.1 Suggestions for a Guest Speaker |
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291 | (1) |
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Figure 15.2 Guest-Speaker Thank-You Template |
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292 | (1) |
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Figure 15.3 Guest Speaker Thank-You Example |
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293 | (2) |
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295 | (26) |
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295 | (1) |
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295 | (1) |
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296 | (1) |
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296 | (1) |
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Social Studies Connections |
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296 | (1) |
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296 | (20) |
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Informal Discussion Strategies |
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297 | (3) |
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Formal Discussion Strategies |
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300 | (13) |
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Additional Key Strategies |
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313 | (2) |
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315 | (1) |
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315 | (1) |
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Student Handouts and Examples |
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316 | (1) |
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316 | (1) |
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316 | (1) |
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317 | (1) |
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317 | (4) |
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Figure 16.1 Question Strips -- Terrorism in Paris |
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317 | (1) |
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Figure 16.2 Facilitator Card |
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318 | (1) |
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Figure 16.3 Small-Group Discussion Materials |
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319 | (1) |
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Figure 16.4 Group Discussion Norms |
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320 | (1) |
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Figure 16.5 Discussion "Cheat Sheet" for Teachers |
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320 | (1) |
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IV Additional Key Strategies |
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321 | (108) |
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17 Project-Based Learning |
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323 | (30) |
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323 | (1) |
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323 | (1) |
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324 | (1) |
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324 | (1) |
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Social Studies Connections |
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324 | (1) |
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324 | (22) |
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325 | (9) |
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334 | (10) |
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Other Ideas for Project-Based Learning |
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344 | (1) |
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345 | (1) |
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346 | (1) |
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Student Handouts and Examples |
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346 | (1) |
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347 | (1) |
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347 | (1) |
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348 | (5) |
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Figure 17.1 Group Discussion Starters |
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348 | (1) |
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Figure 17.2 Email Template |
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349 | (1) |
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Figure 17.3 Textbook Insert Structure |
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350 | (3) |
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18 Culturally Responsive Teaching |
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353 | (22) |
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353 | (1) |
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353 | (1) |
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354 | (1) |
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354 | (1) |
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Social Studies Connections |
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354 | (1) |
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354 | (16) |
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355 | (14) |
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369 | (1) |
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370 | (1) |
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Student Handouts and Examples |
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370 | (1) |
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370 | (1) |
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371 | (1) |
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371 | (1) |
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372 | (3) |
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Figure 18.1 Beginning of Year Questionnaire |
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372 | (1) |
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Figure 18.2 Senior Year History Community Circle |
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373 | (1) |
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Figure 18.3 Community Circle Template |
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374 | (1) |
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191 Social and Emotional Learning |
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375 | (22) |
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375 | (1) |
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375 | (1) |
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376 | (1) |
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376 | (1) |
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Social Studies Connections |
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376 | (1) |
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377 | (9) |
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Growth Mindset Mini-Lesson |
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377 | (3) |
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380 | (3) |
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383 | (2) |
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385 | (1) |
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385 | (1) |
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Student Handouts and Examples |
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386 | (1) |
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386 | (1) |
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386 | (1) |
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387 | (1) |
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388 | (9) |
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Figure 19.1 Overcoming Adversity Matching Activity |
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388 | (1) |
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Figure 19.2 Brain Graphic Organizer |
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389 | (1) |
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Figure 19.3 Mindsets Graphic Organizer |
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390 | (1) |
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Figure 19.4 Ellis Island 1913 |
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391 | (1) |
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Figure 19.5 Ellis Island 1913 Example |
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392 | (1) |
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Figure 19.6 Empathy Graphic Organizer |
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393 | (1) |
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Figure 19.7 Personal Empathy Map |
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394 | (1) |
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Figure 19.8 Personal Empathy Map Teacher Model |
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395 | (1) |
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Figure 19.9 Ellis Island Empathy Map |
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396 | (1) |
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397 | (20) |
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397 | (1) |
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397 | (1) |
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398 | (1) |
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398 | (1) |
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Social Studies Connections |
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398 | (1) |
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398 | (15) |
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399 | (4) |
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403 | (3) |
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406 | (5) |
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411 | (1) |
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412 | (1) |
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413 | (1) |
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Student Handouts and Examples |
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413 | (1) |
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413 | (1) |
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414 | (2) |
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416 | (1) |
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Figure 20.1 Scientific Revolution Concept Web |
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416 | (1) |
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21 Getting the Most from Your Textbook |
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417 | (12) |
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417 | (1) |
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417 | (1) |
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418 | (1) |
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418 | (1) |
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Social Studies Connections |
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418 | (1) |
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418 | (9) |
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418 | (1) |
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419 | (1) |
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420 | (1) |
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421 | (1) |
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422 | (1) |
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423 | (1) |
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423 | (1) |
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423 | (1) |
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424 | (1) |
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425 | (1) |
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425 | (1) |
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425 | (2) |
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Analyzing What's Missing in the Textbook |
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427 | (1) |
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427 | (1) |
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427 | (1) |
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Student Handouts and Examples |
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427 | (1) |
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428 | (1) |
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428 | (1) |
References |
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429 | (26) |
Index |
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455 | |