Electronic Publishing Teacher Resources

Find Electronic Publishing educational ideas and activities

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Students research laws related to copyright and privacy for pamphlets educating the public about their rights when publishing original works on the Internet.
Learners are introduced to authors and discover they are real people. Using the author's stories, they are incouraged to write their own stories using technology. Using the internet, they research facts, ideas and stories and develop a way to share their story in an interesting way.
High schoolers chose a novel which includes social criticism to read. After reading the book, they use the internet to research the issue in the novel and work with others to develop a presentation. In their presentation, they identify the problem and identify possible solutions.
Young scholars decide what is important in a community and explore their particular community. In class, the students will discuss what each considers important in a community. Each student will identify something about their town that is important to them (business, park, public service, etc).
Students create children's books to distribute and read to elementary students in their school system. Prior to writing the books, students must research age appropriate language, subject topics, and work on presentation skills.
High schoolers read an article that highlights the many reasons that knowing how to utilize libraries, and find the many resources in them, is still a very important skill. Groups of students highlight the pro-library arguments in the article, then get together to share the parts that each group chose to feature. After this activity, individuals fill out a worksheet, also embedded in the plan, that has them give themselves a score in the ways that they are able to use the library as a learning resource.
What do Columbus, Aeneas, Scarlet O’Hara, and Frederick Douglass have in common? How can a hero in one age be a villain in another? Does heroism depend on the context of time and place? Are there traits that all heroes share? After a consideration of these and other questions, class members create their own heroic character. To bring their hero to life, pupils choose from of menu of presentation options. From guided visualizations to online research, the whole class and small group activities in this richly detailed resource guide young writers through the process of creating their own hero.
Problem solving comes in all shapes and sizes. Small groups rotate through several stations, where they use technological tools, such as cameras and desk top publishing to create a product that shows multiple aspects that comprise their community. Projects include an electronic poster, flyer, newsletter, or documentary style film. 
Students research and identify how Holocaust events affected lives of real people who lived in Europe from 1933 through 1945 and after, and create original artwork, poetry, and essays that reflect understanding of Holocaust, and its causes and effects.
Students reflect on the experiences of young people involved with civil rights activism They analyze journalistic photographs and how to use a digital camera and basic digital photo editing techniques.
Students gather a general understanding of terms related to international rules of warfare and human rights, then discuss hypothetical applications of those rules. They write letters expressing their opinion on the current application of these rules.
Learners examine the difference between "news" of earlier periods, and "news" as we know it today. They then go out into the school common areas and analyze news from the perspective of word-of-mouth storys and discuss what they can learn from the experience about what was news and how it traveled in the past.
Your 11th and 12th graders are ready to critique society! Channel that inclination by studying a novel that offers social criticism of other eras (book recommendations included). This resource presents a well-thought-out overview of such a unit, incorporating technology (online group collaboration, multimedia presentations, etc.), guidelines for class discussion, and more. However, it is a generalized plan, so you'll need to hash out the details of how to make it work best for your class. Contemporary novels are suggested to extend the unit.
Students describe the many contributions Jane Addams has made to America. They identify problems in their community concerning the homeless and the hungry and learn from a social worker what progams are available to help these people.
Students examine the attributes of a chosen community. In this community lesson, students use technology tools to research information about their chosen community. They document the research before creating a final product which can be a story book, a newsletter, an electronic presentation, short video, or a poster.
Explore websites, complete research, and use technological tools to create a final multimedia presentation on what makes a community special. Learners of all ages work with a partner to research an interesting aspect of their community, focusing on concrete details and facts. Then they construct a final project based on the chosen feature and use a variety of technology tools.
ELLs are introduced to the experiences of Filipino immigrants to the United States. As a class, they discuss the various waves of immigration to the United States and state the reasons why they would leave the Philippines. They compare timelines of Filipino and Puerto Rican immigration and consider two case studies of Filipino immigrants. To end the lesson, they research their own family's immigration story. Some materials are missing in this resource, so it will needed to be supplemented.
Students create a teen-friendly web site for their town, or redesign their town's web site to make it more interesting to teens.
Divide your class into groups to study the validity of online sources. One group looks at the authority and accuracy of four listed web sites, another group looks at advocacy and objectivity, and the third group looks at currency and coverage. Each group comes up with questions that can be discussed afterward as a class.
Use the Internet, write an expository text, and have students share their knowledge of the planets in our solar system. They compose an expository writing piece and publish it to a web page.

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