Footnote Teacher Resources

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Upper graders identify the major characteristics of a wetland. They explore the human factors that change a wetland and write a descriptive paragraph about wetlands. This comprehensive lesson also has an interactive "Watershed Game" embedded in it, along with many other extension activities that should make this a meaningful and enjoyable learning experience.
Students focus on the creation of personal metaphors, which are first illustrated in pictures and caricatures and then extended to descriptive/analytical paragraphs. They teach the lesson to others using their own personal metaphors as models.
Students write a three page article on two famous surrealist artist of their times. Then, they compare and contrast their similarities and document in the article website references used on footnotes. Students also use pre-existing knowledge of tools to create an artwork similar to the painted styles from earlier periods by using the computer to create artistic pieces.
Students create a multimedia presentation in small groups about Alabama. They conduct Internet research, create a map of Alabama, and complete their guide to five selected sites in Alabama using descriptions, map locations, expenses, and useful information for visiting these sites.
Train young political analysts by following the plans outlined here. After reviewing the three branches of the government, small groups analyze the Broadcast Decency Enforcement Act of 2004, identify instances of checks and balances, and write their own bill about public policy and media. The bill is a complicated text, and while there is a jigsaw activity built in, more scaffolding might be necessary. Handouts and assignment sheets are all included in the file. The lesson is part of a larger unit plan; check out the rest of the lessons on the Take the Challenge website.
While the focus of this project is on comparing world religions, the guidelines of the resource could easily be utilized for a number of projects involving group work, presentation, and research. Groups must construct a PowerPoint presentation and script on a chosen religion, cover the seven dimensions of religion (experiential, mythic, ritual, etc.), and compile a list of key terms, concepts, and peoples in the religions.
Write about economic and banking issues of concern to the public. Investigate lending discrimination and the impact of the 1977 Community Reinvestment Act. Use a guide to do research and write an essay.
Learners read excerpts of autobiographies from Frederick Douglass and Harriet Tubman. After listening to excerpts of an oral reading of Frederick Douglass' book, they discuss the ways African Americans were treated on plantations. Individually, they compare and contrast their own lives to Douglass and view slides of Lawrence's paintings. To end the instructional activity, they identify the route of the Freedom Trail and role-play master and slave relationships.
Students study the Inuit in terms of their geographic location and its influence on their way of life. They investigate Inuit imagery as a reflection of their belief system and focus on the objects of the Inuit to introduce three-dimensional activities in the classroom.
Trace the mental breakdown and suicide of a character in William Faulkner's The Sound and the Fury. After a close reading of chapter two, discussion focuses on Quentin’s watch and the symbolism of stunted times signifying the lack of success in the lives of the Copson family and in the Old South. Stream of consciousness as a narrative technique is also examined. Lesson two of the curriculum unit William Faulkner’s The Sound and the Fury.
Students identify networking advantages and ways to use the Internet to network. In this networking lesson, students discuss careers that may change and develop as a result of networking opportunities. Students discover how the use of the Internet saved a deathly sick student then work in groups to create news reports, press conferences, and brainstorm new ways to use the Internet to network.
Young scholars read and analyze the poem, "My Last Duchess," by Robert Browning. They examine the use of dramatic monologue as a poetic device, and write a character profile of the Duke.
Students identify and interpret that economic activity involves making choices in the face of scarcity, therefore making choices involves a cost. They also identify that individuals interact in markets by inducing one another, through the prices they offer, to supply the goods each wants, and that there is nothing mysterious about this process.
Students explore life and language development in the Elizabethan Age. In this English instructional activity students complete web-quests and other activities surrounding Shakespeare's Romeo and Juliet.
Students read "The Odyssey" and identify the ways it relates to their own lives. As a class, they also examine the history of the story and identify the various Greek gods and goddesses. In groups, they focus on the geography of the places mentioned in the poem. To end the lesson, they research one of the places in the story and write a research paper.
Students explore the possible relationships between characters in a novel. They read the novel 'Their Eyes Were Watching God' and answer all the questions on each chapter so that the characters and events are familiar to the students.
Tenth graders participate in an activity in which they practice paraphrasing sections of primary and secondary documents. They are to share their paraphrasing with the class to help with their confidence speaking in front of a group.
Students analyze the theme of time in The Sound and the Fury and the use of stream of consciousness as a narrative technique. In this William Faulkner analysis lesson, students analyze the symbols as time triggers in the novel and decipher Quentin's mental state using stream of consciousness textual examples. Students create a reading journal for Faulkner's literary techniques.
Young scholars compile a list of memories and the feelings and thoughts associated with them. In this poetry lesson students create a collage based upon their memories and then compose a poem based on one of their descriptive memories.
Students explore the idea of "higher law" in relation to the government.  In this U.S. History lesson, students work in small groups to establish the definition of "higher law" then share their thoughts with the class to start a teacher-directed class discussion.

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