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\n\"Thoreau's\n\n
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\nCurated OER\n
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\nThoreau's Ideas on Imprisonement and Individuality\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nYoung scholars criticize Thoreau's philosophy about imprisonment and individuality. In this Thoreau analysis lesson, students read about Thoreau's philosophy and write an answer to the given questions. Young scholars use a digital...\n
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\n\"Thoreau's\n\n
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\nThoreau's Writing Style\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nStudents analyze Thoreau's writing style. In this writing style lesson, students describe Thoreau's literary style and use the devices he employs in a response to one of his essays.\n
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\n\"Where\n\n
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\nWhere The Wild Things Are\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders brainstorm where they think wild things exist. Then using the same strategy they discuss natural surroundings from using prior life experience. This part of the lesson can also be done with using a nature hike. Students...\n
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\n\"Breaking\n\n
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\nBreaking Free From Conformity: A study in modern day Transcendentalism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents begin with a journal entry on the topic \"Why does Ralph Waldo Emerson advocate self-reliance?\" They listen to Gavin Degraw's \"I Want to Be.\" Students write their interpretation of the song. Students write an essay about Liars...\n
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\n\"Living\n\n
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\nLiving Thoreau As A Means Of Approaching Walden\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils investigate the essays and life of Thoreau in order to appreciate his point of view and understand his way of thinking. They participate in various activities and writing assignments to gain a similar perspective. Students write...\n
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\n\"Approaching\n\n
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\nApproaching Walden: Paths to Emerson and Thoreau\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers explore readings from Emerson, Thoreau and Melville. In preparation for writing, students sit in a quiet, tranquil location and observe their surroundings. Later, they recreate the experience by putting it into words. ...\n
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\n\"Thoreau\n\n
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\nThoreau and those he influenced\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders work in groups and research assigned person using the internet and use print resources for DHS media center. They create a poster that shows possible connections to H.D. Thoreau's writings and philosophies, a short...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Thoreau Look at Our Environment\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders write journal entries o school site at least once during each season, including sketched and written observations of present environment. They can use sample topographical maps and student's own maps. Students can use...\n
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Lesson Planet Article
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\n\"Civil\n\n
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\nCivil Disobedience from Antigone to Hunger Games\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudy the concepts and practice of civil disobedience through fiction and nonfiction texts.\n
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\n\"Say\n\n
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\nSay Hi to Haibun Fun\n

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\n\nFor Teachers\n\n10th - Higher Ed\n
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\nWhat is a haibun? With this interesting lesson, writers will experience the Japanese writing form haibun, identify elements important to Japanese writing styles, analyze a haibun, and compose their own. Different from the typical journal...\n
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\nMuseum of Tolerance\n
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\nThe Price of Personal Responsibility\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA reading of Patrick Henry's \"Speech in the Virginia Convention,\" Henry David Thoreau's \"Civil Disobedience,\" and Rev. Martin Luther King, Jr.'s \"Letter from Birmingham Jail\" launch a discussion about the price one is willing to pay to...\n
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\n\"Say\n\n
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\nCurated OER\n
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\nSay Hi to Haibun Fun\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the Japanese writing form of Haibun. They identify the elements of Japanese prose and poetry, analyze a haibun for writing devices, complete a graphic organizer, and compose an original haibun as a form of journal keeping.\n
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\n\"American\n\n
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\nAmerican Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nNathaniel Hawthorne's \"Rappaccini's Daughter\" provides the text for an activity that asks readers to select specific passages from the story, identify the aspect of American Romanticism the passage exemplifies, and then provide an...\n
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PPT
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\n\"Transcendentalism\n\n
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\nCurated OER\n
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\nTranscendentalism and Romanticism in American Literature \n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nHow do transcendentalists believe you must learn about the world? Use this PowerPoint to define transcendentalism and explain reason and intuition. Social, political, and philosophical influences of this time are introduced, and a few...\n
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PPT
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\n\"The\n\n
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\nThe Evolution of Transcendentalism\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nKey concepts, major writers, and historical events related to Transcendentalism are explored in a student-produced PowerPoint about this movement. The presentation could be used as an introduction to a unit or as a model that class...\n
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\n\"Quote\n\n
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\nCurated OER\n
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\nQuote Poker\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nYoung scholars work in small groups in order to find environmental quotes. The quotes are passed around and they decide which one is liked the most. Then students read the quote out loud to the class and explain the reasons for picking...\n
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\n\"Experiencing\n\n
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\nExperiencing Nature\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nYoung scholars create their own landscapes based on the topography of their region after studying the artwork of Cincinnati-based artist William Sonntag and other \"Hudson River School\" artists.\n
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\n\"Approaching\n\n
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\nCurated OER\n
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\nApproaching Walden Curriculum Unit\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners engage in a literature study unit. They use various exercises to build reading comprehension using a wide variety of literature texts. While reading the books, students are encouraged to think reflectively in order to appreciate...\n
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\n\"Creative\n\n
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\nCurated OER\n
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\nCreative Writing\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars criticially read an unfinished creative writing piece, answer factual questions concerning the piece, and then finish the story or create their own story about their own neigborhood and possible environmental issues.\n
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\n\"Water\n\n
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\nWater Creative Writing\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents red and discuss an example of a biographical essay. They read The Last of the Falling Tide by Car Hiassen, answer factual questions concerning the work, and create their own story about a natural place they are familiar with ,...\n
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\n\"Non-violent\n\n
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\nNon-violent Protest Through The Ages\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars are introduced to non-violent ways to solve disagreements with others. In groups, they analyze the ways Martin Luther King, Gandhi and Thoreau shared their views in non-violent ways. They complete a sketch of the life of...\n
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Interactive
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\n\"Reform\n\n
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\nReform Movements (5)\n

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\n\nFor Students\n\n9th - 12th\n
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\nIn this online interactive American history worksheet, students answer 20 matching questions regarding reform movements. Students may submit their answers to be scored.\n
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\n\"Observation:\n\n
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\nObservation: It's A Natural!\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents play the role of naturalist in their own community just as Thoreau was in his. They observe their communities looking for positive and negative aspects on the environment. They work together in groups to complete a model for...\n
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\n\"The\n\n
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\nThe Literature of Upheaval\n

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\n\nFor Teachers\n\n8th\n
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\nIn groups, 8th graders read different documents and answer questions on the Civil War period. Students read documents by Thoreau, Stowe and Frederick Douglas.\n
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