Memoirs Teacher Resources

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Students investigate why the Treaty of Versailles took the form that it did. They read an interactive memoir of a soldier after he returned home after WWI, conduct research on the Treaty of Versailles, and write the front page of a German newspaper the day that the peace treaty was announced.
In this online interactive reading comprehension worksheet, students respond to 13 multiple choice questions based on The Things They Carried. Students may submit their answers to be scored.
Students study the history of railroads and depots in Arkansas using websites and memoirs. They complete activities that explain how and why the railroads were built, and the different ways people used them.
Young scholars read excerpts from memoirs written by Gary Paulsen as examples of how to write a narrative piece. They identify figurative language used and then they write a memoir of their own that contains imagery and figurative language.
Students research a not-so-famous person and write a report about that person. They conduct interviews in order to find out information about their chosen person. Students share what they learned about the person with the class.
What's the best way to start a story? Learners write a memoir using effective openings. They research the process and work through a list of hooks to use in their writing. They use at least two hooks to begin their personal memoir. A great way to convey narrative writing techniques. 
Sixth graders listen to an author's family stories. In this memoir instructional activity, 6th graders listen to stories and discuss the author's memories. They consider the author's voice and then define the word memoir.
Students listen to Picnic In October and Memory Coat to explore the concept of memoirs. They interview a family member and write a personal memoir that reflects their own family history.
Students investigate various reports from the great Chicago fire of 1871 to evaluate the reliability of primary sources. They create their own eyewitness account of a modern disaster based on primary accounts.
Students discuss how writing is an important historical tool. They read writings from individuals and note how they have preserved history. They describe what those stories say about the communites they came from.
Explore nonfiction writing with your class. They will identify elements in nonfiction by reviewing elements of fiction. Then they use biographies, memoirs, menus, Time for Kids, and text books to identify elements of nonfiction. They will respond to the text using thoughtful questions.
For this reading project worksheet, students read a biography, autobiography, or memoir and think of the person's life as a movie. Students create a picture for scenes from that person's life. Students include a caption or explanation describing the experience being framed and a quotation from the text.
In this famous person worksheet, students read a passage about Zhang Ziyi and then complete a variety of in-class and homework activities to support comprehension, including partner interviews, spelling, cloze, synonym matches, and scrambled sentences.
Students use a guided reading activity to explore the life of Lunsford Lane, an entrepreneurial slave who bought his own freedom and recorded his memoirs. They write a speech from the point of view of Lunsford Lane.
Explore how World War One affected the world and changed the writings of poets and authors to create a new movement called Modernism. Identify how articles, memoirs, diaries, and poetry written after the war changed. Practice writing a poem in the Modernist format.
Students examine Hitler's "Final Solution." They watch and discuss a PBS documentary, read handouts, conduct Internet research, and read and discuss a personal memoir.
Students read various poems dealing with hidden children during the Holocaust. Using the texts, they discuss the poems meaning with their classmates. They present their information to the class taking turns on who is speaking. They write their own poem using the information they gathered during the lesson.
Students read two novels, The Human Comedy and A Separate Peace and an autobiographical memoir, Farewell to Manzanar. They focus on the difficulties faced by the teenage protagonists in order to set up a connection between adolescence and war.
Student explain how geographic and cultural settings influence a person's identity. They compare and contrasting Esmeralda Santiago's Puerto Rican self with her American self by participating in a close reading of the text and writing a persuasive essay based on their reading.
Ninth graders compose journal entries that relate to interview topics working in pairs interviewing each other. They create ten interview questions on their own as well as deliver presentations about their interviews of one another. Each student interviews their grandfather for evaluation.

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