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\n\"Creative\n\n
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\nCarnegie Library\n
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\nCreative Writing: Middle School Lesson Plan\n

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\n\nFor Teachers\n\n7th - 8th\n\nStandards\n
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\nEnhance a unit on historical fiction with an engaging writing lesson. Learners bring the Industrial Era to life as they compose their own historical fiction pieces based on primary source images of Pittsburgh steel workers. \n
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\n\"Writing\n\n
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\nCurated OER\n
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\nWriting a Historical Fiction Story\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nWhat is historical fiction? After explaining the difference to your learners, it's time to give each learner a try! With your support, encourage them to research, plan, and write their own historical fiction story. Don't forget to have a...\n
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\n\"Civil\n\n
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\nCivil War Literature Circle\n

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\n\nFor Teachers\n\n5th - 8th\n\nStandards\n
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\nHistorical fiction can be a valuable asset when learning about the past. Integrate several novels written about the Civil War into your social studies unit, with groups of four working collaboratively to comprehend the novel from...\n
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\n\"Is\n\n
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\nTED-Ed\n
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\nIs There Any Truth to the King Arthur Legends?\n

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\n\nFor Students\n\n9th - 12th\n
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\nWas he or wasn’t he? We may never know for sure about the origins of King Arthur. But a video that leads middle school and high school viewers through the facts and fictions that have kept King Arthur alive in peoples’ imaginations for...\n
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\n\"Writing\n\n
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\nNational First Ladies' Library\n
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\nWriting (and Rewriting!) History\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers differentiate between fiction and non-fiction, discuss historical fiction, which combines both genres, choose historical novel from list and read independently, and write original short stories that combine elements of...\n
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\n\"Civil\n\n
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\nCivil War Trust\n
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\nCivil War Newspaper\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nOne photograph can represent so much more than the images on the film. Eighth graders select a photograph from the Civil War era and conduct additional research based on the subject matter from the picture. Once they complete the...\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow to Write a Biography\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLooking for a great lesson on how to write a biography? Here, middle schoolers draw from magazine articles, novels, historical figures, and current events to choose a person, or character to write about in a biography. They follow a...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Civil War Through a Child's Eyes\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents focus upon the Civil War era using research methods of drawing information from primary sources. Literature and photographic images reflect, communicate, and influence human perspectives of historical events. The lesson helps...\n
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\n\"Brother\n\n
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\nCurated OER\n
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\nBrother Against Brother\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders read Across Five Aprils and correlate it to a unit on the Civil War. They culminate the unit by writing a a piece of historical fiction in the first person entitled \"Brother Against Brother.\"\n
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\n\"George\n\n
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\nCurated OER\n
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\nGeorge Washington's Revolutionary Journeys\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers take a closer look at historical maps. For this American Revolution lesson, students examine the provided historical maps and documents to determine the assignments that George Washington assigned to subordinates during...\n
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\n\"Sim's\n\n
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\nCurated OER\n
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\nSim's Cities\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents investigate city management and government by creating a fictional city in groups.  In this civics lesson, students create rules and a mascot for their fictitious city which they create from poster board cubes....\n
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\n\"Seeing\n\n
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\nCurated OER\n
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\nSeeing Is Believing\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars research and describe the stories of Thomas Jefferson, Meriwether Lewis and William Clark. They analyze historical sources from different points of view and present an analysis of two historical contexts.\n
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\n\"Exploration\n\n
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\nCurated OER\n
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\nExploration of Utopias and Dystopias\n

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\n\nFor Teachers\n\n11th\n\nStandards\n
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\nIf you are considering adding or expanding a unit on utopian and dystopian literature you simply must check out this fabulous resource. Packed with plans, activities, project-based and 21st century learning opportunities, the unit...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Shakespeare Crowd\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents study the life and times of Shakespeare. They read and analyze one of his plays and use the Internet and videos to gain an understanding of how Shakespeare engaged his audiences, then and still today.\n
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\n\"What\n\n
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\nFacing History and Ourselves\n
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\nWhat Does It Mean to Belong?\n

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\n\nFor Teachers\n\n6th\n
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\nAfter reading and analyzing The 'In' Group by Eve Shalen, sixth graders consider how the categorization of people results in exclusion, discrimination, and injustice. \n
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\n\"It's\n\n
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\nCurated OER\n
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\nIt's Just a Barn\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nInvestigate Pennsylvania Barns. Have your class consider the elements common to Pennsylvanian barns and why they are significant to the food production process. They write summaries of Frederick Watts and his impact on agriculture.\n
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\n\"Nothing\n\n
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\nCurated OER\n
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\nNothing to Fear but Fear Itself\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners investigate the years during World War II in which Japanese Americans living on the West Coast were held in internment camps.\n
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\n\"Nothing\n\n
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\nCurated OER\n
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\nNothing to Fear\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders read from the book, \"Nothing to Fear,\" and discuss living in New York during the Great Depression. They write entries and summaries in their learning logs to share with the class. They work in groups to create a database...\n
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\n\"Bon\n\n
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\nCurated OER\n
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\nBon Voyage - Literature Travel Unit\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders locate and interpret information about the culture of another country using multi-media tools. Students read and interpret literature about characters and cultures from a foreign country. Students create a travel guide...\n
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\n\"Science:\n\n
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\nNational First Ladies' Library\n
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\nScience: The Purloined Letter\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents examine Edgar Allan Poe's \"the Purloined Letter\" from the perspective of a profiler. To sharpen search procedures, they examine the text and make lists of items and places in the house that were searched. Then students discuss...\n
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\n\"Ducksters:\n\n
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\nDucksters\n
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\nDucksters: List of Historical Books for Kids\n

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\n\nFor Students\n\n3rd - 8th\n
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\nOn this website find a list of historical fiction books for kids middle school and elementary aged reading levels.\n
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\n\"Abcteach:\n\n
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\nAbcteach: Book Report Forms\n

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\n\nFor Teachers\n\nK - 1st\n\nStandards\n
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\n[Free Registration/Login Required] Teachers will find several blackline masters for primary, elementary and middle school students for use when doing various types of book reports such as fiction, biography, fairy tales, historical...\n
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\n\"Read\n\n
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\nReadWriteThink\n
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\nRead Write Think: Bright Morning\n

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\n\nFor Teachers\n\n3rd - 8th\n\nStandards\n
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\nUse this instructional activity to delve into the exploration of character development in fiction through the novel \"Bright Morning,\" by Scott O'Dell.\n
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\n\"Houghton\n\n
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\nHoughton Mifflin Company: Teacher's Guide for Bread and Roses, Too\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nKatherine Paterson writes historical fiction for middle school aged students. This book on the Bread and Roses strike includes good factual information about the strike woven into a personal story. This teacher's guide is a handy...\n
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