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Art Reflecting Life
Have your young television viewers discuss popular shows among their peers. After choosing one show to analyze, middle and high schoolers read about the 2007-2008 network television lineup with the New York Times article "Gauging Viewer...
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Unforgettable...
Middle and high schoolers remember their most memorable experiences, and then connect their own narrative with an exposition about the topic associated with their experience. This New York Times lesson plan would be a great addition to...
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Who Could Have Been Who
Can word choice affect a candidate's likeability? Use a New York Times lesson to explore how a presidential candidate's likeability factor can fluctuate in public opinion polls. Young readers choose a presidential election from their...
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Black Power
Use this New York Times lesson to research contemporary leaders in the African-American community. After reading the article "Blacks Weigh the Impact of the Post-Jackson Years," middle and high schoolers discuss the varying viewpoints of...
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E.T., Are You Out There?
Research the necessary components of a planet that supports life after reading the article "All of a Sudden, The Neighborhood Looks a Lot Friendlier" from The New York Times. After finding their information, middle and high schoolers...
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Oh, I Believe in Yesterday
Who is Aimee Mann? Read the New York Times article "P.S. I Loved You," included here, and have your readers answer a series of reading comprehension questions. Afterward, encourage your class to brainstorm ways in which they were...
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Fields of Daffodils
Students discuss the characteristics of a community. They discuss their local neighborhood, and brainstorm ways to help others in their community. Using recycled file folders and paint, students create their own daffodils. They discuss...
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The Legend of Sleepy Hollow
Young scholars discuss and define folklore, locate town of Sleepy Hollow, NY, on map, calculate distance from Sleepy Hollow to their school, if applicable, review vocabulary list from The Legend of Sleepy Hollow, read story aloud, and...
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Gateway to New Haven: The New Haven Harbor
Students study how the geographical location of the New Haven Harbor has affected the lives of the people living in New Haven by focusing our attention on the phenomena of nature which has been prevailing for millions of years in this...
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Fight For Your Rights
Students explore issues related to tenants' rights in New York City, or in the area in which they live. They then create informational pamphlets designed to inform tenants of their rights.
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Bridging History and Technology
Learners study the history and importance of the Triborough Bridge in New York City, and then research different bridges and prepare presentations about them. They, in groups, research a bridge and prepare a poster about it.
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Critically Surfing the Web
The New York Times article “Online Diary,” launches this study of websites and how to assess them. Richly detailed, the lesson plan includes warm-up activities, procedures, journal prompts, discussion questions, and links to valuable...
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Food, Glorious Food?
How are the reactions between American and European consumers different when it comes to genetically modified foods? Use the New York Times article "Consumers in Europe Resist Gene-Altered Foods" to inform your middle schoolers about the...
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Knowing Write from Wrong
Explore how the informality of electronic correspondence has affected communications in the workplace. Writers develop pages for a basic writing guide that contains rules and examples to help correct common writing errors. A great way to...
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Stop the Fighting and Start Uniting
Research current and proposed peace talks around the world with this New York Times lesson, Using the Darfur peace talks in Abuja, Nigeria as a starting point, middle schoolers create a news program on the subject. They propose a future...
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Urban Concentration and Racial Violence
Students research one of the many urban race riots in U.S. history, from the New York City riots during the Civil War to the "Red Summer of 1919" or the hate-strikes of 1943. They present their findings in the form of a newspaper's front...
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Reaching Out
Students reflect on the terrorist attacks of September 11, 2001, explore the needs of the cities and citizens of New York City and Washington, D.C. and develop an action plan for a community service outreach project that they can...
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Come One, Come All
High schoolers analyze information from core map and other sources and construct routes from New York and Boston to Cincinnati as they might have existed in 1835.
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Be That As It Maya
Creative projects are a great way to engage your class and can be a fun way to assess mastery! Learners create brochures and postcards that might have been created by and for travelers to ancient Mayan cities. They read and discuss the...
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Our City, Our Words
Students write poetry that captures their feelings about their city or town. After presenting their poetry at a class reading students compare their poetry to the work of published poets who have written about the same city.
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Act 3: New York Introduction 1924-1925, Louis Armstrong
Students listen to and examine jazz recordings and listen for features (breaks and obbligato) that are typical of jazz music. In groups, they make up a short blues song of their own.
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Industrial Revolution Unit
Eighth graders create their own newspaper and write articles about things related to the Industrial Revolution. They include five different inventions from the time period and explain how they either benefited or harmed society. They...
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Our Town
Students read and discuss an online article as they consider what makes a center of activity in a city or town. They produce a documentary film of the hub of activity in their school.
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In the Heart of Your City
Learners analyze the changes in the community described in "Still a Contender on the Waterfront" and evaluate how the history of a city can be seen, regardless of changes, in a city as it exists today.
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