National History Day
Leland Linman’s War: A Look at Soldiers’ Daily Lives in World War I
Hunkering down in the trenches of World War I, Leland Linman decided to write a journal about his experiences. By reading Linman's entries in the fourth installment of an eight-part lesson series, scholars get a firsthand look at life in...
Beacon Press
A Time to Break Silence
Encourage teenagers to get involved in ending violence among young people. A Common Core-aligned resource and curriculum guide, designed to be used with a reading of A Time to Break Silence: The Essential Works...
Candace Fleming
Ben Franklin’s Almanac: Being a True Account of the Good Gentleman’s Life
Candace Fleming's award winning Ben Franklin's Almanac is the anchor text for a classroom guide that provides teachers with a cache of pre, during, and post-reading activities.
University of North Carolina
Should I Use “I”?
Despite the formal nature of academic writing, personal pronouns frequently appear in high school and college papers. While your first instinct may be to cross them out, sometimes it's okay to use them, an idea covered in a handout that...
EngageNY
Researching: Eyewitness Accounts, Part 1
Time to go on a quote hunt! Because learners cannot interview real eye witnesses for their newspaper articles, they read through text The Great Earthquake and Fires of 1906 looking for quotes to answer their questions. Learners...
EngageNY
Comparing Historical and Fictional Accounts: Second Sudanese Civil War (Chapters 14 and 15, Plus Rereading “Time Trip”)
Let's compare! One pair of scholars adds to the Salva/Nya anchor chart by gathering evidence about the characters from chapters 14 and 15 of A Long Walk to Water. The rest of the class pairs work on adding to the Survival anchor chart....
EngageNY
End of Unit Assessment: Fishbowl Discussion, Part 1: Comparing Conflicting Accounts of the Pearl Harbor Attack
Scholars continue discussing Unbroken by using a fishbowl activity. Some readers share thoughts about the Day of Infamy, while others sit and observe the conversation. After the activity, pupils share what they learned.
EngageNY
Comparing Multiple Accounts of the Same Topic: Learning about the Great Migration (Promises to Keep, Pages 10–13)
Get the story straight. Scholars gather information about the Great Migration as they listen to a reading from Promises to Keep. They then examine the text to find evidence to support the feeling of resentment. Learners take part in...
EngageNY
End of Unit 1 Assessment: Fishbowl Discussion, Part 2: Comparing Conflicting Accounts of the Pearl Harbor Attack
Partner up! Scholars continue their fishbowl activity with one partner sitting inside the circle and one sitting outside the circle. Participants add to sentence starters to analyze the perspective of the Pearl Harbor Attack seen in the...
EngageNY
Researching: Eyewitness Accounts, Part 2
Continue on. Learners continue with the work they began in the last lesson looking for quotes to complete an eye witness interview. Pupils work in their groups to examine the texts in their research folders and The Great Earthquake and...
EngageNY
Letters as Informational Text: Comparing and Contrasting Three Accounts about Segregation (Promises to Keep, Pages 38–39)
Letters ... a lost art or good resource? Scholars add letter writing to their informational text chart and describe the features of a letter. They then look at page 38 in Promises to Keep and complete a Perspectives Venn...
EngageNY
Grade 10 ELA Module 4: Unit 1, Lesson 4
High schoolers read the final section of E. B. White’s Death of a Pig and examine the impact of the words and tone he used. In pairs, learners discuss their homework from the previous night, answer questions about the text, and write in...
Council for Economic Education
Understanding a Balance Sheet
Read any financial website or book, and it is bound to discuss the words asset and liability. But what do these words actually mean to the class? The resource effectively explains by using multiple formats and techniques, including...
North Carolina Department of Public Instruction
What Is A Bank?
You're never too young to learn about banking and personal finance. Use a set of seven banking lessons to teach middle schoolers about checking and savings accounts, interest rates, loans and credit cards, and safety deposit boxes.
The New York Times
Evaluating Sources in a ‘Post-Truth’ World: Ideas for Teaching and Learning about Fake News
The framers of the United States Constitution felt a free press was so essential to a democracy that they granted the press the protection it needed to hold the powerful to account in the First Amendment. Today, digital natives need to...
Echoes & Reflections
Rescuers and Non-Jewish Resistance
What does it mean to be a rescuer during the time of the Holocaust? Learners consider the role of those who resisted the Nazi invasions, including hiding Jewish people, throughout Europe. Activities include listening to the testimony of...
EngageNY
Writing Interview Questions
And now for the star witness! Scholars take a look at a model newspaper article and discuss the importance of eyewitness accounts. In groups of three, they take turns underlining text from eyewitnesses. They then regroup to talk about...
Stanford University
Voices of the Struggle: The Continual Struggle for Equality
As part of a study of the Civil Rights Movement from 1868 to the present, class members examine first person narratives, the Supreme Court case Brown v. Board of Education, and other significant events in civil rights history....
Curated OER
Tangerine: Writing Assignment: Paul’s Witness Account
As a final assignment in a unit study of Edward Bloor's Tangerine, individuals assume the voice of Paul Fisher and craft the witness report Paul mentions in the final pages of the novel. A great way to assess the...
Museum of Tolerance
The Pursuit of Democracy and Diversity: The Trial of Pro-Social Injustice in Historical Documents and Accounts
Class members investigate The Indian Removal Act of 1830, U.S. Theft of Mexican Territory Timeline, and President Abraham Lincoln’s letter to Horace Greeley, 1862, and then conduct a mock trial of each of these documents to determine...
Described and Captioned Media Program
Malcolm X: Make It Plain, Part I
Malcolm X was a complicated man that few in white America understood. After sharing what they know or think they know about this civil rights leader, about nationalism and Black Nationalism, class members view a two-part documentary...
K20 LEARN
Growing Themes
The theme of a work is not a single word! Rather it is a statement that reflects what a writer believes or wants readers to understand about a topic or subject. Here's a short, but powerful lesson that utilizes passages from The...
Shakespeare Globe Trust
A Midsummer Night's Dream
Do most people resemble Titania, the fairy queen; Puck, the mischief-maker; or someone else? Pupils take a fun quiz to find out which character they are most like from Shakespeare's A Midsummer Night's Dream. They also explore a...
EngageNY
Inferring Laurence Yep’s Perspective on the Police, from the Crime in the Neighborhood Excerpt of The Lost Garden
Gist get to the point! Pupils read another excerpt from The Lost Garden, author Laurence Yep's autobiography. Working with partners, scholars annotate the text to look for the gist and record unfamiliar vocabulary in their word...
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