In this module, students will develop their ability to read and understand complex text as they consider the challenges of fictional and real refugees. In the first unit, students will begin Inside Out & Back Again, by Thanhha Lai, analyzing how critical incidents reveal the dynamic nature of the main character, Ha, a 10-year-old Vietnamese girl whose family is deciding whether to flee during the fall of Saigon. The novel, poignantly told in free verse, will challenge students to consider the impact of specific word choice on tone and meaning. Students will build their ability to infer and analyze text, both in discussion and through writing. They then will read informational text to learn more about the history of war in Vietnam, and the specific historical context of Ha’s family’s struggle during the fall of Saigon. In Unit 2, students will build knowledge about refugees’ search for a place to call home. They will read informational texts that convey universal themes of refugees’
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Ever wonder what women were doing during the 1800s or what is known as the antebellum period of United States history? Men are well represented in our history books as they were the powerful, educated leaders of our country. Women, on the other hand, rarely had opportunities to tell their stories. Powerful stories of brave women who helped shape the history of the United States are revealed to students through journals, letters, narratives and other primary sources. Synthesizing information from the various sources, students write their impressions of women in the Northeast, Southeast, or the West during the Nineteenth Century.
For Black History Month 2016, EDSITEment offers a revised and updated version of our Guide to Teaching Resources a comprehensive collection of free NEH-supported, vetted websites and EDSITEment-developed lessons on African American history and literature arranged roughly by historical period. These resources help bridge the gap between the expanding academic scholarship of the black experience and the need for this history to be more widely taught at the K–12 level.
While African American history should be taught throughout the year as part of American History, February’s Black History Month is the perfect time to investigate more deeply the struggles, challenges and achievements of African Americans.
In this special listing, teachers, parents, and students will find a range of vetted multimedia resources to understand and appreciate the 400 year long history of African Americans. Along the way, they will also encounter some of the most influential voices and the most memorable images in all of American history and culture.
Beginning in March 1942, a wave of mass murder swept across Europe. During the next 11 months 4,500,000 human beings were eliminated. By the end of World War II the toll had risen to approximately 6,000,000 Jews, which included 1,500,000 children, who perished at the hands of the Nazi murderers. When the killing ended those who survived were released from the concentration camps and came out of hiding. Here you can read some of their stories.
In this module, students analyze arguments and the evidence used to support arguments to determine whether sufficient evidence has been used and whether the evidence is relevant in support of the claim an author or speaker is making. They then research to gather evidence to make their own spoken and written arguments. Students will read Michael Pollan’s The Omnivore’s Dilemma (930L), a literary non-fiction text about where food comes from and about making decisions about what food to buy and eat. They build background knowledge about what happens to food before it gets to the consumer, and the different choices the consumer can make when buying food while analyzing Michael Pollan’s arguments and the evidence he uses to support his claims. In Unit 2, students engage in a robust research project in which they further investigate the consequences of each of the food chains and the stakeholders affected in those food chains. To help students grapple with this issue, they use a decision-making process called “Stakeholder Consequences Decision-Making” (see the end of this document for details). This process will help students understand the implications of various choices, and will scaffold their ability to determine, based on evidence and their own values, to take a position on which food chain they would choose if they were trying to feed everyone in the US. Students finish the module by writing a position paper explaining which of Michael Pollan’s food chain they would choose to feed the US and why, and creating a poster stating their position. This task addresses NYSP12 ELA Standards RI.8.1,W.8.1, W.8.1a, W.8.1b, W.8.1c, W.8.1d, W.8.1e and W.8.9.
This lesson spans multiple days and explores the value of debate teams in schools. During the first week of the unit, students learned to identify claims and warrants in texts. This week, students will build upon that knowledge by writing a basic argument and learning about the types of support that are used to build an argument. This will culminate with an assessment in which the students choose a position to take after reading a text and develop their claims and warrants with appropriate support and analysis.Cover image: "[Booker T. Washington, half-length portrait, seated]" by Frances Benjamin Johnston from the Prints & Photographs Onlince Catalog at loc.gov
Students explore multiple forms of digital etiquette and citizenship. They research current events based around digital concerns and innovations. Eventually, they apply that knowledge to their own lives and use of technology to develop 5 top guidelines for digital device usage for their peers. Students share their presentations and projects in an exhibit-style venue. Using a survey, students vote for their top choices, eventually selecting one choice to implement.Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology
8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.
This a a cross curricular unit encompassing English, History, and Math Common Core Standards to teach the Child Labor practices of 1800s U.S. with the tragedy of Triangle Shirtwaist Factory Fire of 1911 which lead to child labor reform throughout the world and into the modern era.
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- Shelley Arca, Victoria Birbeck, Navpre
- Navpreet Bedi
- Victoria Birbeck
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As students will have previous exposure to the historical themes and factual information about the attacks on Pearl Harbor, the United States involvement in WWII, and the internment of Japanese in camps throughout the western United States, this lesson exemplar will allow students to participate in critical discussion of two stories that illuminate important, yet divergent, experiences of war and conflict. This lesson exemplar will push students to think critically about the experience of wartime as felt by both soldiers and civilians as they navigated specific trials that were a part of their direct or peripheral involvement in WWII. This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students.
Paul Revere's ride is the most famous event of its kind in American history. But other Americans made similar rides during the American Revolution. Who were these men and women? Why were their rides important? Do they deserve to be better known?
Help your students develop a broader understanding of the Revolutionary War as they learn about some less well known but no less colorful rides that occurred in other locations. Give your students the opportunity to immortalize these "other riders" in verse as Longfellow did for Paul Revere. Heighten your students' skills in reading texts critically and making defendable judgments based on them.
This is a lesson in which students learn about the invention of the phonograph, the impact of electricity on Americans, and Thomas Edison's role in the electrification of America.
This is a game in which the viewer assumes the role of historical detective, searching for clues in photographs and eyewitness accounts about immigrant life in America.
This lesson invites students to search and sift through rare print documents, early motion pictures, photographs, and recorded sounds from The Library of Congress. Students experience the depth and breadth of the digital resources of the Library, tell the story of a decade, and help define the American Dream.
This lesson is intended to be taught over multiple days, focusing on Chapter XIII: Two Thousand Miles for A Five-Minute Speech from Up From Slavery by Booker T. Washington. The students will also complete a close read of The Atlanta Exposition Address by Booker T. Washington. Through the two texts, students will read about the events that led Booker T. Washington to deliver a speech at the Atlanta Exposition. Students will write and deliver their own speech, supporting their arguments with claims and evidence. Image source: "Booker T. Washington" by skeeze on Pixabay.com
This lesson seed involves students analyzing President Obam's back to school speech. In reading the transcript of the speech, students will identify claims and the evidence supporting their claims.
"Homeless," by Anna Quindlen, allows the student to understand homelessness as it affects many people on a broader scale. She emphasizes the individuality of homelessness, the fact that they not only lack possessions but have no place to keep them."The First" (also titled "Eviction") is a short poem by Lucille Clifton that provides the opportunity to compare and contrast the approach to the same issue through another genre.Final Assessment: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? (focus on use of specific language, word choice, mood, tone, etc.)
Lesson OverviewThis is a close reading lesson of “Little Things Are Big” by Jesús Colón . This text was featured in a newspaper column written in the 1950s. The essay is an introduction to the concepts of conflict in literature.Lesson FocusHow do the perceptions we have of ourselves and of others create conflicts?Student OutcomesStudents will be able to determine how the conflict in “Little Things Are Big” was influenced by outward (physical) identifiers as well as infer how the conflict may have been different if the main character would have made a different choice. Image source: "Menschen, Offentliche..." by Tim Savage on Pexels.com.