Search Results (42)

View
Selected filters:
  • MCCRS.ELA-Literacy.RI.11-12.7
1897 Petition Against the Annexation of Hawaii
Conditions of Use:
Read the Fine Print
Rating

This site recounts the struggle for control of Hawaii between native Hawaiians and American business interests in the late 1800s. This 1897 petition and a lobbying effort by native Hawaiians convinced the U.S. Congress not to annex the islands. But months later the U.S.S. Maine exploded in Havana and the Spanish-American War began. The U.S. needed a mid-Pacific fueling station and naval base.

Primary source images, standards correlation, and teaching activities are included in this resource.

Subject:
U.S. History
Material Type:
Activity/Lab
Lesson Plan
Provider:
National Archives and Records Administration
Date Added:
08/24/2007
19th Century Women: Struggle and Triumph
Conditions of Use:
Read the Fine Print
Rating

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.

Subject:
U.S. History
Women's Studies
Material Type:
Lesson Plan
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
03/27/2007
African-American Identity in the Gilded Age
Conditions of Use:
Read the Fine Print
Rating

Examine the tension experienced by African-Americans as they struggled to establish a vibrant and meaningful identity based on the promises of liberty and equality in the midst of a society that was ambivalent towards them and sought to impose an inferior definition upon them. The primary sources used are drawn from a time of great change that begins after Reconstruction's brief promise of full citizenship and ends with the First World War's Great Migration, when many African-Americans sought greater freedoms and opportunities by leaving the South for booming industrial cities elsewhere in the nation. The central question posed by these primary sources is how African-Americans were able to form a meaningful identity for themselves, reject the inferior images fastened upon them, and still maintain the strength to keep "from being torn asunder." Using the primary sources presented here, look for answers that bring your ideas together in ways that reflect the richness of the African-American experience.

Subject:
Arts and Humanities
World Cultures
U.S. History
Material Type:
Lesson Plan
Provider:
Library of Congress
Provider Set:
LOC Teachers
Author:
Pat Adams-Caskie
Scott Culclasure
Date Added:
02/16/2011
The American Dream
Conditions of Use:
Read the Fine Print
Rating

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.

Subject:
Arts and Humanities
Performing Arts
Education
Material Type:
Lesson Plan
Reading
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
06/07/2000
American Lives in Two Centuries: What Is an American?
Conditions of Use:
Read the Fine Print
Rating

In 1782 Jean de Crevecoeur published Letters from an American Farmer in which he defined an American as a "descendent of Europeans" who, if he were "honest, sober and industrious," prospered in a welcoming land of opportunity which gave him choice of occupation and residence. Students will look at life histories from the interviews of everyday Americans conducted by Works Progress Administration officials between 1936-1940 to see if his definition still holds true in this country 150 years later. Students will conclude by working toward a modern definition.

Subject:
U.S. History
Material Type:
Lesson Plan
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
07/11/2003
Remix
Analyzin
Conditions of Use:
Remix and Share
Rating

This lesson guides students through analysis of non-print media as a vehicle for argument.
Added to this are Pulitzer Prize Winning Photographs for them to pick from.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Kris Farrar
Date Added:
08/08/2019
Remix
Applying the Scientific Method to Solve a Nursing Problem (Remix)
Conditions of Use:
Remix and Share
Rating

The purpose of this lesson is for adult learners to improve their communication skills --- specifically reading, writing, speaking and listening --- by using the Scientific Method to solve a nursing problem. The target audience of this lesson is adults at the 12th grade reading and writing levels. This lesson is designed for a face-to-face, instructor-led classroom setting.

Subject:
Applied Science
Career and Technical Education
English Language Arts
Material Type:
Assessment
Case Study
Diagram/Illustration
Homework/Assignment
Lecture Notes
Lesson
Lesson Plan
Reading
Author:
Rema Merrick
Date Added:
08/08/2019
The Argumentative Research Project: A Step-by-Step Course
Conditions of Use:
Remix and Share
Rating

This resource is designed to walk students through the process of completing a research project in any field of study. It covers the earliest stages of brainstorming and discussing, continues through researching and compiling sources; writing, documenting, revising, and polishing a paper; and finally presenting the research topic to a wider audience in a professional manner. The focus is on MLA format, though the course could be modified for other formats.

The first unit is an introduction to the project. It asks students to draw on knowledge of issues affecting their own community and world to help generate discussion that could eventually lead to a research topic.

Subject:
Arts and Humanities
Business and Communication
Social Science
Material Type:
Assessment
Full Course
Homework/Assignment
Lecture
Lesson Plan
Reading
Author:
Sara Layton
Date Added:
01/28/2016
Billy the Kid: Perspectives on an Outlaw
Conditions of Use:
Read the Fine Print
Rating

This lesson relates to the westward movement in the United States in the late nineteenth and early twentieth centuries. Students analyze the role that gunfighters played in the settlement of the West and distinguish between their factual and fictional accounts using American Life Histories: Manuscripts from the Federal Writers' Project, 1936 - 1940.Billy the Kid alias, William H. Bonney, alias Henry McCarty, alias Kid Antrim, etc. is an example of the typical gunfighter. He was born in the 1850s and died in 1881 when he was shot by Sheriff Pat Garrett. Billy serves as the focus of the lesson.

Subject:
U.S. History
Material Type:
Lesson Plan
Reading
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
07/28/2004
Circle of Stories
Conditions of Use:
Read the Fine Print
Rating

Welcome to the CIRCLE OF STORIES lesson plans. These lessons will allow students to examine the complex and rich oral tradition of Native American storytelling, create their own stories to share, explore indigenous and Native American cultures and the issues which face them today, and research and explore their own cultural heritage by recording their unique family stories and heritage. These lessons are directed toward grades 6 through 12, for use in the following subject areas: language arts, theater, history, social studies, multicultural studies, technology, and life science.

Subject:
Arts and Humanities
Literature
Material Type:
Activity/Lab
Lesson Plan
Reading
Provider:
PBS
Author:
Betsy Norris
Date Added:
02/16/2011
The Conservation Movement at a Crossroads: the Hetch Hetchy Controversy
Conditions of Use:
Read the Fine Print
Rating

This is a two-part teaching unit about the controversy among conservationists over a proposal to turn part of Yosemite National Park into a dam to furnish water to San Francisco. The first part explores the history of the conservation movement in general, while the second links to primary records, such as Congressional debates, of Hetch Hetchy itself.

Subject:
Environmental Science
Ecology
Material Type:
Activity/Lab
Lesson Plan
Reading
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
07/07/2000
The Constitution: Counter Revolution or National Salvation?
Conditions of Use:
Read the Fine Print
Rating

This lesson plan casts students in the role of politically active citizens in 1787, when the Federal Convention in Philadelphia presented the nation with a new model of government. Students, using primary documents from American Memory, produce a broadside in which they argue for or against replacing the Articles of Confederation with the new model of the Constitution.

Subject:
U.S. History
Material Type:
Lesson Plan
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
07/11/2003
Remix
#DoNow w/ GoPro Project--by Sara Layton
Conditions of Use:
Remix and Share
Rating

This resource introduces the DoNow project in conjunction with the GoPro challenge. It explains how to implement this curriculum into a language arts classroom (virtual, bricks and mortar, or blended), with an overview, detailed plan, assignments and rubrics, and other resources.

This resource provides lesson plans aligned to CC Standards for language arts that can be adapted to a wide range of LA levels, from middle to high school.

Subject:
Arts and Humanities
Business and Communication
Mathematics
Social Science
Material Type:
Assessment
Homework/Assignment
Lesson Plan
Author:
Sara Layton
Date Added:
08/08/2019
English Language Arts 11
Conditions of Use:
Read the Fine Print
Rating

English III, American Literature, explores the literature of America from the narratives of the early colonists to the foundational documents of our forefathers, and the literature of our modern times. In English III, you will gain a firm grasp of the various literary periods throughout American history as well as the ability to analyze different genres and styles of notable American authors. As you progress through the course, you will gain an appreciation for American literature and an understanding of how the literature of the day acted as a reflection of the historical period from which it evolved. This course will also give you the opportunity to hone your own writing skills as you identify the characteristics of effective writing for a variety of different purposes and audiences.

Subject:
English Language Arts
Material Type:
Activity/Lab
Full Course
Reading
Unit of Study
Provider:
The Saylor Foundation
Date Added:
08/05/2013
English Language Arts, Grade 11
Conditions of Use:
Remix and Share
Rating

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Provider:
Pearson
Date Added:
10/06/2016
English Language Arts, Grade 11, American Dreamers
Conditions of Use:
Remix and Share
Rating

In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, Project: Growing Up Digital
Conditions of Use:
Remix and Share
Rating

In this unit, students will produce two major pieces of work.  The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas.  They will also create a museum exhibit as part of a team.  The exhibit project will help students identify what's worth preserving about their unique place in history.

PROJECT UNITS

This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.

ACCOMPLISHMENTS

Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 12, Global Issues
Conditions of Use:
Remix and Share
Rating

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson