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  • WY.ELA-Literacy.W.11-12.8
19th Century Women: Struggle and Triumph
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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.

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
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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
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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?
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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
The Argumentative Research Project: A Step-by-Step Course
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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
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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
The Conservation Movement at a Crossroads: the Hetch Hetchy Controversy
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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?
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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
English Language Arts 11
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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, American Dreamers
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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
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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 11, Revolution
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People often say that mankind should learn from history. Charles Dickens, whose books are considered classics, set his novel A Tale of Two Cities in the past. He wanted his readers to learn from the bloody French Revolution and from the widespread brutality in London. Both cities (Paris and London) offer the reader a glimpse into dark and dangerous times. As students read about Dickens's Victorian setting and learn his view of the French Revolution, they will think about what makes a just world. Students will have a chance to think about their own experiences, and, using techniques they have learned from Charles Dickens, they will do some writing that sends a message about your own world.

ACCOMPLISHMENTS

To complete the unit accomplishments, students will:

Read the Charles Dickens novel A Tale of Two Cities.
Read several short pieces, including a biography of Dickens and excerpts from other literature, to help them understand Dickens’s world and the world of the novel.
Explore new vocabulary to build their ability to write and speak using academic language.
Practice close reading and participate in several role plays and dramatic readings to help them experience the dramatic writing style of Charles Dickens.
Write a vignette and a short narrative piece, and practice using descriptive detail and precise language.
Write a reflection about the meaning of Dickens’s novel.

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.

How does good storytelling affect the reader, and how can a good story promote change in the world?
What was the Victorian view of gender roles?
How can power be abused?
What is loyalty ? What are the limits of loyalty?

Subject:
English Language Arts
Reading Literature
Speaking and Listening
Material Type:
Unit of Study
Provider:
Pearson
English Language Arts, Grade 11, The American Short Story
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In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

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.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

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
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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
Grade 11 ELA Module 3
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In Module 11.3, students engage in an inquiry-based, iterative process for research. Building on work with evidence-based analysis in Modules 11.1 and 12.2, students explore topics that have multiple positions and perspectives by gathering and analyzing research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which will serve as the early foundation of what will ultimately become a written research-based argument paper. The research-based argument paper synthesizes and articulates several claims using valid reasoning and relevant and sufficient evidence to support the claims. Students read and analyze sources to surface potential problem-based questions for research, and develop and strengthen their writing by revising and editing.

Subject:
Composition and Rhetoric
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
09/15/2014
Grade 12 ELA Module 3
Conditions of Use:
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In Module 12.3, students engage in an inquiry-based, iterative research process that serves as the basis of a culminating research-based argument paper. Building on work with evidence-based analysis in Modules 12.1 and 12.2, students use a seed text to surface and explore issues that lend themselves to multiple positions and perspectives. Module 12.3 fosters students’ independent learning by decreasing scaffolds in key research lessons as students gather and analyze research based on vetted sources to establish a position of their own. Students first generate a written evidence-based perspective, which serves as the early foundation of what will ultimately become their research-based argument paper.

Subject:
Reading Informational Text
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
Date Added:
04/09/2015
The Grapes of Wrath: Voices from the Great Depression
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This is a lesson in which students examine songs, interviews, and photos of migrant farm workers in California during the Great Depression and then create a scrapbook from the point of view of a migrant worker. Students use photos and recordings of migrant workers to create captions, letters, and songs. This lesson can be particularly useful when students are learning about the Great Depression or reading The Grapes of Wrath.

Subject:
U.S. History
Material Type:
Lesson Plan
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
07/10/2003
The Great Depression and the 1990s
Conditions of Use:
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Students frequently echo sentiments such as, "The government is too big," or "The government should make welfare mothers pay for their own needs." It seems that many citizens, high schoolers included, have begun to believe in reduced government combined with increased personal responsibility. Such sentiments suggest a move away from belief in the welfare state, created largely by the New Deal in the 1930s and reinforced by the "Great Society" legislation of the 1960s. By using the American Memory's American Life Histories, 1936-1940 documents, personal interviews, and the Library of Congress's online legislative information (THOMAS), students will be able to gain a better understanding of why the government takes care of its people and how this type of welfare state started. Armed with this knowledge, they can then evaluate the current need of government programs, such as welfare, Medicare and Social Security, on the federal and state level.

Subject:
U.S. History
Material Type:
Lesson Plan
Provider:
Library of Congress
Provider Set:
LOC Teachers
Date Added:
07/07/2000
A High-Interest Novel Helps Struggling Readers Confront Bullying in Schools
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Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.

Subject:
Arts and Humanities
Material Type:
Activity/Lab
Lesson Plan
Unit of Study
Provider:
ReadWriteThink
Provider Set:
ReadWriteThink
Date Added:
08/23/2013