This cross-curricular resource contains a pair of nonfiction texts on the French Revolution along with text-dependent questions, vocabulary words, a writing prompt with sample responses, and a graphic organizer for students to use to help them.

In this lesson, students engage in an historical inquiry about the Montgomery Bus Boycott. They watch a short introductory movie, read six documents, answer guiding questions, and prepare to complete the final essay assignment using their notes as evidence from the documents to craft a more complete story of the boycott.

Students will understand the social composition of Russia and the different problems and goals each social group faced before the revolution. Students will examine the various political views in revolutionary Russia, a spectrum spanning from monarchists to Marxists.

Students will create baseball cards on individuals after research on selected figures from the Scientific Revolution and the Enlightenment using primary sources and other materials.

In this lesson plan from the Smithsonian's National Museum of American History, students will identify and discuss the condition and aspirations of free African Americans in the years following the Civil War, identify the social factors that led to the rise of Jim Crow segregation and evaluate the effects of segregation.

In these lessons from Historical Thinking Matters, students learn to read more analytically as they investigate the causes of the Spanish-American War. After hypothesizing causes for the war, they test their hypotheses using successive sets of documents. They answer the notebook questions for these documents and consider how each informs the inquiry question. Using historian think-alouds from the site, the teacher can model a historical read of particular passages. Finally, students practice these new ways of reading with a document they find in a directed webquest. *The lessons are made available in 3 options: 1 Day, 3 Day or 5 Day. The 5 Day version includes an essay assignment with instructions on thesis writing.

In this lesson on the Spanish American War from Historical Thinking Matters, students will use contrasting newspaper accounts of the explosion of the Maine to gain insight into how an author’s word and information choices influence the message and tone of the text. Students will view a 3-minute movie to establish context, use a graphic organizer to compare the articles, and write an essay where they take a position about which account is most believable.

In this lesson, students work through the Spanish-American War investigation on the Historical Thinking Matters website. They read the nine documents, answer guiding questions on the interactive on-line notebook, and prepare to complete the final essay assignment using their notes. Each day includes a brief teacher-led activity or presentation designed to facilitate students’ work. Students complete an essay and participate in a discussion reviewing the four historical reading strategies used to frame the site’s notebook questions.

How do great authors build suspense and keep us engaged? In this lesson students will discuss how they "read" their favorite televsion shows in order to make predictions about what will happen, then apply these skills to speculate about happens to literary characters after the novel or play ends. Finally, they will use the inferences they gain thorugh close reading to create imagined futures for these characters in comic strips, next chapters, letters, journals, or videos.

This extensive resource provides standard by standard strategies for meeting the goals of each, including graphic organizers, approaches, and multiple informational texts.

In this lesson, students read and discuss paragraphs 11-12 of "An Address by Elizabeth Cady Stanton," focusing on how she introduces and develops ideas using figurative language. Students will also focus on writing responses to the text.

In this series of 3, 50 minute lesson plans, students will compare formal and informal language styles and articulate the specific features common to each style. Students will examine their own language use to note how it varies across contexts. By becoming aware of the changes in their own language use, students can gain greater control over the language styles they adopt in different contexts. (Videos and worksheets included.)

Exploring the use of style in literature helps students understand how language conveys mood, images, and meaning. After exploring the styles of two authors, students will translate passages from one author into the style of another. Then they will translate fables into style of one of the authors.

In this lesson, students will focus on how language, style, and the beauty of the text help develop the meaning of Malcolm X's Autobiography.

This resource contains a primary source about a supreme court case related to World War II. Accompanying the reading are text-dependent questions, an academic vocabulary list, and a writing prompt with student samples.

Students engage in a character study of the numerous figures created by Charles Dickens in A Tale of Two Cities. Students first compare and contrast several forms of communication: email, text message, and telephone. They then complete a character study chart that breaks down physical background, character traits, social status/background, unanswered questions about the character, and a final judgment about the character. Next, students will create text messages between numerous characters that show the relationship between the characters, their background, and plot points that they are involved in. The lesson concludes with students sharing their text messages and a discussion of the rationales behind their choices.

In this recurring lesson, students watch an artistic video clip and use the words in their current vocabulary lesson to process the content through several types of creative writing. This gives students a chance to write in a unique voice and to understand the meaning of their vocabulary words in a new context. They also have the opportunity to analyze their peers' use of the vocabulary when they read and discuss each other's stories.

Students consider the presence of Al Qaeda in various countries, with particular attention to its recent growth in Yemen, post 9/11. Working in groups, they investigate key people, places and institutions related to Al Qaeda and counterterrorism efforts, and create a maps or diagrams.

In this lesson, students will be able to analyze the consequences of defining terrorism in certain ways and learn how different individuals and groups might use the term for political advantage.

"The Scarlet Letter" is full of famous passages that probe themes like sin, redemption, guilt, revenge, and hypocrisy as they relate to female sexuality. At the same time, our modern-day news is full of stories that highlight the sexual double-standard that exists in our society between men and women. The extent to which this double-standard exists is the focus of this lesson, which uses an excerpt from Hawthorn's classic and an op-ed about once-convicted murderess Amanda Knox.