This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions.

A USA Today Education informational article on the lost Incas of the Andes with included reources/ worksheets for students.

About a century has passed since the events at the center of this lesson-the Haymarket Affair, the Homestead Strike, and the Triangle Shirtwaist Factory Fire. In this lesson, students use primary historical sources to explore some of the questions raised by these events, questions that continue to be relevant in debates about American society: Where do we draw the line between acceptable business practices and unacceptable working conditions? Can an industrial-and indeed a post-industrial-economy succeed without taking advantage of those who do the work?

Students will be introduced to the Industrial Revolution's problem of child labor. Students will be able to describe advances in machinery during the Industrial Revolution. Students will identify reasons for the use of child laborers during the Industrial Revolution and describe how child laborers lived during the Industrial Revolution. Some of the YouTube links are dead, but the images are included in the pdf.

A series of worksheets with answer keys to help students of differing levels make inferences from selcted texts.

The Inquiry Chart (I-Chart) is a strategy that enables students to generate meaningful questions about a topic and organize their writing. Students integrate prior knowledge or thoughts about the topic with additional information found in several sources. The I-Chart procedure is organized into three phases: (1) Planning, (2) Interacting, and (3) Integrating/Evaluating. Each phase consists of activities designed to engage students in evaluating a topic.

Drawing on the 'Character Stories' section of this Web site, students perform a role playing exercise to examine the motives, beliefs and values of the men and women who made Athens the center of the Greek world. The "Site Index" link on this page will provide more relevant links for each character: http://www.pbs.org/empires/thegreeks/htmlver/ The video references to the documentary are not necessary.

In this lesson, students will read and compare two different informational texts. After reading, students will work in groups to determine facts and opinions from each text. Groups will discuss and defend their choices using textual evidence in a whole class discussion.

This lesson is to introduce students to the Islamic religion and the spread of Islam. The overarching goal is for students to find the commonality in the monotheisms and gain an appreciation and tolerance for each religion.

In this lesson, students read a non-fiction book about a career and write a six-paragraph expository composition about the book.

Students are introduced to "down-hole logging," a technology used to gather information about seafloor sediments and underwater rock layers. The student pages include sample data logs which students will read and analyze to answer questions about the data.

In this lesson, students will gain historical reasoning skills by studying primary sources and
comparing them to secondary sources. They will become more familiar with the conditions in Japanese American concentration camps through the personal writings of Stanley Hayami, a high school student who was incarcerated in the Heart Mountain camp in Wyoming.

Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions about main idea.

Look at claims and opposing claims in one graphic organizer to aid in the use of the information in writing.

Skim the provided article to determine the author's claim. Then, read the article again and complete the Evaluating Evidence worksheet to identify the evidence the author provides to support that claim and determine whether the author makes a solid case for his/her claim. Lastly, complete the Warrant Workout worksheet with your own claim, evidence, and warrants.

A nonfiction, Common Core aligned reading passage, Barack Obama gave this speech on August 24th, 2008 in Billings, Montana. Handout contains textual analysis and inference questions.

Students will read a passage, write answers to questions based on the passage, and write to explain and justify their position. This resource supports English language development for English language learners.

Students will read a passage and write answers to questions based on the passage and the student's point of view. This resource supports English language development for English language learners.

Students will read passages from texts and write answers to questions about the passages in order to compare them. This resource supports English language development for English language learners.