In this lesson students will learn about Henry Ford, whose innovations transformed manufacturing and made automobiles affordable for virtually all Americans. Second, students think about the different ways in which the automobile changed American society. Objectives 1.To introduce students to the technological innovations that contributed to mass production of the automobile. 2.To show how mass production allows large numbers of Americans to afford an automobile. 3.To demonstrate the short- and long-term cultural effects of widespread automobile ownership on the United States.

In this 3-4 day lesson, students will focus on how to read a text closely and how to analyze visual-based texts, using strategies such as partner work, guiding questions, and online sources.

In this lesson, students engage in a process of reading using Bloom's Taxonomy in order to provide them with a tool to better understand whatever they are reading.

After reading books, students share book talks through digital storytelling. First, students plan scripts and then find images to illustrate their scripts. They also add text, narration, music as well as pan and zoom effects. Finally, the joy of reading is prompted through the sharing of the students' digital stories.

In this Random House for High School Teachers reader's guide to Bound Feet and Western Dress by Pang-Mei Natasha Chang, students will explore the memoir that chronicles the life of Chang's great-aunt Yu-i in China, between the fall of the last emperor and the Communist revolution.

Students will read a scientific article related to global climate change and hurricanes and write a summary of the article.

Students will read a scientific article related to global climate change and write a summary of the article.

Using documents from the Garrison Family Papers (the anti-imperialism scrapbook of William Lloyd Garrison, Jr.) at Smith College, students will analyze the impact of British colonial rule in India and predict the outcome of India’s nationalist movement.

This brochure assignment teaches how shifting purposes and audiences can create change in a student’s writing. After exploring published brochures, students determine key questions, research a topic and work through the writing process to create their own informative brochure complete with visuals.

In this Random House for High School Teachers reader's guide, the introduction, questions, and suggestions for further reading are intended to enhance student discussion of Edwidge Danticat's book, Brother, I'm Dying, a memoir of the tragedy and losses of a Haitian family and the hope of a new life in America.

This lesson introduces students to the importance of building a constituency to support or oppose public policies using the case study of the Montgomery Bus Boycott as an example. Students read primary documents from the boycott and discuss how the documents show how leaders tried to build support.

In this lesson students will identify the characteristics of the Meiji Oligarchs, explain who else wanted to have a say in how Japan was run, describe how building an empire was THE key question driving the Japanese; and demonstrate how Japan built its empire at the expense of China, Korea, and Russia.

This lesson highlights the changing relationship between the city center and the suburb in the postwar decades, especially in the 1950s. Students will look at the legislation leading up to and including the Federal Highway Act of 1956. They will also examine documents about the history of Levittown, the most famous and most important of the postwar suburban planned developments.

This lesson is 1 of 3 in a unit. In part 1, students learn how the Ford Motor Company successfully introduced mass production strategies to the auto industry.

In this lesson, students will analyze the relationship between events and central ideas in Virginia Woolf's A Room of One's Own.

In this lesson on The Autobiography of Malcolm X, students will identify and analyze central ideas in the text, exploring how they interact with one another.

In this lesson, students will focus on tracking the central ideas of memory, hope, and suffering in Elie Wiesel's Nobel Peace Prize lecture, "Hope, Despair, and Memory." Students will gather this information in order to begin building evidence-based arguments using inquiry-based research.

In this lesson, students will confirm, negate, and build information about the nation’s changing demographic using an organizational chart; write a letter to respond to a viewpoint offered in the central text; and talk about their own multiple identities in relation to those around them.

In "Paradox and Dream," a 1966 essay on the American Dream, John Steinbeck writes, "For Americans too the wide and general dream has a name. It is called "the American Way of Life.' No one can define it or point to any one person or group who lives it, but it is very real nevertheless." Yet a recent cover of Time Magazine reads "The History of the American Dream " Is It Real?" Here, students explore the meaning of the American Dream by conducting interviews, sharing and assessing data, and writing papers based on their research to draw their own conclusions.

In August 1966, Mao Tse-Tung launched the Cultural Revolution. He encouraged the creation of ?Red Guards? to punish party members and others who were harboring counter-revolutionary tendencies. In the decade that followed, China was turned upside down as millions of Chinese youth attacked traditional standard bearers of power and authority ? among them party leaders, teachers, and family members. This lesson explores the motivations of Chinese youth in participating in the Cultural Revolution. Through a series of primary documents, students consider what it may have been like to experience this tumultuous period of Chinese history.