Students will explore the Articles of Confederation and the Articles' influence in revising the Constitution of 1787. Students will experience the sentiments of Federalists and Anti Federalists by participating in a partner debate as either North Carolina Federalist James Iredell or Anti Federalist Willie Jones.

In this personal essay by Isaac Asimov, the author relates his journey of becoming a science fiction writer. Asimov explains discovering science fiction through magazines despite his father’s objections. He also recounts publishing his first science fiction story at the age of eighteen and the challenges of being an immigrant. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

This selection provides an overview of two laws dealing with fugitives from slavery. The Fugitive Slave Act of 1793 establishes monetary penalties for protecting fugitives. The Fugitive Slave Act of 1850 addresses the same topic but is more detailed. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

In this lesson, students will begin exploring patriotism. They will begin by defining the words patriotism and patriotic on a digital graphic organizer. Students will then complete a personal reflection of ways he/she can show acts of patriotism. The graphic will allow students to input individual perspective and background understanding on this topic. Students will also read one article on an author's view on patriotism and another article that raises the question about why people stand for the anthem and analyze the authors' viewpoints. Students will write an objective summary for each article. This lesson was developed by Megon Mancini as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, students work with their Buffalo Discussion Appointment partner to discuss Chisholm's speech.

In this lesson, students are going to analyze another speech, “Ain’t I a Woman?” by Sojourner Truth.

In this lesson, students analyze excerpts from Lyndon Johnson’s Speech “The Great Society” for their mid-unit assessment.

In this lesson, students begin the writing process for the End of Unit 2 Assessment, an argument essay on To Kill a Mockingbird.

In this lesson, students set up “Discussion Appointments” with five peers; these appointments will be used for peer conversation throughout the module. This new routine builds on students’ work in their “numbered heads” group in Module 1, gradually encouraging them to work with more and more of their classmates.

The assessment text in the lesson is excerpted from “The Top Ten Reasons Shakespeare Did Not Write Shakespeare.” The text has been excerpted due to the long length of the article.

In this lesson, students begin the writing process for the End of Unit 2 Assessment, an argument essay on A Midsummer Night’s Dream.

Students read about what it"™s like to be a Muslim teenager growing up in America at this moment, then consider ideas for countering stereotypes and Islamophobia. Lessons include guided informational readings, research and writing suggestions, videos, and resources to continue the discussion.

In this lesson students will collect and create bumper stickers to examine how writing can influence people.

In this lesson students analyze comics for samples of logical, emotional, and ethical appeal (ethos, logos, pathos). Students then write a paragraph for each selected comic strip explaining how the comic strip represents the use of each rhetorical appeal.

This lesson and resource uses headline articles to help students read effectively by distilling main ideas from an informational text.

This poem was written in letter format and was addressed to the U.S. authorities in response to Executive Order 9066. Executive Order 9066, dated February 19, 1942, authorized the internment of tens of thousands of American citizens of Japanese ancestry and resident aliens from Japan. The speaker of this poem is a fourteen-year-old girl, who stresses that she is an American. In this CCSS lesson, students will explore this poem through text dependent questions, academic vocabulary, and writing assignments.

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?

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.

In this lesson students rewrite a catalogue description of an item for sale in which the new ad reflects a change in the voice of the writing.