Selective Highlighting/Underlining is used to help students organize what they have read by selecting what is important. This strategy teaches students to highlight/underline ONLY the key words, phrases, vocabulary, and ideas that are central to understanding the reading.

This resource is a Common Core aligned reading passage with a textual analysis question about the lesson derived from the story.

Students use a Socratic seminar to analyze and argue about a recent news topic on which they"™re sure to have strong opinions: the SAT.

While the French had kept their end of the bargain by completing the statue itself, the Americans had still not fulfilled their commitment to erect a pedestal. In this lesson, students learn about the effort to convince a skeptical American public to contribute to the effort to erect a pedestal and to bring the Statue of Liberty to New York.

Some of the most the most essential works of literature in the world are examples of epic poetry, such as The Odyssey and Paradise Lost. This lesson introduces students to the epic poem form and to its roots in oral tradition.

Summarizing teaches students how to take a large selection of text and reduce it to the main points for more concise understanding. Upon reading a passage, summarizing helps students learn to determine essential ideas and consolidate important details that support them. It is a technique that enables students to focus on key words and phrases of an assigned text that are worth noting and remembering.

An interactive resource in which students summarize and identify the main idea of select texts.

Worksheets and Powerpoint lessons to help students of differing levels summarize selected passages.

In this lesson, students will examine America's Indian removal policies, including the events leading up to the passage of Andrew Jackson's Indian Removal Act and the effect this had on Native Americans. Through class discussion, an interactive Power Point presentation, and the examination of primary source documents from the 1830s, students will gain an understanding of the political strategies, perspectives, culture clashes, and historical consequences of this time period. Additionally, students will explore the impact of forced removal during the Trail of Tears through art examination, art creation, and creative writing.

This presentation is intended to be used with the lesson " Tales and Trails of Betrayal: America's Indian Removal Policies." In this lesson, students will examine America's Indian removal policies, including the events leading up to the passage of Andrew Jackson’s Indian Removal Act and the effect this had on Native Americans. Through class discussion, an interactive Power Point presentation, and the examination of primary source documents from the 1830s, students will gain an understanding of the political strategies, perspectives, culture clashes, and historical consequences of this time period. Additionally, students will explore the impact of forced removal during the Trail of Tears through art examination, art creation, and creative writing.

In this lesson, students are introduced to the genre of American tall tales. Students are exposed to several traditional tall tales, then prompted to write an original tall tale set in contemporary America. The tall tale must address a current event or issue and must feature a "larger-than-life" main character. The students use exaggeration and hyperbole to portray the way in which the main character resolves the issue or problem. Students then dramatize their tall tales for the class.

In this lesson, students will learn strategies and activities for learning about economics, civics and government, and U.S. history text through reading, taking notes, and composing a response about capitalism through a claims and evidence based approach.

In this lesson, students will become familiar with analyzing events and ideas using primary and secondary sources. Tasks involve evaluating text for author’s point of view; determining central ideas, reviewing information for cause and effect relationships, as well as distinguishing fact from opinion using political cartoons.

In this lesson, students read an article that introduces students to the idea that most of the solar system is made up of empty space and presents data about the relative size and distance of objects in the solar system. As they read, students will consider how scientists use models to represent the vastness of the solar system.

In this lesson, students read an article that compares the seasons on Earth to those on Mars. Students will participate in a roundtable discussion in order to practice active listening, develop scientific literacy, and identify and address common misconceptions.

In this activity, students complete a primary source worksheet focused on close reading skills. Students are asked to read and analyze Washington's Thanksgiving Proclamation of 1789.

Students are asked the question, "What do we need to do to prevent or control an outbreak of yellow fever at our school if it occurred today?" Students will work in small collaborative groups to examine the problem of epidemics in past and modern times. Students will develop their own public health policy that reflects the challenges of a modern day outbreak of yellow fever at school. Students will present their findings in the form of a written letter/report and multimedia presentation to the class and to the Principal. This lesson utilizes documents from the North Carolina State Government Publications Collection.

In this lesson, students study issues related to independence and notions of manliness in Ernest Hemingway’s “Three Shots” as they conduct in-depth literary character analysis, consider the significance of environment to growing up and investigate Hemingway’s Nobel Prize-winning, unique prose style. In addition, they will have the opportunity to write and revise a short story based on their own childhood experiences and together create a short story collection.

In this lesson, students use timelines to help motivate them to read more nonfiction, which will, in turn, help increase their comprehension of nonfiction. Students begin with a discussion about timelines and their use to prepare for the research activity. Using a historical timeline and the students' prior knowledge of events, students predict when specific inventions were produced and take notes describing their reason for identifying that particular year.