This resource is a collection of discussion questions to supplement the non-fiction war verterans' account, We Were There by Yvonne Latty.

A series of lessons to introduce students to writing a mutigenre paper. Students will analyze and identify literary elements present in selected novels, work in collaborative groups and sythesize various genres to publish a multigenre webpage.

Creating Facebook-like presentations via Microsoft PowerPoint will engage and motivate students to learn about famous people of the American Revolution. To gain background knowledge prior to their study of the Revolutionary War, students will research people who played an important role during this time period. While sharing their research in their PowerPoint presentations, students provide written feedback.

In this activity students model the cycles of matter by creating an ecosystem in a jar and observing how it changes over time. Students will also research the nitrogen, water, and carbon cycles and prepare presentations to share information with their peers.

Students will describe how climate change is affecting sea ice, vegetation, and glaciers in the Arctic region, explain how changes in the Arctic climate can produce global impacts, and will be able to provide three examples of such impacts. Students will also explain how a given impact resulting from climate change may be considered ?positive? as well as ?negative?, and will be able to provide at least one example of each. Students will work in collaborative groups to research this issue and gather information to participate in a large-group discussion. In an optional extension activity, students create a photocube display with images of the Arctic region.

Students explore personal feelings about civil liberties, research the history of sedition-related legislation in the United States and create an informed position paper on the concept of sedition.

In this lesson, students research the women's rights movement in the twentieth century and develop a timeline depicting major people/events associated with the movement.

This resource is a guideline to writing a thesis statement for a research paper.

Students will complete independent research on a topic (preferably one they have chosen). Then, they will represent their findings in an infographic. Students will need to cite their sources and justify the design (structure) of their infographic. This remix removes content-specific information so it can be used with a variety of grades and content areas. It also includes tech and literacy integration. Collaboration with the School Library Media Coordinator (SLMC) is highly encouraged.

This resource is a guideline to writing a statement of purpose for a research paper.

This resource is a guideline to writing a conclusion for a research paper.

This resource is a guideline to writing an introduction for a research paper.

This resource is a guideline to writing the body of a research paper.

The purpose of this assignment is to open the lines of communication between family members and to gain a historical understanding about family history. Students research and interview their grandparents and parents and create a research paper.

Students write about present-day pop culture as well as learning about pop culture of the past by using Cole Porter's song "You're the Top!" (1934) to touch on many issues relevant to a language arts classroom, especially the literary technique of cataloguing. After an introduction and context information about Porter's song, students listen to the song and examine the lyrics. They look at the list of the pop culture items referenced in the song to see what they feel is still valid today, brainstorm replacements for other items, and create revised lyrics for the song. They then present their updated lyrics to the class.

In this lesson, students characterize the depictions of two female vice presidential candidates in editorial cartoons. Students will situate these characterizations within the parameters of news and editorial coverage of the candidates as well as those of stereotype, caricature and symbol. In light of their learning, students will critique cartoonists’ decisions for both efficacy and ethics.

In this lesson, students will create their own zoo of death after reading Chapter 2 of The Princess Bride. Students will list all of the five levels of the zoo of death as Prince Humperdink in the novel and create their own while researching animals and habitats and create poster with colored pictures of animals and environments.