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.

In this resource, students will prepare to read an excerpt from The Wizard of Lies by listening to a recording of a review of the book.

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 webpage has approximately 300 political cartoons and lessons for classroom use covering an variety of current events. Each cartoon has talking points, a blank cartoon students can caption and additional resources. Note* This lesson works well with the following cartoon evaluation resource (Cartoon Evaluation Worksheet): http://nieonline.com/cftc/pdfs/eval.pdf

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.

Students examine books, selected from the American Library Association Challenged/Banned Books list, and write persuasive pieces expressing their views about what should be done with the books at their school.

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.

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

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.

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

In this lesson, students will research and prepare an almanac on the Arctic. They then examine the laws that attempt to provide jurisdiction over this area and consider how these laws will be affected if geography of the Arctic continues to change due to the effects of global warming.

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.

Students will learn what wetlands are, where they are found, and their value to humans, animals, and the environment. As industrialization spreads and climate change intensifies, China's wetland resources continue to shrink and students will analyze the effects of industrialization on China's environment.

This resource informs students of the Civil Rights Act of 1866 which was enacted to protect all Persons in the United States in their Civil Rights, and furnish the Means of their Vindication.

In this lesson, students will take a survey on white and male privilege that explores race and gender inequality. They will then compare and contrast the experiences of African American and white women facing discrimination in the 1950s and 1960s. In a culminating activity, students will then research current areas of discrimination and formulate an anti-discrimination campaign.

Students read and analyze a topical news article about some aspect of climate change and share their analysis with their classmates.