Students will learn how the Preamble to the U.S. Constitution was shaped by historical events and how it reflected the fundamental values and principles of a newly independent nation.

Students learn how to approach an initial reading of a poem. Using Shakespeare's Sonnet 130 as a starting point, students work through comprehension and analysis of structure and tone to move towards creating a thesis about the poem.

The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In this unit, students will read an account of the election from the Journal of the House of Representatives, analyze archival campaign materials, and use an interactive online activity to develop a better understanding of the election of 1824 and its significance.

Through these lessons, students learn to identify and describe the various roles and responsibilities of the President of the United States and their own roles as citizens of a democracy.

In order to become informed participants in a democracy, students must learn about the women and men who make decisions concerning their lives, their country, and the world. The President of the United States is one such leader. As a nation, we place no greater responsibility on any one individual than we do on the president. Through these lessons, students learn about the roles and responsibilities of the president and their own roles as citizens of a democracy.

Lorraine Hansberry's A Raisin in the Sun provides a compelling and honest look into one family's aspirations to move to another Chicago neighborhood and the thunderous crash of a reality that raises questions about for whom the "American Dream" is accessible.

This resource includes a lesson and accompanying activities designed to assist learners at the high school level with engaging with similes on a deeper level. Students will spend time reading excerpts from Robert Frost, William Wordsworth and Toi Derricotte in an attempt to better understand the function of similes. Students will analyze similes from the sources and students will practice writing their own similes using predefined topics.

This Teacher's Guide provides compelling questions to frame a unit of study and inquiry projects on the Reconstruction Era, includes NEH sponsored multimedia resources, activity ideas that include use of newspapers from the time and interdisciplinary approaches to bring social studies, ELA, and music education together, and resources for a DBQ and seminar.

Some regarded The Red Badge of Courage as unpatriotic and cowardly. The novel's more nuanced exploration of such values will be explored by students with a close reading of Chapter 23 in comparison with a more traditional tale of combat. Using their new understanding, students will be asked to select one of three published endings to The Red Badge of Courage best suited to their understanding of Crane's exploration of values in the novel.

The Red Badge of Courage's success refleced the birth of a modern sensibility; today we feel something is true when it looks like the sort of thing we see in newspapers or on television news. Gone are the trappings of romance and poetry and all the old ways of memorializing battle that had come to seem increasingly artificial, unreal. Increase your students' understanding of Crane's influences and how the novel's style helped convey a new realism.

This lesson plan is the ninth in the "Incredible Bridges: Poets Creating Community" series. It provides a video recording of the poet, Joy Harjo, reading the poem "Remember." The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.

In this lesson, students describe some of the reasons why people protest against government policies or laws. Students will also identify a variety of methods for protest and begin to analyze the conditions under which people choose to protest.

In this lesson, students analyze primary sources to describe the events referred to as the Newark riots, and begin to uncover the causes for the unrest.

In this lesson, students will list some tea party protests other than the Boston Tea Party, state some possible reasons behind the tea protests, and explain the connection between the Boston Tea Party, other tea parties, and events that preceded and followed them.

The 1930s saw a steadily increasing campaign of Japanese aggression in China, beginning with the invasion of Manchuria in 1931 and culminating in the outbreak of full-scale war between the two powers in 1937. Each instance of aggression resulted in denunciations from the United States, but the administrations of the time understood that there was no will on the part of the American public to fight a war in East Asia.

Studying Robert Frost's "Mending Wall," students explore the intricate relationship between a poem's form and its content.

Students will be able to identify Romare Bearden's collage technique and explain how his vision represents African American identity. Students will also be able to discuss the importance of improvisation in Jazz Music while analyzing changes in Art and Musical Style reflects changes in society.

Dostoyevsky's Crime and Punishment, is a CCSS exemplar for grades 11 "“ CCR taught at the upper high school level and in AP English. This three lesson unit looks at a variety of schisms and divisions in the novel. It provides a close reading of the novel by considering Dostoevsky's view of human nature, through his characters; the theoretical division Man v Superman; the societal setting in the novel.

This lesson is designed to apply Common Core State Standards and facilitate a comparison of informational texts and primary source material from the Scottsboro Boys trials of the 1931 and 1933, and the fictional trial in Harper Lee's novel, To Kill A Mockingbird (1960).

Students employ the screenwriter's craft to gain a fresh perspective on historical research, learning how filmmakers combine scholarship and imagination to bring historical figures to life and how the demands of cinematic storytelling can shape our view of the past.