This expository text selection outlines the efforts of the Chinese people to build the Great Wall to protect them from the Mongol invaders and describes how the wall led to the eventual fall of the empire. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

In this recurring lesson, students use an anticipation guide to preview and make predictions about texts. The lesson begins with teacher-directed whole-group instruction in which students are introduced to the concept of previewing and guided in completing a prepared anticipation guide for Teammates by Peter Golenbock. Students are then given an opportunity to complete a portion of the anticipation guide independently. In the days that follow, students work in both teacher-guided and student-facilitated groups to extend their use of the previewing strategy with other texts. Finally, students discuss as a class how using anticipation guides helped them better understand the reading.

Students learn about life in Babylonia through the lens of Hammurabi's Code. This lesson is designed to extend world history curricula on Mesopotamia and to give students a more in-depth view of life in Babylonia during the time of Hammurabi.

The focus of this lesson is on the use of hieroglyphs as a form of communication, record keeping, and as a means for preserving and passing down history. Students will learn basic information about the alphabet, common Egyptian words, and how to read hieroglyphic messages. Students will also practice using hieroglyphs to create messages of their own.

This resource includes nonfiction two texts, a link to a video, and 13 text-dependent questions (including one optional constructed-response prompt for students). Also includes explanatory information for teachers regarding alignment to the CCSS.

Learners will use a variety of resources to conduct research to try to find answers to the questions they generated in previous activities. They continue to work the way scientists do by communicating what they learned from their research about Mars and present questions they still have and that others might want to think about researching in the future. This is activity 8 of 9 in Mars and Earth: Science Learning Activities for After School.

In this lesson, students work, in groups or individually, to research the life and ideas of a person involved in the development of a scientific theory which faced opposition from the society in which it was developed.

In this lesson, students will prepare a presentation defending their opinion about whether money should be spent on additional space exploration using the Hubble or a similar telescope or whether it should be used for immediate research needs on Earth. Students will research at least five discoveries that have been made using the Hubble telescope.

Students will discuss the advantages and disadvantages of using underwater robots in scientific explorations and be able to describe and contrast at least three types of underwater robots. Students will work collaboratively and conduct research to learn more about underwater robots and prepare and present a brief oral report of the capabilities of their assigned robot. As a culminating assessment activity, students will decide which robots would be best suited to a mission when read a description of the mission.

This lesson will use the "infinite variety" of resources on the Internet to let students find their own image of Othello. The lesson will take them on a WebQuest, first to textual references, and then to on-line searches for images of Othello in film, play productions, and art. Then, students will write an essay about the casting of Othello to conclude the lesson.

Students will be introduced to the Industrial Revolution's problem of child labor. Students will be able to describe advances in machinery during the Industrial Revolution. Students will identify reasons for the use of child laborers during the Industrial Revolution and describe how child laborers lived during the Industrial Revolution. Some of the YouTube links are dead, but the images are included in the pdf.

In this lesson, students work on narrowing a topic for an expository writing piece, conducting research, and creating source cards.

In this lesson, students explore, examine, and evaluate information for a research topic, and develop an organizational pattern for writing.

Drawing on the 'Character Stories' section of this Web site, students perform a role playing exercise to examine the motives, beliefs and values of the men and women who made Athens the center of the Greek world. The "Site Index" link on this page will provide more relevant links for each character: http://www.pbs.org/empires/thegreeks/htmlver/ The video references to the documentary are not necessary.

In this lesson, students will begin their research with their teams, utilizing Research Folders that contain a small number of previously selected research materials for each of the countries identified.

Students will work collaboratively to gather information about various groups of gelatinous zooplankton. They will be able to compare and contrast at least three different groups of zooplankton organisms and describe how gelatinous zooplankton fit into marine food webs. Groups will prepare a brief written report summarizing the information they have found and orally present to the rest of the class.

Students conduct Web searches on open-ended questions and draw on their experiences to develop guides to searching effectively and finding reliable information online.

In Jackie Joyner-Kersee's autobiography, she writes of the challenges she faced early on while becoming a track and field athlete. In this CCSS lesson students will explore Jackie Joyner-Kersee's life through text dependent questions, academic vocabulary, and writing assignments.

This resource contains a series of resources and videos to guide students through the research process.

In 1899 and 1900, Secretary of State John Hay issued what became known as the Open Door Notes to foreign powers involved in China. Secretary Hay called on those powers to respect the rights of each other, to agree to an open market and equal trading opportunities for merchants of all nationalities, and to respect the territorial and administrative integrity of China.