Oral History Interviews that bring students together with veterans help to foster empathy and make history come alive. This lessons offers a step-by-step guide to doing an oral history project with Vietnam War Veterans.

Students examine the divided nature of Raskolnikov's character and personality. Then they uncover the divided natures of other characters"”a fact that becomes increasingly evident as the novel progresses to go beyond character analysis to comprehend Dostoyevsky's underlying themes. What does the novel imply about human nature? Dostoevsky clearly perceived that people are neither simple nor easily classified; they are often torn in opposite directions by forces both inside of and outside of themselves, sometimes with catastrophic results.

Students will listen to a brief biography, view photographs of the March on Washington, hear a portion of King's "I Have a Dream" speech, and discuss what King's words mean to them.

By closely reading historical documents and attempting to interpret them, students consider how Arthur Miller interpreted the facts of the Salem witch trials and how he successfully dramatized them in his play, "The Crucible." As they explore historical materials, such as the biographies of key players (the accused and the accusers) and transcripts of the Salem Witch trials themselves, students will be guided by aesthetic and dramatic concerns: In what ways do historical events lend themselves (or not) to dramatization? What makes a particular dramatization of history effective and memorable?

In this lesson, students will examine photographs, songs, interviews, and other archival documents from the Dust Bowl era. Students will list problems ordinary Americans faced during the Great Depression and cite examples of the attempts of government and citizens to solve these problems.

A complete listing of EDSITEment's lessons on the causes, the course and the consequences of the American Revolution and Independence

We are naturally curious about the lives (and deaths) of authors, especially those, such as Edgar Allan Poe and Ambrose Bierce, who have left us with so many intriguing mysteries. But does biographical knowledge add to our understanding of their works? And if so, how do we distinguish between the accurate detail and the rumor; between truth and exaggeration? In this lesson, students become literary sleuths, attempting to separate biographical reality from myth. They also become careful critics, taking a stand on whether extra-literary materials such as biographies and letters should influence the way readers understand a writer's texts.

A guideline for teachers to compare the works of Edgar Allan Poe and Ambrose Bierce and discuss how their narration choices affect the piece and the reader.

Students will learn how the field of war correspondence has evolved. Through reading chapters of Edith Warton's book, "Fighting France From Dunkerque to Belfort," students will cite examples of wartime reporting. FInally, students will create and present their own correspondence report.

In this lesson, students engage in a close reading of Hopper's painting and an Edward Hirsch poem to explore the types of emotion generated by each work in the viewer or reader, and how the painter and poet each achieved these responses.

This short lesson introduces students to the limericks of Edward Lear. By reading and analyzing his poetry, their knowledge of figurative language and other poetic devices is reinforced. The concluding activity asks them to write their own poem.

This lesson introduces students to the writing, art, and religious beliefs of ancient Egypt through hieroglyphs and tomb paintings. In the first part of this lesson, the class creates a pictorial alphabet of its own and then learns and uses the symbols of the Egyptian hieroglyphic alphabet. In the second part of the lesson, students identify and represent in their own drawings figures from the Book of the Dead, a funereal text written on papyrus and carved on the walls of tombs to help guide the deceased through the afterlife.

This lesson plan consists of three learning activities that build upon one another and should, therefore, be used sequentially. Activity 1 introduces the students to artifacts and archaeology. Activity 2 considers pyramids as artifacts and examines the scale of these great structures. Activity 3 asks students what clues pyramids give us about the ancient Egyptians. The lesson can be extended by considering other aspects of ancient Egyptian culture.

This lesson focuses on the relationship between the Civil Rights Movement and Obama's election, but it also asks students why they think Barack Obama's election is "historic."

Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."

We know General George Washington crossed the Delaware River to attack Britain's Hessian army at Trenton on Christmas night in 1776. At the mention of this event, most Americans imagine a heroic Washington standing in a small boat. But, did this happen? How has the art of Emanuel Leutze influenced the telling of history?

Emily Dickinson's poetry often reveals a child-like fascination with the natural world. She writes perceptively of butterflies, birds, and bats and uses lucid metaphors to describe the sky and the sea.

In this lesson students will examine the various visions of three active agents in the creation and management of Great Britain's empire in North America: British colonial leaders and administrators, North American British colonists, and Native Americans.

In this lesson, students will look behind the story at the historical, social, and cultural circumstances that shape the narrative throughout Esperanza Rising. The lesson also invites students to contemplate some of the changes Esperanza undergoes as she grows into a responsible young woman and the contradictions that she experiences.

Practice working with primary documents by comparing accounts of the Chicago Fire and testing the credibility of a Civil War diary.