This resource provides a close reading lesson of The Gospel of Wealth. Learners will spend time deconstructing the text by performing multiple reads.

This resource provides a lesson which is designed to provide students with the opportunity to perform a close reading of a text. Students will respond to the provided text dependent questions, outline the text, and complete a comparitive essay.

This Random House for High School Teachers reader's guide includes discussion questions for The Collected Autobiographies of Maya Angelou to aid in student comprehension and understanding of the famous author and her life.

Students share opinions about the tone and content of two commercials presented during the Super Bowl.They then work with a partner to critique a commercial from a past Super Bowl, and then assess the commercials that run during a half-hour television show.

This unit has been developed to guide students and instructors in a close reading of Learned Hand?s ?I am an American Day Address? from Appendix B of the Common Core Standards. The activities and actions follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Hand?s speech through a series of text-dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core standards. This unit is recommended as an activity for a ?Great Conversation? Module and can be taught in two days of study and reflection on the part of students and their teachers. A third day or more could be added if the time is needed or extension activities are desired.

In this lesson students select and then research an issue that concerns them, using internet and print sources. Next, students review the concepts of purpose and audience. Then they argue a position on their selected issue in letters to two different audiences. Students work with peer groups as they use an online tool to draft and revise their letters.

Students read two descriptions of Earth's interior structure and summarize similarities and differences between the two and answer a series on analysis questions.

In this lesson, students gain background information to help them understand the context of A Modest Proposal as they read it. Also provided are activities to further student understanding after reading.

This media gallery explores the inspiration for and reception of The Crucible during the Hollywood Blacklist with videos from the PBS American Masters film, None Without Sin. The videos and support materials are best used during or after a reading of The Crucible. Using video, text, graphic organizers and text-dependent discussion questions, students will better understand the symbolism of The Crucible and why Arthur Miller was compelled to write the play.

Nineteenth century middle-class American women saw their behavior regulated by a social system, known today as the cult of domesticity, which was designed to limit their sphere of influence to home and family. Yet within this space they developed networks and modes of expression that allowed them to speak out on issues facing the nation. Students will read four sets of passages and identify which principals of the cult of domesticity are illustrated and how. Students will also perform textual anlayses to determine audience, voice, point of view, themes, and the rhetoric used.

In this lesson, students will discuss W.E.B Du Bois's "Of Our Spiritual Strivings' and Booker T. Washington"s "Atlanta Compromise Speech" and explore how the authors develop the related central ideas.

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 on Family Ties from Teaching Tolerance, students will critically evaluate media messages on the issue of immigration and families, illustrate a narrative, and prepare and conduct an interview and debate on how undocumented status affects the day-to-day lives of immigrant families, particularly women.

This cross-curricular resource contains a primary source that argues for the ratification of the United States constitution, along with text-dependent questions, a vocabulary list, a writing prompt for writing to sources that includes sample student responses, and a graphic organizer to help students.

In this multi-day lesson, students will play the role of "devil's advocate" in debating the potential reform of professional sports. Students will consider multiple perspectives as they annotate texts in preparation for a culminating debate activity in which they assume roles of several hypothetical stakeholders.

In 1845, the Narrative of the Life of Frederick Douglass, an American Slave, and Written by Himself was published. In it, Douglass criticizes directly often with withering irony those who defend slavery and those who prefer a romanticized version of it.

This activity engages students in an analysis of the 2008 speech by Barack Obama on race. Students will then create an annotated version of the speech that has them analyze and comment upon Obama's use of history, rhetoric, and language in his message. Students can also create a hypertext of this assignment in order to publish works in different media.

Students are introduced to Jonathan Swift's "Gulliver's Travels" by reading "The Butter Battle Book" by Dr. Seuss. After reading the picture book, students discuss the historical allusions as a class and identify its main satirical theme. Students then work in small groups to find additional background information and present it to the class. They chart details from the book and link each one to the historical information they have discovered. Students then repeat this process with "Gulliver's Travels," eventually discovering the overall message that the text communicates about society.

This resource includes a unit lesson designed to provide students with the opportunity to perform a close reading of the Gettysburg Address. The resource includes activities, text-dependent questions, vocabulary and writing assessments.

This cross-curricular resource contains a primary source and a secondary source document on wealth and trade unions. Accompanying the readings are text-dependent questions, an academic vocabulary list, a writing prompt and sample student responses.