This cross-curricular resource contains a primary source text on the Civil War, along with text-dependent questions, an academic vocabulary list, and a writing prompt that goes along with the text, including student responses. Students read Lincoln's Second Inaugural Address independently, then as a class before beginning work.

This lesson and resource helps students strengthen their persuasive writing by identifying and responding to counterarguments.

In this two day lesson plan, students will delve into an analysis of Joseph McCarthy's speech, "Enemies from Within" and identify reasoning, bias, rhetorical devices, and relationships between ideas.

Students will work with the elements of argument and persuasion to understand the Declaration of Independence and then move into the diction used in the document and the power those words have.

Organized around the compelling question "How have Asian Americans and Pacific Islanders engaged civically and contributed to U.S. culture?" and grounded in inquiry-based teaching and learning, this lesson brings history, civics, and the arts together to learn about the experiences and perspectives of Asian Americans and Pacific Islanders (AAPI) in U.S. history. Primary sources, literature, and works of art created by AAPI individuals and related organizations provide an historical as well as contemporary context for concepts and issues including civic participation, immigration, and culture.

Students will explore the Supreme Court case Board of Education v. Earls, in which high school sophomore Lindsay Earls challenged her school's drug testing policy. Students will watch a documentary on the case, apply the Fourth Amendment to the case, and further their understanding by participation in activities such as creating an anti-drug campaign and a moot court or mock trial.

Students will read a scientific article related to global climate change and hurricanes and write a summary of the article.

Students will read a scientific article related to global climate change and write a summary of the article.

In this lesson, students will focus on tracking the central ideas of memory, hope, and suffering in Elie Wiesel's Nobel Peace Prize lecture, "Hope, Despair, and Memory." Students will gather this information in order to begin building evidence-based arguments using inquiry-based research.

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 includes a lesson designed to assist students with performing a close reading. Students will read “The Crisis, No. 1” and annotate the text. Afterwards, students will evaluate claims using textual evidence. Finally, students will work with their peers to write short arguments.

This resource includes a lesson designed to assist learners with reading and annotating a text. Students will view a presentation on ethos, pathos and logos before reading selections. Afterwards, students will work collaboratively to complete a graphic organizer designed to assist them with analyzing appeals within the speeches.

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

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 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.

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

Students will examine the rhetoric and historical context of The Declaration of Independence as well as The Declaration of Sentiments and Resolutions from the Seneca Falls convention.  Afterwards, students will apply the same rhetorical techniques gleaned from these documents to address their own contemporary concern. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this lesson, students will work in small groups to read and analyze a primary source using a set of questions designed to help them understand the writers' viewpoints. Students will then explain their findings to their classmates. Finally, each student will produce a written essay that explains how and why scientific understanding of the atom has changed over time.

In this lesson, students will work in groups to discuss central ideas across four texts: Audre Lorde's poem, "From the House of Yemanja;" Booker T. Washington's "Atlanta Compromise;" W.E.B. Du Bois's "Of Our Spiritual Strivings;" and "An Address by Elizabeth Cady Stanton" by Elizabeth Cady Stanton.

Explore the events leading up to and beyond Dr. Martin Luther King Jr.’s “Letter from Birmingham Jail.”