This lesson is designed to help students prepare to read a historical novel. Students are required to complete research pertaining to the work's setting, time-period or decade. Afterwards, students use the online site and software, Prezi, to communicate and share their findings.

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.

This lesson focuses on the music through which those hardships were expressed and on the daily lives of southern blacks in the sharecropping era. It is structured around an imagined road trip through Mississippi. Students will "stop" in two places: Yazoo City, where they will learn about the sorts of natural disasters that periodically devastated already-struggling poor southerners, and Hillhouse, where they will learn about the institution of sharecropping. They will study a particular Country Blues song at each "stop" and examine it as a window onto the socioeconomic conditions of the people who created it. Students will create a scrapbook of their journey, in which they will record and analyze what they have learned about the difficulty of eking out a living in the age of sharecropping.

After reading a play, students create a resume for one of the characters. Students first discuss what they know about resumes, then select a character from the play to focus on. Next, they search online for historical background information. Using supporting details from the play, students then draft resumes for their characters and search a job listing site for which their character is qualitfied.

After reading books, students share book talks through digital storytelling. First, students plan scripts and then find images to illustrate their scripts. They also add text, narration, music as well as pan and zoom effects. Finally, the joy of reading is prompted through the sharing of the students' digital stories.

Teachers generally warn student writers to avoid sentence fragments but professional writers use sentence fragments effectively for a variety of reasons. Using Edgar Schuster's study of sentence fragments from "The Best American Essays," this lesson encourages students to examine fragments in action, determine their effective rhetorical uses, and reflect on their own uses of sentence fragments.

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.

Students examine books, selected from the American Library Association Challenged/Banned Books list, and write persuasive pieces expressing their views about what should be done with the books at their school.

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.

In this lesson, students will take a survey on white and male privilege that explores race and gender inequality. They will then compare and contrast the experiences of African American and white women facing discrimination in the 1950s and 1960s. In a culminating activity, students will then research current areas of discrimination and formulate an anti-discrimination campaign.

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

The goal of this assignment is for students to write an editorial, either by themselves or with a partner. This topic will be something they are interested in or passionate about and hold a particular opinion that they wish to share with others. The learning cycle will focus on students exploring topics and finding one they hold an opinion about. Further points of the cycle will involve students learning about various methods of persuasion and how to find evidence to support their position.

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 lesson looks at Thomas Paine and at some of the ideas presented in his pamphlet, "Common Sense,"Â such as national unity, natural rights, the illegitimacy of the monarchy and of hereditary aristocracy, and the necessity for independence and the revolutionary struggle.

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 on "Where Sweatshops are a Dream," students will analyze the author's claims and supporting evidence, further exploring the central ideas of the text.

The past is often neatly partitioned in time periods and eras with generalized names meant to characterize what life was like during that time. In this multi-day lesson, students question the validity of using ?Dark Ages? to describe Europe from the fall of the Roman Empire to the Renaissance. In the process, students examine a variety of primary and secondary sources highlighting different social, political, economic, cultural, and environmental facets of life in Europe during this period.