In this lesson students will learn about Henry Ford, whose innovations transformed manufacturing and made automobiles affordable for virtually all Americans. Second, students think about the different ways in which the automobile changed American society. Objectives 1.To introduce students to the technological innovations that contributed to mass production of the automobile. 2.To show how mass production allows large numbers of Americans to afford an automobile. 3.To demonstrate the short- and long-term cultural effects of widespread automobile ownership on the United States.

As part of a curriculum module focused on twentieth-century literature, this lesson (located on pages 21-25 of the PDF) looks at the short story "Where Are You Going, Where Have You Been?" by Joyce Carol Oates and discusses its thematic elements and the ways students can relate to the events within.

This lesson plan is designed to help students understand the term connotation and how it applies to poetry. In this lesson, students are asked to practice using the term connotation with everyday words while working in small groups. From there, they will analyze one of American author Phyllis Wheatley's poems, which can be found at this address: http://rpo.library.utoronto.ca/poems/being-brought-africa-america .

In this lesson students will understand: 1.the social and political consequences of European expansion upon indigenous populations during the early modern period. 2. the development of a new economic system -- mercantilism -- and its impact upon the European and worldwide economy. 3. the cultural and political importance of establishing an empire for European monarchs. Would a monarch's authority be considered absolute without an empire?

Students will be able to explain the sources of German nationalism -- including cultural, intellectual, religious, political, and social -- and describe the tensions between nationalism as cultural or linguistic "sameness," e.g. , "German," as well as nationalism as defined by loyalty to a national political institution, e.g. , "Germany." Students will also analyze the creation of the German Empire as constructed "from above" by Prussian leadership through political institutions, economic interest, diplomacy, and war and the consequences of this for political, religious, and nationalistic opponents of German unification. Lastly, students will examine the co-option of traditional political factions such as liberals and conservatives by German unifiers and the emergence of new political groups as various national minority parties, including the Catholic Center Party and the Social Democrats, as a result of unification.

In this activity, students will design a good thesis statement using graphic organizers. They will research the changes in Indian Ocean trade over time from 500 BCE to 1400 CE. This activity begins on page 13 of the booklet.

In this lesson students will be able to: 1. define Marxism and its historical progress 2. understand how and why Marxism spread among intellectuals, workers, and peasants of Europe 3.compare and contrast Marxism with other political and economic systems (such as capitalism, socialism, Fascism, and Liberalism) and put it into its proper historical and philosophical context 4. understand the social and political impact of Marxism in the twentieth-century world. *Link to The Manifesto of the Communist Party included.

Students will understand the social composition of Russia and the different problems and goals each social group faced before the revolution. Students will examine the various political views in revolutionary Russia, a spectrum spanning from monarchists to Marxists.

In this lesson from AP Central, students will understand the following about correlational research within the framework of psychology: 1. Correlation does not mean causation. 2. Correlated variables may influence each other in both directions. 3. Intervening variables may explain the correlation?s existence. Lesson begins on page 6 of unit module.