The Red Badge of Courage’s success reflects the birth of a modern sensibility; today we feel something is true when it looks like the sort of thing we see in newspapers or on television news.
This lesson shows students how broadly the Lend-Lease Act of March 1941 empowered the federal government—particularly the President—and asks students to investigate how FDR promoted the program in speeches and then in photographs.
At the heart of the lesson are; seven sound experiments designed to help students understand how form, meter, and rhythm all combine to shape our experience of poetry and the meanings we derive from it.
Students analyze archival material such as photos, documents, and posters, to understand the who was involved in constructing, and the lasting phenomenon of, the Transcontinental Railroad.
What is the most compelling evidence explaining why the U.S. entered World War I? After completing the lessons in this unit, students will be able to: Take a stand on a hypothesis for U.S. entry into World War I, supported by specific evidence.
In this lesson, students analytically read “Learning to Read,” a poem by Francis Watkins Harper about an elderly former slave which conveys the value of literacy to Black people during and after slavery. The activities help students examine the experiences of enslaved people, the history of literacy, and 21st century values on the power of reading.
This lesson plan is the second in the “Incredible Bridges: Poets Creating Community” series. It provides a video of the poet Claudia Rankine reading the poem “from Citizen, VI [On the train the woman standing]” and a companion lesson with a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.
