Charlotte Perkins Gilman's story "The Yellow Wall-paper" was written during a time of change. This lesson plan, the first part of a two-part lesson, helps to set the historical, social, cultural, and economic context of Gilman's story.
This lesson focuses on the problems under the Articles of Confederation between 1783 and 1786 leading to the 1787 Convention. Through examination of primary sources, students will see why some prominent American founders, more than others, believed that the United States faced a serious crisis, and that drastic changes, rather than minor amendments, to the Articles were necessary.
This lesson provides students with tools to analyze primary source newspaper articles about the Great War (1914–1917) in order to understand public opinion regarding the U.S. entry into the war from multiple perspectives.
It was almost expected in the world of the late 18th century that the leader of a great military victory would be amply rewarded. But Washington refused any such reward. in this lesson, students examine Washington's resolve to refuse power in exchange for his leadership.
What was life like for women in the first half of the 19th century in America? What influence did women have in shaping the attitudes towards slavery? Towards women's suffrage?
The historian and literary critic Paul Fussell has noted in The Great War and Modern Memory that, "Dawn has never recovered from what the Great War did to it." With dawn as a common symbol in poetry, it is no wonder that, like a new understanding of dawn itself, a comprehensive body of "World War I Poetry" emerged from the trenches as well.
By 1828, the United States had changed greatly, though it was still a young country. Instead of 13 states, there were 24, and enough territory to make quite a few more. What was the source of Andrew Jackson's popularity?
Through reading chapters of Edith Wharton's book, "Fighting France, From Dunkerque to Belfort," students will see how an American correspondent recounted World War I for American readers.
After a close reading and comparison of Edward Hopper's painting House by the Railroad and Edward Hirsch's poem about the painting, students explore the types of emotion generated by each work in the viewer or reader and examine how the painter and poet each achieved these responses.
Students will explore how Chopin stages the possible roles for women in Edna's time and culture through the examples of other characters in the novella.
