Faulkner's "The Sound and the Fury" perhaps best gains clarity and meaning in its final chapter, which uniquely is narrated in the third person, omniscient narrative style. The final chapter, often referred to as the "Dilsey chapter" maintains a present, linear narrative that begins to shed light on the events of the preceding three chapters.
Long before the first shot was fired, the American Revolution began as a series of written complaints to colonial governors and representatives in England over the rights of the colonists.
This lesson plan is the third in the “Incredible Bridges: Poets Creating Community” series. It provides a video of the United States Poet Laureate, Juan Felipe Herrera, reading the poem “Every Day We Get More Illegal” 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.
Not everyone in the U.S. supported the War of 1812. What events during Madison's presidency raised constitutional questions? What were the constitutional issues? Where did Madison stand?
Help clarify the nature of symbols for your students as they study the Statue of Liberty, complete research on a national symbol, and use their research to communicate a message of their own.
Many accounts portray the campaign of 1840 as almost exclusively image-based. This lesson offers students the opportunity to reflect on the nature of the campaign. Though intended for the teacher, all or part of the following background information may be useful for some students.
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.
What arguments were offered in support of the Sedition Act? Washington's favorable attitude toward the Sedition Act illustrates that reasonable men in 1798 could support what most modern Americans would regard as an unjust law.
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.
