Through these lessons, students learn to identify and describe the various roles and responsibilities of the President of the United States and their own roles as citizens of a democracy.
Students analyze archival cartoons, posters, magazine humor, newspaper articles and poems that reflect the deeply entrenched attitudes and beliefs the early crusaders for women’s rights had to overcome.
Poets achieve popular acclaim only when they express clear and widely shared emotions with a forceful, distinctive, and memorable voice. But what is meant by voice in poetry, and what qualities have made the voice of Langston Hughes a favorite for so many people?
By the beginning of 1944, victory in Europe was all but assured. The task of diplomacy largely involved efforts to define the structure of the postwar world. Why and how did the United States attempt to preserve the Grand Alliance as American diplomats addressed European issues?
After analyzing photojournalist James Karales's iconic photograph of the march, reading background material on it, and considering what the marchers might have thought and felt, students write and illustrate a postcard describing this civil rights event from a marcher's viewpoint.
This lesson plan asks students to read To Kill A Mockingbird carefully with an eye for all instances and manifestations of courage, but particularly those of moral courage.
In this lesson, students analyze, compare, and contrast two famous but different poems about death. Students will study poetry form (elegy and villanelle) and poetic devices such as repetition and tone.
Nathaniel Hawthorne' stories are more often associated with dark examinations of complex systems of morality than any sense of conventional comic humor; and yet Hawthorne's subtle satiric wit oftentimes offered equally piercing insights into the human psyche. In this lesson, students read and examine a humorous story by Nathaniel Hawthorne, and compare it to other American literary humorists.
There was general agreement at the beginning of the 19th century that the U.S. would greatly benefit from some internal improvements of a national nature, such as a nationwide network of roads and canals. But how should the funds for such projects be raised? Who should be in control of the projects—that is, who should administer them?
