This course is a survey of American Literature from 1650 through 1820. It covers Early American and Puritan Literature, Enlightenment Literature, and Romantic Literature. It teaches in the context of American History and introduces the student to literary criticism and research.
This lesson concentrates on Anne Frank as a writer. After a look at Anne Frank the adolescent, and a consideration of how the experiences of growing up shaped her composition of the Diary, students explore some of the writing techniques Anne invented for herself and practice those techniques with material drawn from their own lives.
Students will read an informational text about variations in college completion rates for people born in different years. To help students better understand the text, the teacher will model how to annotate the first half. Students will then annotate the second half themselves. After that, students will answer a series of questions about the text, drawing inferences from what they've read and citing textual evidence to support their responses.
Teachers will engage students in a discussion about what the Census Bureau does and what types of information it collects. Then students will read and annotate informational texts from the Census Bureau and work with a partner to answer questions about the texts. Students will also analyze an infographic of people with different professions to determine how each of those people might use the data gathered by the Census Bureau; students will be asked to use evidence from the infographic text to support their answers. Students will then complete a wireframe (similar to a graphic organizer) for an online resource about how census data can help their own community.
This lesson looks at Thomas Paine and at some of the ideas presented in his pamphlet, "Common Sense," such as national unity, natural rights, the illegitimacy of the monarchy and of hereditary aristocracy, and the necessity for independence and the revolutionary struggle.
Check out how a Science 6 CLT from Arlington, Virginia partnered with the school librarian, resource teacher for the gifted (RTG), SPED teacher, and English Learner (EL) teachers to engage and support all students in a personal research project...remotely! We are sharing our project resources, experiences, and how this project personalizes distance learning.
Remix of https://edsitement.neh.gov/lesson-plans/citizen-vi-train-woman-standing-claudia-rankine Adding a variety of texts to compare and connect to the original poem activity
This lesson reimagines an existing instructional resource, "The Grapes of Wrath by John Steinbeck" created by Franky Abbott, Digital Public Library of America.
In this remix, "The Grapes of Wrath" and the related primary source documents are exchanged for "Farewell to Manzanar" and related primary sources accessed through secondary open-source databases.
Discussion questions ask students to consider the memoir in light of its historical context and students gain experience reading and evaluating visual sources including political cartoons and propaganda posters to understand how elements of rhetorical can shape and/or reflect cultural values.
This collection uses primary sources to explore The Fire Next Time by James Baldwin. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Slave narratives are a unique American literary genre in which former slaves tell about their lives in slavery and how they acquired their freedom. Henry "Box" Brown escaped from slavery by having himself shipped in a crate (hence, the nickname "Box") from Richmond, Virginia, to Philadelphia, Pennsylvania, in 1849.
The teacher will facilitate a class discussion for students to share their opinions about young adulthood before they start the activity. After some teacher modeling, students will read, annotate, and answer questions about a technical document-including tables and graphs-to gather evidence to support conversations with their classmates about young adulthood. Then, students will write a paragraph about how their generation defines young adulthood.
This collection uses primary sources to explore Incidents in the Life of a Slave Girl by Harriet Jacobs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Magna Carta (Latin for Great Charter) is an Angevin charter originally issued in Latin in June 1215. TheMagna Carta was the first document forced onto a King of England by a group of his subjects in an attempt to limit his powers by law and protect their rights.The charter is widely known throughout the English speaking world as an important part of the protracted historical process that led to the rule of constitutional law in England and beyond. Read a translation into English here.
American author Pearl S. Buck spent most of her life in China. She returned to America in 1934, "an immigrant among immigrants"¦in my native land." In this lesson, students will explore American attitudes toward immigration in the 1930s through Pearl S. Buck's essay, "On Discovering America." They will explore the meaning of the term "American" in this context and look at how the media portrayed immigrants.
Trace the elements of history, literature, polemic, and autobiography in the 1847 Narrative of William W. Brown, An American Slave.
This resource is intended as a Summative Extension activity to the resource created by Samantha Gibson entitled "The Fire Next Time." The original source contains a detailed lesson plan that incorporates primary source documents in order to compare and contrast leading figures of the Civil Rights movement. This extension activity is intended to provide a synthesis activity that asks students to consider and explore a modern-day example of social protest and evaluate various approaches to the same issue.
Optional extension activities include a collaborative persuasive presentation that requires research and rhetoric skills to be successful and/or an individual written research paper.
Examines American literary works from the late-nineteenth century to the present, emphasizing the ideas and characteristics of American national literature. Involves critical reading and writing.
This lesson focuses on the slave narrative of Solomon Northup, a free black living in the North, who was kidnapped and sold into slavery in the Deep South. Slave narratives are autobiographies of former slaves that describe their experiences during enslavement, how they became free, and their lives in freedom. Because slave narratives treat the experience of one person, they raise questions about whether that individual's experiences exceptional.
After an overview of the events surrounding Paul Revere's famous ride, this lesson challenges students to think about the reasons for that fame. Using both primary and secondhand accounts, students compare the account of Revere's ride in Longfellow's famous poem with actual historical events, in order to answer the question: why does Revere's ride occupy such a prominent place in the American consciousness?