This mini-unit is an introduction to poetry and can be used in middle school or early high school. Each lesson should take about an hour and covers basic such as: Prose vs. Poetry, Traditional vs. Organic Poetry, poetry structure, figurative language and sound devices, context clues, tone, and meaning. Several examples of poems are provided along with notes, guided practice, and indepent assessments. 

Students will learn the terms used for rhetorical analysis and begin using those terms in annotation practice. These foundational skills will lead to a paper in which students write their own rhetorical analysis of a selected text.

This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content.

This is an introductory lesson on cells. Student learning begins with the teacher modeling the use of a T-chart graphic organizer while reading an article comparing simple and complex carbohydrates. Students then move to independent practice using the T-chart graphic organizer to compare simple (prokaryotic) cells and complex (eukaryotic) cells.

In this module, students are asked to explore artist representations inspired by how the “self” works in society. By exploring the elements of introspection through various art and media, students are asked to create a multimedia expression of who they are. Using their personality, likes, dislikes, values, and anything else that helps them identify, they create their own introspective representation. Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology

This resource uses Gholdy Muhammad's Layered Text strategy to pull students into a multimodal lesson providing context for the 1918 Pandemic.

This collection uses primary sources to explore the invention of the telephone. 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.

Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.

Learn more about how immigrants settled Iowa by developing farms and built schools on the tall grass prairie in Iowa. Through video, primary sources, activities and text learn more about:
A) Preparation for Settlement of Iowa's Treeless Tall Grass Prairie
B) Promotion of Large Scale Prairie Settlement of 3/4 of Iowa

In this lesson students will explore the idea of irony in The Crucible as well as in modern-day memes and use this to create their own ironic meme related to The Crucible.

In this lesson students will explore the idea of irony in modern day memes and use this to create their own ironic meme related to The Crucible.

FreeReading is an open source instructional program that helps educators teach early literacy. Because it is open source, it represents the collective wisdom of a wide community of teachers and researchers. FreeReading contains Irregular Word Activities, a page of sequential and supplemental activities that helps teachers teach students to read 30 high-frequency irregular words.

These series of lesson are designed to help students understand the theory of plate tectonics. This content could easily be adapted to reach younger or older audiences.

A team of middle school teachers developed an integrated unit spanning math, social studies and ELA, and focused the unit centering on the life of Galileo, including some of his investigations, his beliefs based on evidence, and his conflicts with the Catholic church.

An indignant James K. Polk takes issue with Massachusetts senator Daniel Webster's public attacks on his Texas policy. In 1844 Webster had been opposed to the annexation of Texas and in 1846 he criticized attacked the war with Mexico over Texas as highly unjustifiable. Webster's first public speech on the war was made in late June, and the print probably did not appear before that. In the center, Polk (left) confronts Webster, warning, "If you say the Mexican War is a War of my own makeing you tell a falshood!" Raising his fists, Webster retorts, "I did say it & say it again!" To the left of Polk stand Thomas Ritchie and James Watson Webb, newspaper editors supporting the administration. Webb holds a bottle of "Tom and Jerry" and a sponge, commenting, "Principles, not men!" The Whig editor had opposed the annexation of Texas, but once hostilities commenced he urged military action to bring about a speedy termination. Webb's insistence on "principles" reflects his uneasiness in an alliance with a Democratic administration which stood to gain politically from the conflict. Ritchie reassures Polk, "In Union [a double entendre referring to his newspaper the "Washington Union&1] there is strength, Nous Verrons!" To the right of Webster stand an unidentified man (probably another journalist) and Horace Greeley, editor of the New York "Tribune. "Greeley, who was severely critical of Polk's policies, holds a bottle of "Lemon Soda" and (like Webb) a sponge, and remarks, "I wish Dan had eaten more Graham bread he's too fat for Polk!" (Graham bread was a well-known Greeley dietary preference.) The unidentified man remarks, "A Daniel come to blows, if not Judgment." The sponges and bottles are apparently intended for the relief of the fighters, much as the port and the "Old Monongohala Whiskey" figured in Anthony Imbert's "Set to between Old Hickory and Bully Nick"(no. 1834-4), on which "The Issue Joined"seems to be based. The precise significance of the "Tom & Jerry" and "Lemon Soda" is unclear. "The Issue Joined"is executed in a style similar to that of Edward Williams Clay. The faces of the characters may in fact be attributable to Clay, but the drawing of the figures and costumes are not up to that artist's standard.|H.R. Robinson's Lith. 142 Nassau St. N.Y.|T.B. Peterson Agent 98 Chesnut St. Phila.|Title appears as it is written on the item.|Weitenkampf, p. 87.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1846-10.

This is a poetry lesson that centers around Amanda Gorman's poem, New Day's Lyric. She published this poem near the end of 2021 (Covid-19). Filled with hope and gratitude, the poem is ideal for introducing the use of imagery as well as other poetic elements. It's an amazing poetic piece that ushers students into jumpstarting reflections through poetry. Expect writers to creatively ignite positive vibes that will disseminate throughout the classroom and beyond. What a great way to begin the new year!

The 1870 New York City charter, written by Tammany Hall political boss William Marcy Tweed and his associates, gave the "Tweed Ring" carte blanche to deplete the city's treasury. This cartoon, probably issued shortly after the charter's passage, is critical of the leeway given Tweed by some of New York's leading public figures. Tweed, as the Indian Tammany, raises his tomahawk to decapitate an unidentified man whose head lies on a stump. On his arm is tattooed a large "6," a reference to the Americus or "Big Six" Fire Company, which Tweed led in his earlier days. The victim moans, "Putty can't save me." Three severed heads already hang from Tweed's belt. Beside him an unidentified man standing beneath a hangman's rope remarks, "Bad noose for me." Behind a podium or railing in the background stands New York mayor A. Oakey Hall, who proclaims, "I am monarch of all I appoint." The new charter gave Hall authority to appoint all city officials. Governor John T. Hoffman, next to Hall, cries, "Save me from my friends." City Chamberlain Peter Barr Sweeny (right) holds a key and sits on a chest, vowing, "Upon this charter let us build." City Comptroller Richard B. Connolly rests his hand on a bag "New York City Treasury" and remarks, "Richard is himself again." At far left an unidentified man (possibly President Ulysses S. Grant) holding a pen asserts, "My voice is still for peace." ("Let us have peace" was Grant's 1868 campaign slogan.) A group of men including several New York journalists stand together at left, evidently prospective victims of Tweed's ax. Each holds a copy of his respective newspaper and comments. Joseph Howard, Jr., of the "Morning Star" (holding a bottle of "Soothing Syrup"): "I feel--I feel like the Morning Star." Manton Marble of the New York "World:" "I weep because there are no more worlds to lose." Marble was instrumental in exposing the "Tweed Ring." Charles Anderson Dana of the New York "Sun:" "The sun shines--but alas!--in vain." New York "Tribune" editor Horace Greeley and New York Congressman John Morrisey embrace. Morrisey: "I have fought--played cards--but cant get a hand in the treasury." Greeley: "This means business." On the basis of style the work can be attributed to the Currier & Ives shop.|Title appears as it is written on the item.|Weitenkampf, p. 162.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1871-2.

This is a unit about the breeding and behavior of Jack Russell Terriers.

Election ticket with Democratic slate for governor and other Virginia state offices. The vignette illustration includes the seal of the state of Virginia with an eagle and cornucopiae. Below the vignette is the motto; "No bargain, sale or management--no war, famine, pestilence or scourge--no safe precedents. Right of Instruction." It continues at the bottom, "No sectional interests, Justice and equality to all--and hˆü_ˆüąonor and gratitude to the man who has filled the measure of his country's glory.'"|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1828-12.