The terrible truth begins in a lesson that focuses on the final act of Sophocles' Oedipus the King. As ninth graders collect evidence that details the origin of Oedipus and how his birth relates to the prophecy everyone tried to avoid,...

How did it happen? Scholars examine how the author describes the order of events in an excerpt from The Immortal Life of Henrietta Lacks. Learners use a Surfacing Issues Tool to guide their thoughts. Finally, they share ideas in pairs...

Some words leave a lasting impact. After reading paragraph 11 of the text "Of Our Spiritual Strivings," scholars closely examine how Du Bois describes the impact prejudice left on the African American community. They discuss the...

Grab a partner! Scholars partner up to take a second look at the verse novel Inside Out & Back Again. They discuss questions about and connections to the novel and then learn how to complete a Quick Write task properly. To finish,...

Pictures and photographs help build background knowledge about a topic. Scholars participate in a gallery walk to learn more about the Jim Crow era of US history and the desegregation of schools following Brown v. Board of Education....

The focus is on written communication as class members respond to questions about the text Unbroken in their Written Conversation note catchers. They trade note catchers with a partner every two minutes and then share ideas from their...

What does that picture say? Young historians take a close look at a British advertisement from 1890 to determine the role of gender in advertising. They discuss the implications about women portrayed in the images. Pupils then further...

Think about it. Scholars take a few minutes to reflect on the unit. They reflect on the essays they wrote for Pygmalion, and then create book reviews for their independent reading text.

Where did the falcons go? Scholars read the article Welcome Back which describes the disappearance of falcons due to the use of pesticides. During a second read, learners annotate the text by marking unfamiliar words and facts about...

For every action there is a consequence. Scholars continue their work on creating a cascading consequence chart about DDT using Welcome Back, The Exterminator, Rachel Carson: Sounding the Alarm on Pollution along...

Walk through the pictures to understand the text. Scholars analyze The Boy Who Invented TV: The Story of Philo Farnsworth by taking a book walk and looking at the pictures. They then do a first read of Life before Philo to...

The class is on the hunt. Scholars read pages 22-23 of The Inuit Thought of It about different hunting techniques of the Inuit people. They sketch a picture of the gist of the section and then complete a web that shows the...

Code red! Learners read an informational article about the Red Cross, discussing the gist of the text in small groups. On a three-column note catcher, pupils take notes to show how the Red Cross functions as a multinational aid...

Learners create a time line. In this biography lesson, students define biography and autobiography and then read short examples of each. Learners create a time line using a read aloud.

Eighth graders use the Internet to research the important people in history of blood transfusions. In this blood transfusions lesson students prepare and present an oral presentation of their research. 

Students, when researching a space topic in connection to Indiana, find six events related to the topic with a 100% accuracy. They place the six events in chronological order, create a time line, and then make a layered book out of them...

Learners create a time line of the Japanese Canadian internment of World War II to the apology of the government in 1997. In this World War II lesson plan, students identify historical events in sequence.

Students practice writing on a specific topic. Students read "Owl Moon." They chronologically and comprehensively list all events occurring in the story. Students choose one specific event in the story on which to write.

Students explain the cultural and historical development of the Anasazi Indians. They identify different time periods, cultures, and artifacts about the Anasazi people.

Fifth graders research major explorers in history using their textbook and then create a timeline using Timeline Software. Students participate in class discussions and write an essay about the explorer they researched.

Students examine the life and lifestyles of New England colonists in the year 1628, and then investigate what life was like in their own area during the same time period. They watch segments from the PBS hands-on history series COLONIAL...

Young scholars investigate the concept of American freedom with the use of primary sources of images in order to derive meaning. The images are used to inspire research and writing about historical scenes. The writing and analysis of the...

Third graders research prehistoric life using educational software. They design a prehistoric life while showing the use of appropriate scale and names for the prehistoric life. They follow an internet link to participate in a virtual...

Students view an interactive presentation on the Holocaust using the Holocaust Remebrance Day website. They first brainstorm what they already know about the Holocaust then they work through several sections of the presentation. At the...