After studying utopian literature, students design their own utopian society, publishing the explanation of their ideal world on a blog. As they blog about their utopia, students establish the habits, practices, and organizing social structures that citizens will follow in their utopian societies. They begin by brainstorming ideas about what a perfect society would be like and then, in groups, begin to plan their project. Next, they become familiar with the blogging process, including legal guidelines and the specific site they will be using. Over several class sessions, students work on their blogs comparing their work to a rubric. Finally, after students visit one another's blogs and provide constructive and supportive feedback, they reflect on their own work. The lesson plan includes alternative handouts for classrooms where computer or blog access is limited. In this alternative, students complete the same basic activities, but publish their work using a Flip Book.
The lesson and activities teach students to recognize and explore bias and media stereotyping and be able to identify and analyze propaganda techniques in magazine and//or TV advertising.
This is an article from National Public Radio which provides details of recent research which resulted in Christopher Marlowe being given co-authorship of three of Shakespeare's plays--Henry V Parts I, II and III. The article also interviews experts who disagree with these findings.
In this lesson, students will perform a comparative close reading of select informational texts from the Scottsboro Boys trials alongside sections from To Kill a Mockingbird. Students analyze the two trials and the characters and arguments involved in them to see how fictional â€œtruthâ€ both mirrors and departs from the factual experience that inspired it.
Students use research and observation data (field trip) to objectively rank potential career opportunities to help guide their individual career choice and pathway.
After completing this unit, students should be able to utilize an objective method for evaluating potential careers. Students will determine what career types and opportunities are best suited to themselves personally and defend their choices.
Use this resource to review a possible curriculum for a high school level Global Studies course aligned to the English-Language Arts Common Core State Standards and Wisconsin Social Studies Standards. The goal of this course is to ensure that students are purposeful, motivated readers who make meaning from what they read to be democratic citizens now and in the future. Throughout this course, students will become independent learners that understand the value of reading and writing in today’s global community. This course will foster the 21st Century skills of creativity, collaboration, problem solving, critical thinking, communication, productivity, and innovation within a context that uses standards from both the Wisconsin Social Studies Standards and the Common Core State Standards for English-language Arts (CCSS ELA). Moving throughout the year, students will focus on the five strands of social studies aligned by the Wisconsin Standards:
Geography: People, Places, and Environment
History: Time, Continuity, and Change
Political Science and Citizenship: Power, Authority, Governance, and Responsibility
Economics: Production, Distribution, Exchange, and Consumption
The Behavior Sciences: Individuals, Institutions, and Cultures
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
Newsela is an innovative way to build reading comprehension with nonfiction. Daily news articles are grouped by topics such as Arts, Sports, War and Peace. Teachers search by topic, grade level, standards, and available quizzes, and they can also create a class and assign articles to read. Each article has five available lexiles to help differentiate for students. Students can practice targeted reading skills through typed written responses.
This lesson allows students to explore the different sides associated with the issue of slavery. It can be used for either cross-content lessons between English and Social Studies, as part of an argument unit in English, or as part of a larger unit in Social Studies. The learning objectives for the lesson are that students are able to identify those who are for and against slavery, understand how people used the U.S. Constitution to support their reasons for/against slavery, and the economic argument for or against slavery.
Your students will apply their knowledge of letters and letter sounds as they play games and interact with letters online, using what they see and learn to create their own ABC book.