Using the C3 Inquiry Design Model format, high school social studies and English students learn to understand lynching in Virginia in the Jim Crow South and discuss ways of taking informed action to move towards racial healing. Each inquiry is supported by the Virginia Standards of Learning and the Common Core Standards and is expected to take three-four 50-minute class periods. The inquiry time frame can expand if teachers think their students need additional instructional experiences (e.g., historical context, formative performance tasks, featured sources, writing, etc.). Teachers are encouraged to adjust the inquiry to meet the needs and interests of their students and school/community contexts. The inquiries lend themselves to differentiation and modeling of historical thinking skills while assisting students in reading a wide variety of sources and writing in a wide variety of genres.Use the next button or the drop down menu to navigate between pages. Please note, Social studies lessons are found at the bottom of page 2 and English lesson are found at the bottom of page 3.  For more information and/or access to the primary sources used in the lesson plans, please visit the Racial Terror: Lynching in Virginia website.

In diesem Kurs erhalten Sie einen Überblick über einige wichtige literarische Texte, Tendenzen und Themen aus der deutschsprachigen Literatur- und Kulturszene. Wir werden literarische Texte, Gedichte, Theaterstücke und Essays untersuchen, sowie andere ästhetische Formen besprechen, wie Film und Architektur. Da alle Texte gleichzeitig in ihrem spezifischen kulturellen Kontext gelesen werden, tragen sie zu einem Verständnis von verschiedenen historischen Aspekten bei. Unter anderen werden folgende Themen und Fragestellungen besprochen: Technologie und deren Einfluss auf die Gesellschaft, Fragen der Ethik bei wissenschaftlicher Arbeit, Konstruktion von nationaler Geschichte und kollektivem Gedächtnis.

Formerly known as Shape Poems, this online tool allows elementary students to write poems in various shapes.

Today, you scanned and listened to "If", a poem by Rudyard Kipling. You may be familiar with Kipling as the author of The Jungle Book. To learn more about Kipling's life, you can read and watch his biography (Links to an external site.)Links to an external site..In this discussion, we are making "I notice..." statements and "I wonder...?" questions about the poem. As we have done before, "I notice..." is an observation about a detail from the text, and "I wonder...?" is a question about a detail you want to know more about.

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(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this module, students will learn a basic understanding of Traditional Haiku will be explored from definition to creation.

Students create double-exposed photographs, poetry, and multimedia presentations to celebrate their "Open Court" "City Wildlife" unit.

This article provides ideas and lessons on how elementary teachers can integrate webcams from the Arctic and Antarctica into their teaching. Five webcams are highlighted as well as three lessons on writing poetry and observing animal behavior.

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(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The course covers British literature and culture during Queen Victoria’s long reign, 1837-1901. This was the brilliant age of Charles Dickens, the Brontës, Lewis Carroll, George Eliot, Robert Browning, Oscar Wilde, Arthur Conan Doyle, Rudyard Kipling, Alfred, Lord Tennyson – and many others. It was also the age of urbanization, steam power, class conflict, Darwin, religious crisis, imperial expansion, information explosion, bureaucratization – and much more.

This remote hyperdoc activity was created by Katlyn Powers on July 24, 2020. The attached hyperdoc & lesson plan is designed for high school ELA students. Students will analyze the poem's perspective, build knowledge about POV, perspective, and theme, and use relevant evidence from a variety of sources to write a synthesis statement. This plan addresses the following NDE standards: 10.1.6.A, 10.1.6.B, 10.1.6.D, 10.1.6.F, LA 10.1.6.I, 10.1.6.M, 10.2.2.B. This hyperdoc will take students approximately 90 minutes to complete.

Love and tragedy dominate book four of Virgil's most powerful work, building on the violent emotions invoked by the storms, battles, warring gods, and monster-plagued wanderings of the epic's opening.

Destined to be the founder of Roman culture, Aeneas, nudged by the gods, decides to leave his beloved Dido, causing her suicide in pursuit of his historical destiny. A dark plot, in which erotic passion culminates in sex, and sex leads to tragedy and death in the human realm, unfolds within the larger horizon of a supernatural sphere, dominated by power-conscious divinities. Dido is Aeneas' most significant other, and in their encounter Virgil explores timeless themes of love and loyalty, fate and fortune, the justice of the gods, imperial ambition and its victims, and ethnic differences.

This course book offers a portion of the original Latin text, study questions, a commentary, and interpretative essays. Designed to stretch and stimulate readers, Ingo Gildenhard's incisive commentary will be of particular interest to students of Latin at both A2 and undergraduate level. It extends beyond detailed linguistic analysis to encourage critical engagement with Virgil's poetry and discussion of the most recent scholarly thought.

Catherine Brown, Lecturer in English Literature, compares West Indian writers Derek Walcott and Vidiadhar Surajprasad Naipaul on their attitudes towards history and myth. This podcast is part of the Literature, Art and Oxford series from Oxford University.

Clues to Walt Whitman's effort to create a new and distinctly American form of verse may be found in his Notebooks, now available online from the American Memory Collection.  In an entry to be examined in this lesson, Whitman indicated that he wanted his poetry to explore important ideas of a universal scope (as in the European tradition), but in authentic American situations and settings using specific details with direct appeal to the senses.

In this lesson, students explore the historical context of  Walt Whitman's concept of "democratic poetry" by reading  his poetry and prose and by examining daguerreotypes taken circa 1850.  Next, students will compare the poetic concepts and techniques behind Whitman's "I Hear America Singing" and Langston Hughes' "Let America Be America Again," and have an opportunity to apply similar concepts and techniques in creating a poem from their own experience.

In this seminar we explore the history, present, and future of psychogeography, hoping to map the center and the edges of this elusive field and to pioneer potential new directions and applications for the principles we discover (or invent) along the way. We discuss classic and more recent texts—including novels, essays, poems, reviews, films, and other works of creative nonfiction and speculative fiction. Students also undertake their own psychogeographic wanderings and complete a final “carto-imagino-synthetic” project to document, describe, map, and otherwise “make sense of place” through these techniques.

This article describes ways to supplement a science unit on the water cycle with the book Water Dance by Thomas Locker. Ideas for art, writing, poetry, and creative movement are included.

This fable is about a boys search for knowledge. To achieve his goal, the boy barters with characters ranging from a carpet maker to a merchant. At the end of the fable, the Grand Master offers two moral lessons and helps the young man realize that he already has knowledge.

Poster showing a cameo portrait of Scottish poet Robert Burns, with a verse of his poetry quoted below. Caption: O! why the deuce should I repine / And be an ill foreboder? / I'm twenty three, and five feet nine, / I'll go and be a sodger [i.e., soldier]. W.6987. 12M - 7/15. Title from item.

Title from item. Poster is text only, with poem encouraging enlistment. (3336.) Wt.P.621 - .5000.3/15.