This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Women's Suffrage speeches: Opposing Perspectives on Women's Suffrage: | In this lesson, students will read two poems on the subject of women’s suffrage but from opposing viewpoints. They will identify and explain how the rhetorical devices in the texts support the authors' perspectives.
There are three lessons that can be used to complement a study of Women's Suffrage speeches and help students take a new perspective by merging ELA skills with civics knowledge. |
| Women's Suffrage speeches: Close Reading of "The Destructive Male" Speech: | Students will be doing a close read of Elizabeth Cady Stanton’s speech, "The Destructive Male." Students will be annotating the text along with answering questions that will lead them to a deeper understanding of women’s suffrage and the importance of the 19th Amendment.
There are three lessons that can be used to complement a study of Women's Suffrage speeches and help students take a new perspective by merging ELA skills with civics knowledge.
This resource uses a text that is on the Florida Department of Education's reading list. |
| Landmark Supreme Court Cases…Wrap it up! Part 2: | This is lesson 2 of 3 in a mini-unit integrating civics and 7th Grade ELA. In this lesson students will be continuing to review 9 Landmark Supreme Court cases with an interactive PowerPoint with primary source quotes that allow students to determine the cases discussed in each of the quotes. Students will then work through an activity (Think, Write, Pair, Share) to compare and contrast two court cases that they think had the most significant impact on society. |
| A Long Walk to Water Lesson 3: Government Obligations/Services: | This is a lesson in the text unit series for A Long Walk to Water. Using prior knowledge students have acquired pertaining to the U.S. Constitution and the establishment of shared powers, students will read, infer, paraphrase, classify, and describe the government's obligations and services extended to citizens of Sudan at the Federal and State levels. Additionally, students will be able to compare the impact of Federal and State powers on the citizens of Sudan explaining it's importance on U.S. history.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Language of Liberty: The Declaration of Independence: | In this lesson, students will learn the basic rules for effective paraphrasing. Students will read an excerpt from the Declaration of Independence and paraphrase several key sentences to develop their paraphrasing skills and deepen their knowledge of this foundational document. Students will also use reference materials to determine the appropriate definitions of advanced vocabulary within the Declaration of Independence excerpt. Finally, students will answer text-dependent questions to deepen their analysis of the essential rights outlined in this foundational document. |
| Paraphrasing LBJ: American Progress: | In this lesson, students will sharpen their paraphrasing skills using a speech by President Lyndon B. Johnson. Students will paraphrase several key sections from LBJ's speech following the 1968 Civil Rights Act. In doing so, they will learn the four steps to paraphrasing effectively. |
| Would You Fight for the Golden Halo of Freedom?: | In this lesson plan, students will identify rhetorical questioning and imagery in “Give Me Liberty, or Give Me Death,” then analyze the effect of those devices on the meaning of the text. |
| Freedom of Speech: Text Features & Purpose: | In this lesson plan, students will examine the specific text features within a document describing the landmark Supreme Court case, Tinker v. Des Moines. Students will learn the definition of text features and how these features are used to help organize and present information in the text. In addition, sudents will analyze the details of the case and the Supreme Court's final ruling. |
| President Ronald Reagan's Inaugural Address: | President Ronald Reagan's Inaugural Address
In this lesson, students will read former President Ronald Reagan’s Inaugural Address to identify two rhetorical devices, imagery and rhetorical question. Students will explain how these rhetorical devices are used strategically to support and achieve the purpose of his speech. |
| A Long Walk to Water: Lesson 1: Citizenship: | This lesson is part of a text unit for A Long Walk to Water by Linda Sue Park. Students will examine the meaning of citizenship, using the text and research. Students will examine the 14th Amendment and citizenship in Sudan and the 14th Amendment’s influence on individual actions and social interactions. This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Freedom Walkers Lesson 4: You Tell the Story: | Students will write an expository text in the style of newspaper reporting. Students will write to discuss the role of the first amendment for each of the historical figures in the text, Freedom Walkers. This is the final lesson within a unit using this text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| A Long Walk to Water: Lesson 2: Common Good: | This lesson is part of a text unit for A Long Walk to Water by Linda Sue Park. Students will be introduced to the concept of common good. They will be given the opportunity to acknowledge what they do as individuals for the common good of their family, friends, and community. Then they will connect the common good of their personal lives with Salva and Nya’s actions for the common good regarding their personal situations in A Long Walk to Water.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Freedom Walkers Lesson 1: The Importance of the Montgomery Bus Boycott: | In this lesson, students will research events related to and depicted in the informational text, Freedom Walkers, compiling their research on a timeline of events that occurred before, during, and after the Montgomery Bus Boycott in the 1950s. Students will examine the impact of two key amendments on the fight for equality in this integrated lesson plan. This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Freedom Walkers: Lesson 3 How Far Does Freedom Reach?: | This lesson is for Freedom Walkers: The Story of the Montgomery Bus Boycott. As part of this lesson, students will consider constitutionally guaranteed individual rights, compare direct quotations demonstrating the perspective of major figures that were part of the Montgomery Bus Boycotts to quotations from the author regarding the same event, and wrap up by analyzing/ discussing whether the events were or were not part of the individual’s protected rights based on both perspectives.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Frederick Douglass Narrative: Freedom and the 13-15th Amendments: | After close readings of Douglass’ speech from Chapter 10 and the 13th-15th amendments, students will respond to text dependent questions and consider how the changes brought by the amendments impacted Douglass’ life in this integrated lesson plan.
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| International Conflicts: | In this lesson plan, students will be introduced to international conflicts, examples of international conflicts in which the United States has been involved, and the various ways governments can respond to international conflicts. Students will break into small groups to research background information on the international conflict they have been assigned and to analyze primary sources related to their conflict. Students may present their findings at this point as part of a shorter lesson or can utilize different class periods to conduct deeper research. If the latter, students will produce a visual aid (presentation slide(s), poster, video, etc.) they will use to teach the class about their assigned conflict. |
| Identifying Sources and Types of Law: | In this lesson plan, students will apply their knowledge of sources and types of law to understanding the historical influences on the rule of law in the United States. Students will work in small groups to demonstrate an understanding of the sources and types of law by analyzing various scenarios using stations and guided notes. |
| U.S. Participation in International Organizations: | In this lesson plan, students will learn about different international organizations in which the United States plays a role. Students will use different methods of media and communication to investigate benefits and drawbacks of international participation and persuade their classmates about impacts on the United States gained from participation in these international organizations. |
| Founding Principles: | In this lesson plan, students will learn about the governing principles that can be traced through America’s founding documents. Students will work independently or with a shoulder partner to demonstrate an understanding of the founding principles by completing a vocabulary Card Sort activity and a Primary Source Matching activity. There are six multiple choice questions on the Primary Source Matching activity to assess student understanding.
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| America's Roman Roots: | In this lesson plan, students will view and anaylze an image of Cicero giving an address to the Roman Senators using teacher led questions. Students will divide into groups to research the influences that Rome had on the creation of America’s constitutional republic. Finally, students will share their findings to the class through short presentations. |
| Balance of Power: Comparing Two Central Ideas: | In this lesson, students will read Elizabeth Cady Stanton’s speech “The Destructive Male,” delivered at the Women’s Suffrage Convention in 1868. Students will analyze the two distinct central ideas that emerge in the speech. They will also examine the textual evidence within the speech that supports each central idea. This ELA lesson will also make connections to civics by exploring an example of citizen activism: When Stanton delivered this speech, she was an individual who was speaking/petitioning in an effort to influence her government’s policy, specifically regarding suffrage and a new amendment. |
| We the People: What the Founders Established: | In this lesson plan, students will study the Preamble to the U.S. Constitution. They will learn about its purpose and examine what the Founders hoped to establish and preserve for their own generation as well as future generations of Americans. Students will apply their knowledge of vocabulary skills to determine the connotative and denotative meanings of selected words used in the Preamble. Students will also practice their paraphrasing skills by paraphrasing the Preamble. |
| The Declaration of Independence: Analyzing Two Central Ideas: | In this lesson, students will analyze the Declaration of Independence, one of America's founding documents. Students will analyze two central ideas of this text and their supporting evidence. Students will also answer text-dependent questions to convey their understanding of the text, and they'll examine the foundational ideals and principles that are expressed within the document. |
| Florence Kelley: Speaking for Change: | In this lesson, students will read a speech by civil rights advocate Florence Kelley (1905) addressing child labor laws. They will analyze how Kelley achieves her purpose through the use of two specific rhetorical devices—rhetorical questioning and imagery. Students will learn about each of these devices, in addition to background information on Florence Kelley, women's suffrage, and the child labor laws of the early 1900s. Students will read the text and identify Kelley's use of both imagery and rhetorical questions. Lastly, students will answer text-depenent questions to demonstrate their comprehension and analysis. |
| "On Women's Right to Vote": Analyzing Use of Deductive Reasoning : | In this lesson plan, students will analyze Susan B. Anthony’s speech “On Women’s Right to Vote.” Students will analyze Anthony’s use of deductive reasoning to develop her argument that she committed no crime in casting a vote for president in the election of 1872. Students will also complete text-dependent questions to further analyze the speech. As part of their analysis, students will examine Anthony’s use of the Preamble of the Constitution to support her argument and consider how Anthony’s actions are a means of influencing the government and holding it accountable. |
| A Search for Central Ideas: Examining Florida Wildlife: | In this four-part series, students will read informational texts in the form of brochures created by the Florida Fish and Wildlife Commission. Students will work in groups to complete a graphic organizer to identify text features, determine the meaning of selected vocabulary, and compare central ideas. Students will also conduct research about Florida wildlife to create an original brochure with a variety of text features. |
| Jabberwocky - Is it all a bunch of nonsense?: | Students will read and analyze the poem "Jabberwocky" by Lewis Carroll as they focus on how the nonsense words and use of figurative language create tone and meaning. They will use context clues to determine the meaning of unknown words and phrases and explore how Carroll’s use of figurative language affects the tone. |
| Exploring Technology Part 1: Inventions & Innovations: | Students will complete a graphic organizer to record information from their online research on various technological inventions and innovations as an introduction to technology. After completing their research, students will reflect on the relationship between people and technology in this lesson plan.
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| Leadership Part 2: Leaders- Who are they and what do they do?: | In groups, students will conduct online research and complete a graphic organizer on the characteristics and responsibilities of leaders from various industries in this lesson.
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| Orientation to Career Clusters: Education and Training Career Research Part 2: | Students will choose a career within the Education and Training Career Cluster to research. Student research will focus on training and education requirements for the career, the skills, abilities, and talents needed to be successful in the career and showcase a business or organization that employs individuals within the career. Students will compile their research as they create a poster presentation. |
Vetted resources students can use to learn the concepts and skills in this topic.
