This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Out of Order: Stories from the History of the Supreme Court: Riding the Circuit: | In this lesson for Out of Order: Stories from the History of the Supreme Court, students will review the research presented in the text to explain the roles of the Supreme and Lesser courts.
There are three lessons that can be used to complement a study of Out of Order: Stories from the History of the Supreme Court and allow students to take a new perspective by merging ELA skills with civics knowledge.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| The Declaration of Independence: Analyzing Changes Made by Congress: | In this lesson, students will listen to a mini-lecture by a history professor regarding two passages included in Thomas Jefferson's first draft of the Declaration of Independence but deleted from the final version. Students will then participate in an analysis of the two passages, then write an argumentative essay about the professor's argument. |
| A Peaceful & Prosperous World: Paraphrasing President Carter: | In this lesson, students will learn and implement the basic rules for effective paraphrasing. Students will read the 1979 State of the Union address by President Jimmy Carter. They will paraphrase several key sections to develop their paraphrasing skills and deepen their knowledge of the United States’ foundational principles referenced in the address, particularly those related to the Bill of Rights. Students will also answer text-dependent questions to further analyze President Carter’s address. |
| Evaluating the Effectiveness of Rhetorical Devices in Thoreau's "Civil Disobedience": | In this lesson plan, students will analyze an excerpt from Henry David Thoreau’s “Civil Disobedience” to determine how effectively the author uses rhetorical devices, specifically anaphora, aphorism, chiasmus, and rhetorical questions, to achieve his purpose. The lesson will also examine how Thoreau’s effort in writing this essay was a means of civic participation.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Resumes Part 2: Writing a Resume's Experience Section: | To practice resume writing, students will conduct research on a famous person and write the work/volunteer experience section of the person’s resume in this lesson. |
| Women’s Suffrage: Analyzing Rhetorical Appeals: | In this lesson, students will read Elizabeth Cady Stanton’s “Declaration of Sentiments,” presented at the Seneca Falls Convention (Seneca Falls, N.Y., July 19th and 20th, 1848). Students will categorize selected text by type of rhetorical appeal: ethos, pathos, logos, or kairos.
Students will also complete text-dependent questions to further analyze the document. As part of this analysis, they will evaluate Stanton’s use of various appeals and compare and contrast the ideas and language in this document and in the Declaration of Independence.
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| ECE Career Paths Part 2: Career Vision: | Students will prepare a presentation about previously gathered research on a given early childhood education career path, including identifying any specific skills, industry certification or degree requirements. Students will share their research with the class and take notes on various early childhood education career paths. |
| ECE Career Paths Part 4: Professional Development: | Students will explore professional development opportunities from various early childhood education agencies in this lesson plan. Students will compile information into a resource collection used for their professional portfolio, to be referenced later in their career development. Students will identify areas of interest for professional development and focus on opportunities related to their areas of interest. |
| The Influence of Magna Carta: | In this lesson plan, students will learn about Magna Carta by watching a short video. Then, in groups, they will analyze some original text from Magna Carta, translate it into “modern” English, and make connections to the U.S. Bill of Rights. Students will end the lesson by responding to a writing prompt to show what they have learned. |
| The Importance of Professionalism in the Workplace: | Using the case study, "Training Day: The Importance of Professionalism in the Workplace," students will research proper business etiquette and effective workplace communication. |
| Budgeting: Finding Personal Financial Success: | During this lesson, students will learn about budgets, checking and savings accounts, and interest. They will then have a research activity to focus on their future lives, which they will use to create a budget for their lives after they have finished their education and/or job training. This budget will be created using a spreadsheet or other technology to explore how various factors, such as interest rates, will affect their budget and necessary income. |
| Privacy: A Matter of National Security?: | In this lesson, students will embark upon a journey of espionage and inquire how the rights of one can become a barrier for the greater good of a nation. This is the first lesson in a three-part unit evaluating the concept of privacy, surveillance, and technology. After learning briefly about former NSA agent Edward Snowden, students will research to find more information on Snowden’s actions and surrounding events. activity will require students to use textual support, reasoning and relevancy of the text, and analyze an author's claims. Students will synthesize the arguments, information, and claims within the text to participate in a class debate on whether Snowden is should be celebrated or considered a traitor. |
| Emily Dickinson: Poet Extraordinaire of Language, Time, and Space: Part 2: | This is part two in a series of three exploring and analyzing Emily Dickinson's style. In part two, students will use the historical and literary research conducted in part one and they will read and analyze a variety of her letters written during the Romantic Period. Students will use their analysis of the letters as sources for the summative assessment, a letter to the editor written in response to one or several of Dickinson's letters or topics. |
| Emily Dickinson: Poet Extraordinaire of Language, Time, and Space: Part 1: | This lesson is part one in a series of three lessons analyzing the language of Emily Dickinson, researching the Romantic Period, and comparing her works to her contemporaries. In part one of this lesson series, students will work in small groups to analyze the language of Emily Dickinson's poems, they will research the literary period of The Romantic Period, and they will create a re-envisioned poem using information gleaned from their small group discussions, research, and whole group discussions. |
| Narrative of the Captivity Close Reading: | Students will read and analyze the "Narrative of the Captivity" for Rowlandson's use of allusion as it contributes to the meaning of her account. In addition, they will identify and analyze the central idea and supporting details as they contribute to meaning. |
| Poetry Analysis and Time Periods: | Students will analyze how Robert Frost and Emily Dickinson each used figurative language to develop a specific tone in relation to mortality. They will also consider how each poet reflected the time periods within which they wrote. |
| Dealing with Grief: A Comparison of Tone and Theme: | In this four-part lesson series, students will delve into the topic of grief through analysis of poetic devices, form, and point of view in poems by Emily Dickinson and Elizabeth Barrett Browning. Students will connect theme to the poets’ viewpoints on the emotions, or the lack thereof, that one experiences during times of pain and loss. Students will read the poems multiple times to seek layers of meaning and write an in-depth analysis. |
| Emily Dickinson: Poet Extraordinaire of Language, Time, and Space Part 3: | This is the culminating lesson in a three-part series exploring and analyzing Emily Dickinson's style. In part one, students conducted historical and literary research on the Romantic Period, in part two, students used historical and literary research as they read and analyzed a variety of Dickinson’s letters written during the Romantic Period. In this lesson, students will investigate primary and secondary documents on movements that influenced Dickinson and will create a literary reference kit to share with the class - a collection of materials that are representative of the period. |
| Evidence-Based Practice Mind Mapping: | Using the case study, “Navigating Possible Negligence”, students will define and identify evidence-based practice components in their own words. Students will then have to complete a mind mapping table, to identify and organize the smaller components of those practices to develop critical thinking skills used in healthcare treatments and programs. |
| Introduction to Learning Theories: | Students will compare and contrast different learning theories and discuss their implications for teaching and learning, in this lesson plan. |
