Resource Library
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.
We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.
Introducing Our US History Curriculum Collection
Draw from this flexible curriculum collection as you plan any middle or high school US history course. Featuring units, C3-style inquiries, and case studies, the collection will help you explore themes of democracy and freedom with your students throughout the year.
Authoring My Identity
Students explore the costs and benefits of sharing aspects of their identities, discuss an informational text about “narrative identity,” and apply these concepts to their own lives in an original poem.
Why Identity Matters
Students reflect on how aspects of their identities are more visible or felt in certain situations and read an informational text to help them consider the interplay between individual identity and social identity.
Think Aloud
Model for students how proficient readers make meaning of a text by verbalizing your thinking as you read.
Sketch to Stretch
Ask students to visualize a passage of text and interpret it through drawing with this reading comprehension strategy.
Connect, Extend, Challenge
Deepen students' understanding of a topic by having them connect to their prior knowledge.
Connect, Extend, Challenge (UK)
Deepen students' understanding of a topic by having them connect to their prior knowledge.
Maycomb's Ways: Setting as Moral Universe
Students explore how race, class, and gender create the moral universe that the characters inhabit in To Kill a Mockingbird.
Scout as Narrator: The Impact of Point of View
Students consider how Harper Lee’s decision to tell To Kill a Mockingbird through the eyes of young Scout impacts readers' understanding of the novel.
Developing Character Inferences
Students are introduced to the concept of inferencing; they draw inferences from the opening scene of the play, and consider what messages Priestley sends through the language, character and setting.
Differing Perspectives and Conflict
Students begin Act Two of the play, reflecting on the differences in perception emerging between the characters and considering how conflict can arise from such differences.
Entering the World of the Play
Students begin reading the play, having applied what they have learnt about Priestley and the relevant sociohistorical context to make predictions about its content.