Help your students consider a variety of narrative stances in Edgar Allen Poe's short story, "Tell Tale Heart," and Ambrose Bierce's "An Occurrence at Owl Creek Bridge."
In this lesson students learn how Birth of a Nation reflected and influenced racial attitudes, and they analyze and evaluate the efforts of the NAACP to prohibit showing of the film.
We are naturally curious about the lives (and deaths) of authors, especially those, such as Edgar Allan Poe and Ambrose Bierce, who have left us with so many intriguing mysteries. But does biographical knowledge add to our understanding of their works? And if so, how do we distinguish between the accurate detail and the rumor; between truth and exaggeration? In this lesson, students become literary sleuths, attempting to separate biographical reality from myth. They also become careful critics, taking a stand on whether extra-literary materials such as biographies and letters should influence the way readers understand a writer's texts.
Charlotte Perkins Gilman's story "The Yellow Wall-paper" was written during a time of change. This lesson plan, the first part of a two-part lesson, helps to set the historical, social, cultural, and economic context of Gilman's story.
Through Kate Chopin's classic novel "The Awakening," students will discover the cross sectional relationship between realism and regionalism. As students explore both the literary movements and the aspects of "common" life that Chopin liked to highlight, they will critically analyze specific passages from the text and the novel as a whole.
This lesson plan compares the plot and setting characteristics of several versions of the Cinderella tale to teach students about universal and culturally specific literary elements.
This lesson plan compares the main characteristics of the heroine in several versions of the Cinderella tale to help students understand connections between a story’s main character and the plot’s outcome.
In this lesson, students analyze Jacob Lawrence’s The Migration of the Negro Panel no. 57 (1940-41), Helene Johnson’s Harlem Renaissance poem “Sonnet to a Negro in Harlem” (1927), and Paul Laurence Dunbar’s late-nineteenth-century poem “We Wear the Mask” (1896), considering how each work represents the life and changing roles of African Americans from the late nineteenth century to the Harlem Renaissance and The Great Migration.
Students will be introduced to this dramatic era in our nation's history through photographs, songs and interviews with people who lived through the Dust Bowl.
