Students are asked to read about a chosen country in books or on the Internet and record information on a Country Research graphic organizer. Students use a Venn diagram (Options 1 and 2) to list differences and similarities between an American community and the chosen country's community, with the advanced option requiring two differences from each side and two shared traits. Students complete a "Similarities and Differences" page where they draw and label homes, clothing, goods, and foods for both the chosen country and America.

Activity 2 directs students to look on the Internet or in books to find pictures and descriptions of farms that cultivate resources on their list, and to write a sentence about each crop/farm they read about. Several activities ask students to gather information from household items and external sources (e.g., identifying natural resources used in canned foods, boxed foods, and clothing).

Students read about culture on pp. 10–13 of The Usborne Children's Picture Atlas and answer guided comprehension questions about cultural practices and transportation. Students complete a "Looking at My Culture" page by writing and illustrating cultural elements from their own community and conduct and record an interview with a person from a different cultural background, filling in responses on an "Interview" sheet. The Wrap-Up directs students to compare and contrast the elements of their own culture with the culture of the person they interviewed using guided questions.

Students read descriptions of holiday celebrations (e.g., Activity 5: read Christmas around the World and Activity 1: holiday descriptions) and are asked to talk about similarities and differences among celebrations. Students complete a Venn diagram (Activity 6) comparing their family's Christmas to a celebration in another country and write sentences describing unique cultural practices. Several activities prompt students to compare traditions, foods, symbols, and celebrations across cultures.

The skills list instructs students to "use a Venn diagram to illustrate similarities and differences" and to "read fiction, nonfiction, and poetry" and to "discuss and explain... narrative and expository texts." Activity 3 has students read Three Young Pilgrims (narrative) and then read the informational "Indian" pages. Activity 8 asks students to create a Venn diagram comparing their life to the Pilgrim child's life and to write about three ways culture has changed.

Activity 5 asks students to compare the character in one story to the character in the story from Activity 1 and to record unique qualities and similarities on a Venn diagram. The Skills list explicitly includes "Identify similarities and differences across texts, such as topics, characters, and problems (LA)." Several activities (Describing a Character, Understanding a Character, Characters) have students record and compare descriptive words, actions, thoughts, and traits across more than one story.

Students read Yeh-Shen (Activity 4) and are asked to complete two "Folktales and Culture" sheets using the column for Yeh-Shen and later for The Egyptian Cinderella. The materials include a two-column chart and a graphic organizer labeled for Yeh-Shen and The Egyptian Cinderella with categories such as Food, Homes, Clothing, Traditions and Festivals, Landforms and Bodies of Water, and Animals. The Yeh-Shen student worksheet also asks whether the story reminds the student of any other story, prompting a connection between texts.

Students complete a Cinderella Elements Chart by filling in hero/heroine, villain, magical help, proof of identity, royalty, and resolution for Yeh-Shen, The Egyptian Cinderella, and The Irish Cinderlad. Students use a Venn diagram to compare The Egyptian Cinderella and Yeh-Shen and are instructed to write similarities and differences. Activities ask students to identify setting, cultural details, and to look for similarities and differences among stories after reading each text.

Students read multiple poems about life in America (Activity 1 and Activity 2) and are asked to reread selected months and fill a chart with examples from the text and pictures (weather, clothing, homes, holidays, activities, animals). Activity 4 has students read nursery rhymes from different countries and answer what each rhyme reveals about that culture. The lesson skills list also names "Compare language and stories that reflect customs, regions, and culture," suggesting attention to comparing content across texts.

The lesson's Skills list explicitly includes "Identify similarities and differences across texts, such as topics, characters, and problems" and "Determine important ideas in a text," which asks students to notice cross-text relationships and main ideas. The Wrapping Up instructions tell students to "reread each of the Cinderella stories, including your child's version" and to "compare and contrast her version to the others," which directs students to perform comparative work across multiple texts. The student activity pages guide students to identify characters, setting, problems, and outcomes that can be used in comparisons.

The lesson directs students to explore the Queen Mary using three different web sources and to fill in a "Queen Mary Research" sheet as they explore the history, which requires locating facts across texts. The lesson tells students to note bolded text titles to efficiently find information and to "understand the main points of the text." The Skills section explicitly lists participating in shared research by reading a number of books on a single topic to produce a report.

The Skills section instructs students to "Compare various interpretations of the same time period using evidence such as photographs and interviews" and to "Recognize multiple sources can communicate varied perspectives." Students read National Geographic Readers: Ellis Island and pages from O, Say Can You See?, listen to Ellis Island oral histories, and examine primary photographs, which gives them multiple texts and sources on the same topic to consider. Activities ask students to retell interview stories, describe photographs, and add events to a timeline, engaging them with different accounts of immigration.

Students read The Story of Ruby Bridges and are directed to watch videos and read short texts about Martin Luther King, Jr. and Rosa Parks. Students complete 'Famous Americans' pages for Rosa Parks and Martin Luther King, Jr., and add dates/descriptions to a timeline, which requires extracting key information from multiple sources on the same topic (civil rights).