Students are prompted to discuss whether it would be easier or harder for a married couple today to be apart and to compare the time it took letters to travel in the 1700s with modern communication such as cell phones, email, and social networking. Students read printed chapters and complete comprehension, vocabulary, and editing activities that require working with print text.

Students read Chapters 21 and 22 of a print biography (Abigail Adams: Witness to a Revolution) and answer comprehension questions from that text. Students also visit multiple online resources (a National Park photo gallery, a White House history page, and a virtual tour) to view digital images and multimedia about the Adams homes. Students use information from both the print text and online multimedia to complete a graphic organizer or create artwork comparing Peacefield and the President's House.

Students are asked to produce either a written memorial (a 6–8 sentence eulogy or obituary) or to design a physical memorial (a statue, garden, park) using drawing or sculpting media. The instructions tell students to search the Internet for pictures of memorials for inspiration, and the unit's final project asks students to "present a performance" that captures aspects of Abigail Adams's life. These tasks require students to create work in multiple mediums (written, visual/physical, and performance).

Students are asked to choose between two different presentation mediums in Activity 1: creating a detailed battle map (a visual/artistic product) or writing and delivering a short speech (an oral/written product). The Parent Plan explicitly contrasts the options by noting that Option 1 is more artistic and visual while Option 2 involves more writing and critical thinking, and students are instructed to talk with a parent about which option to complete.

Students examine the organization and features of a print nonfiction book (front/back matter, table of contents, index, sidebars) and answer questions about the usefulness of those features (e.g., whether the table of contents will help locate information). Students analyze differences between narrative and expository writing and identify graphics/sidebars as expository features when skimming the book. Students choose appropriate expository modes for specific scenarios (e.g., a short article, a newspaper piece, a blog) and sketch a graphic to show five kinds of expository writing.

The lesson explicitly tells students to "search for different media" and notes that they should "explore both print and digital options" and look for websites that present multimedia such as videos. TIP #5 and surrounding text discuss that "there are advantages and disadvantages to different mediums" and contrast quick answers (definitions, dates) with deeper research needs, and recommend databases for in-depth, ad-free sources. The Questions to Discuss prompt asks students to compare books, online text, and videos and to name advantages and disadvantages of each medium.

Students are asked to design a poster that uses a combination of text and graphics and to decide what combination of text and graphics works best for their audience, including drawing pictures, taking photographs, or using images from the Internet. The activities reference and provide links to short videos (one on Special Relativity and one in the Life Application section) as supplemental multimedia resources students may watch. Students are instructed to notice how Joy Hakim uses a variety of graphics to communicate complicated concepts and to include at least three domain-specific terms on their poster.

Students are asked to cover and then uncover a graphic on p. 23 and answer "How does the graphic improve your understanding of the text?," prompting them to compare a visual graphic to the printed text. Students must create an accompanying graphic for one of their previous writing assignments, applying a visual medium (photograph, drawing, chart, table) to present information. The lesson and parent-plan skills explicitly require gathering information from a wide variety of print and digital sources and note different citation treatments for print (page numbers) versus online sources (no page numbers).

Students are asked to view a video (the Linguistic Profiling video) and answer reflective questions about how people make judgments based on the way someone sounds. Students visit multiple websites (ushistory.org articles, a PBS article on Southern dialects, and an online map) to gather information and record responses in a journal. The Parent Plan Skills list explicitly names analyzing the purpose of information presented in diverse media and formats and evaluating motives behind presentations.

Students listen to two slave narrative videos (provided YouTube links) and take notes comparing those oral/video narratives to the print novel's character Jim. The activities ask students to compare and contrast dialect and figurative language between the listened-to narratives and the written text. The lesson's Skills section also names analyzing information presented in diverse media and formats as a targeted skill.

Students are instructed to watch the 1993 film adaptation and "take notes as you watch the film, observing any changes the director or actors have made regarding the character, plot, language, setting, or dialect of the novel" and to "consider why you think these changes were made." Students are asked to "compare and contrast the novel to the film version and decide if the directors and actors made good choices" and to determine how the movie and novel are similar and different. Discussion prompts ask students which they enjoyed more and why and whether the changes impacted the movie positively or negatively, requiring evaluative judgments about the medium.

Students choose between creating a cultural biography poster or assembling three-dimensional story blocks and then plan, arrange, and decorate graphics, quotes, and text for that chosen medium. Students are prompted with questions such as "How might you present your knowledge of a novel visually?" and are instructed to include visuals, symbols, and multimedia-like decorations and to share their completed project with family. The Parent Plan explicitly lists the skill "Integrate multimedia and visual displays into presentations," and the rubric requires neatness, creativity, and visual interest, which directs students to produce visually driven work.

Students are asked to read print text (Chapters 7 and 8 of Elijah of Buxton) and to watch a linked YouTube video about tone and mood. Students are also directed to examine multiple web-linked artifacts (excerpts from slave narratives, a photograph, an engraving, and a sketch) and to write what they learned from each source. Several activities ask students to describe tone and mood from both the text and the video and to note words or images that contributed to their feelings.

Students read a print novel (Chapters 13 and 14 of Elijah of Buxton) and work with printed passages on the Student Activity Page. Students are directed to read a web article about Matilda Taylor (a digital text) in Option 2. In Option 1 students are encouraged to film their interview, and in Option 2 students write and potentially perform a scene, which involve oral/performance modes.

The lesson asks students to produce either a written humorous paragraph (Option 1) or a one- to two-minute mock newscast (Option 2), which involves oral/performance and potentially video. The lesson includes a web link to a sample humorous newscast video and instructs students to rehearse and perform their mock-newscast for family or friends. Students therefore create and present the same topic using both a print/text format and an oral/multimedia format.

Students are offered a choice of mediums for the family-tree activity: they may use art materials or a computer drawing program to design the family tree. The skills list and Activity 2 instruct students to type their final draft on a computer and to use technology, including the Internet, to produce and publish writing. Formatting guidelines (font, double-spacing, printing, and running spell-check) further direct students in creating a digital/published product.

The lesson asks students to produce persuasive materials in different formats: Option 1 asks them to create a print advertisement and Option 2 asks them to create a 30-second film commercial (or present it live). Parent notes reiterate that the student may choose a visual or dramatized advertisement and, if possible, film the commercial, indicating practice with both print and video media. Students also read and annotate a printed essay ('Human Cloning') to identify fallacies, giving explicit practice with print text analysis.

Students are directed to turn a scene from the novel into a one-act play, write dialogue, and include stage directions, props, and lighting cues, which requires choosing theatrical presentation elements. Students are encouraged to perform the play with friends, family, or puppets, engaging them in presenting the same content in a performance medium rather than only print. The parent discussion prompt asks students whether the book would make a good movie and to explain why or why not, prompting consideration of a different medium.

The Connection Commander reading role explicitly asks students to find connections between the book and other types of media, listing "Similarities between this book and other types of media, such as plays, songs, or movies." The post-reading task requires students to "write several sentences explaining the connections you made between this reading and your own experience, the world, or other works of literature or media." The parent guidance reiterates connecting the story to other works or media as part of the student's written responses.

Students are asked in Activity 2 Option 1 to "Consider how the medium you choose can help you express your concern" when creating a visual display, and the parent plan repeats that students should discuss how the medium they chose connects to the problem. In Option 2 students are prompted to "consider how the form of the poem connects to the issue" or how song structure and melody connect to the issue, which asks them to reflect on how a chosen medium conveys their message.

The Parent Plan lists a skill to "analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors," which asks students to compare a production to the text. The Ideas to Think About and Things to Know sections prompt students to consider how a producer can add tools (music, set design) and make choices about altering or remaining faithful to the original story. Activity 2 has students write a 3–5 minute script, decide what to add or omit to bring the scene to life, and note music or lighting effects, then practice and perform the dramatization.

Students choose between creating a poster (a visual/print product) or a 90-second radio promotional spot (an audio product) for the author visit, and they are asked to use webpages and a short video interview as source material. The radio option explicitly asks students to "consider the effectiveness of both the words and the presentation" and to time and rehearse the ad, and the collage activity allows use of drawn images or images from the Internet or magazines (digital vs. print sources). Students also watch an author interview video as part of research, exposing them to a multimedia source.

Students choose three Nazi propaganda posters from an online collection and for each one identify the target group, state the poster's goal, and describe what makes the poster effective (colors, fonts, images, emotional appeal). Students record examples of propaganda they find in the novel by filling in a chart with instances such as the book burning, the speech, and articles in the Molching Express. Students are asked to view U.S. World War II poster art and "think about how they are similar to or different from the Nazi propaganda posters," and they use linked web pages and an infographic to research historical context.

The Parent Plan skill list explicitly asks students to "Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives..." and to "Interpret and evaluate the various ways in which visual image makers... communicate information and affect impressions and opinions." Students are directed to record examples of propaganda from the reading and to consider whether characters' actions were influenced by propaganda. An Optional Extension provides web links (USHMM and PBS) that include pictures and video for further investigation of Kristallnacht.

Students view a print ad (Link A) and a 30-second television ad (Link B) and are asked to identify the logical fallacy used in each. The Skills section and activities ask students to "explore and evaluate argumentative works that are read, heard and/or viewed" and to explain why particular propaganda or ads "may have been effective." Activity 2 asks students to analyze written propaganda and explain the emotional appeals and effectiveness of arguments presented in text.

Students are asked to watch two video clips of Hitler speaking and at a rally and to take notes on what aspects of his delivery and the rally might have been compelling to audiences. Students are directed to record examples of propaganda on the Propaganda page (including consideration of Max's drawings) and the parent/teacher notes list multiple propaganda forms (books, posters, speeches, rallies, parades). Discussion questions prompt students to identify aspects of speeches and rallies that appealed to crowds and to reflect on the emotional and choreographed nature of those mediums.

Students read a printed article about news and censorship, view a newsreel (video), and read Ernie Pyle's wartime columns, then answer guided questions comparing them. The War Journalism questions ask students to identify the three main ways Americans received news (newspapers, radio, newsreels), to explain how correspondents brought vivid descriptions (radio/front-line reporting), and to evaluate in what ways newsreel footage was informational versus propagandistic. The Life Application asks students to consider how later digital tools (photos, videos, tweets, blogs) have changed how we learn about war.

Students are asked to compare primary source documents and historical fiction on the "Primary Sources vs. Historical Fiction" activity page, where they brainstorm advantages and disadvantages of each (historical value, emotional effect, accuracy, reader interest, memorability). They must choose three ideas from their brainstorming and provide specific examples from the day's primary source readings or from The Book Thief to support those points. The Parent Plan also instructs students to reflect on whether historical fiction or primary sources have more impact and why, reinforcing the task of weighing pros and cons between two kinds of texts.

Students are asked to create a map or diagram and to choose between options (an interview-based map or a diagram of a character's journey). The directions explicitly allow different presentation methods (phone, email, in-person interviews; printed maps; art materials; images from the Internet; and computer design software) and ask students to be creative in communicating ideas using words and images.

Students are asked to watch the movie or trailer and "think about how the movie differs from the book," including whether the movie "would impact the viewer as much as the book impacts the reader," and to discuss these differences with a parent. The parent discussion questions explicitly prompt students to identify ways the trailer or movie is consistent with or different from the book and to note omissions or condensations. Students also analyze visual propaganda posters using guided prompts and may produce an audio radio piece as a "War Reporter," and they can create handouts, posters, or slideshows for the "Teaching Figuratively" project, which requires producing work in different media.

Students are asked to create a visual collage using images, words, and symbols (Option 1) and to collect 6–8 small physical objects that represent aspects of their identity (Option 2). Students must share their collage or grab-bag with a family member and explain why they chose specific images, words, or objects to represent their identity.

Students watch the 1964 film adaptation and use a two-column chart to keep a running list of similarities and differences between the novel and the movie. Students answer guided questions that ask how the director used special effects (lighting, music, camera angle) to tell the story and to identify the biggest changes made from the novel and why they might have been made. Students are asked which they enjoyed more (book or movie) and to explain their preference, and the lesson includes a prompt to review reasons filmmakers make changes when adapting a novel.

Students read Henry Wadsworth Longfellow's poem "Paul Revere's Ride" and a first-person historical account of the same event, marking phrases they find effective and completing a Venn diagram to note similarities and differences. Students are directed to consider how the differing forms (poetry vs. first-person prose) influence the reader and to note that the poem's rhythm, rhyme, and figurative language make it more memorable while the account focuses on factual detail. The answer key and wrapping-up questions prompt students to evaluate which version is more effective and why, emphasizing form, language, and reader impact.

Students view Cubist artworks online via a provided Guggenheim web link and are prompted to reread "Susie Asado" and think about how the poem is like a Cubist painting, encouraging comparison between poetic and visual media. Students choose to represent a poem through drawing, painting, or sculpture (Option 1) or to select a piece of artwork and write a poem about it (Option 2), and they are instructed to capture, scan, print, or photograph artwork to place on activity pages. The activities require students to transfer content between media (copying text into frames, pasting printed or photographed images) and to reflect on similarities between poem and painting.

Students are asked in Activity 1 to use a computer program (word processor, desktop publishing, or PowerPoint) to present a chosen poem with fonts, spacing, colors, and graphics and then print and save the result. The lesson tells students to double-check that their digital version matches the book's capitalization, punctuation, and line breaks, and a parent discussion question asks how the tech poem design enhanced the poem. The Parent Plan skills also list using technology to produce and publish writing and present relationships between information and ideas clearly.

The Skills section explicitly tells students to "use technology, including the Internet, to produce and publish writing," and Activity 1 instructs students that some poems "may need to be recopied (or typed and printed out)" and that they may "use images you find on the Internet to enhance the look of your journal." Students are directed to decide the best order and to choose decorative materials (including printed images) and to assemble a physical, printed scrapbook-style journal.