Students are instructed in Activity 2 to list the title of each poem in the Southwest section and label its point of view (first, second, or third). The Parent Plan answer key shows students would record POVs for multiple poems (e.g., "Lifeline" -- first person; "Cactus" -- second/third; "Desert" -- third). The poems all address the Southwest region, so students identify POV across multiple accounts of the same topic.

Students are asked to complete a Venn diagram comparing the poem "Gulls and Buoys" (from My America) to the poem "dog," which prompts them to note similarities and differences (theme, rhyme, stanza structure, use of metaphor). Students are also asked to analyze two Robert Frost poems and answer a question about narrative perspective (e.g., whether "The Pasture" is written in first, second, or third person). These tasks require students to examine and compare features of two separate texts.

Students are asked to compare Jack's poem "Love That Dog" with Walter Dean Myers's poem "Love That Boy" using a graphic organizer that directs them to record similarities in center boxes and differences in outer boxes. Students are prompted to list specific parallels and contrasts (structure, identical lines, substitutions, subject differences, similes, stanza count) as noted in the parent plan. Students also answer discussion questions about how Jack felt when he heard Walter Dean Myers talk and share the similarities and differences they found.

Students are asked to create plot flowcharts for multiple characters' accounts (Noah's Story, Nadia's Story, Ethan's Story, Julian's Story), which requires them to summarize and sequence events from more than one narrative. The unit explicitly notes that Noah has told his story and students will read Nadia's story next, and the Wrapping Up question asks students to consider how Nadia and Noah are similar and different. The Parent Plan lists the skill 'Interpret speakers' messages and perspectives,' implying students will consider characters' viewpoints.

Students are asked to finish Nadia's story and to 'briefly discuss some differences between Nadia's voice and Noah's voice,' prompting direct comparison of two accounts. Activity 2 directs students to write three things they notice or learn about Nadia once they hear her story in her voice and to fill in the storyline, which requires comparing character voice and perspective. Wrapping-up questions ask students whether they see Nadia's father differently in her story than in Noah's story and to explain how, which asks students to note differences in point of view and interpretation.

Students are asked to research the life of John Chapman (Activity 4) and then complete Activity 5 by creating a Venn diagram that compares the legend of Johnny Appleseed to the real man, John Chapman. The parent/skills notes list "Summarize and organize information from multiple sources" and "Describe how the author's perspective or point of view affects the text," which frames work with multiple accounts. Students also read several regional folktales and complete character webs that require comparing characters across texts.

Students read multiple related tales (two Brer Rabbit stories and several Anansi/Trickster tales) and answer comprehension questions about each story. The Parent Plan skills explicitly list ‘‘Compare and contrast tales from different cultures by tracing the exploits of one character'' and students are asked to think about similarities across cultures (e.g., trickster characteristics). Activities ask students to create and compare trickster characters and to discuss which stories they preferred and why.

Students are instructed in Activity 6 to read another version of the story of John Henry and "record five ways the two versions of the story are different and three ways they are similar." Students are given two different sources (a song/verse version and a narrative version) to compare. The Parent Plan skills also list "Compare and contrast information on the same topic after reading several passages or articles," reinforcing that students will compare multiple accounts.

Students are asked in Activity 1 to compare "Brer Rabbit and the Tar Baby" and "Sister Fox and Brother Coyote" using a graphic organizer, filling boxes with details for each story. Activity 3 requires students to outline a trickster tale that follows the same storyline in a different setting, prompting students to consider how setting and cultural elements differ. The Wrap-Up includes a prompt asking students whether they saw similarities between "Pecos Bill" and other tall tales, encouraging cross-text comparison.

Students are asked to complete a "Phillip and Timothy" chart that requires recording sentences describing each character's feelings about their situation and their thoughts and actions toward one another across multiple chapters. Activity 3, "Timothy's Voice," asks students to translate Timothy's dialectal lines, which requires interpreting his spoken perspective. Discussion prompts (e.g., why Phillip thought Timothy's face was terrifying; why Phillip acts condescending) direct students to consider each character's viewpoints and reactions to the same events.

Students sort statements into "Expectations" and "Realities" of immigration, cutting apart ideas and adding their own, which requires comparing two different perspectives on the same topic. Students are asked to fill information on a page titled "The City and the People of New York in 1870," which prompts gathering and organizing details from the text. The parent plan lists a skill to "Compare text events with personal and other readers' experiences," indicating students will practice comparing different accounts or viewpoints informally.

Students are asked to imagine Dina's life 15 years later and complete 'if...then' statements from Dina's point of view (Activity 3 and its Student Activity Page), which has students write in first person and consider how events affected outcomes. The lesson also prompts students to compare Dina's experiences with those of characters in other historical fiction novels: 'take the time to discuss how the characters' experiences are similar and different from Dina's.' Students create book jackets and synopses that require describing characters and events across texts (Activity 1 and Option 1 of Activity 3).

Students are asked to locate information in books and online about New York today and in the late 1800s and to record important information and vivid words and phrases on the chart "New York Today and Yesterday." The directions tell students to reread some of the author's descriptions and find information in other books or online, and the rubric requires reflection on life in New York today and yesterday and inclusion of fact-based information. In the Story Quilt option, students make a Venn diagram comparing Dina and her uncle and write three sentences describing how Dina's life in America is different from her life in Germany, which requires comparing two perspectives or situations.

The Parent Plan lists "Recognize how the author's perspective or point of view affects the text," and Activities ask students to research Jean Craighead George, describe her personality, family, and work, and reflect on how her passion for nature influences her writing. Activity 1 has students gather biographical information and list similarities between themselves and the author, and discussion prompts ask how authors' passions influence their writing. These tasks require students to identify and describe a single author's point of view and how it shapes a text.

Students read chapters that present a dispute between Matthew Wood and Reverend Bulkeley about how colonists should respond to the King, giving two contrasting viewpoints. In Activity 2 students are asked to list three reasons a colonist might be a Royalist and three reasons a colonist might want a free government. The Student Activity Page is a two-column organizer labeled "Royalist" and "Free Government" that prompts students to compare the two perspectives, and the Wrapping Up asks them to review the reasons they listed.

Students read a passage about the Quaker faith and are directed to "compare the two religions using a Venn diagram," explicitly comparing Quaker beliefs with Puritan beliefs. The Parent Plan skills list includes "Compare and contrast information on a topic after reading several passages." Students are also asked to "think about how these differences could have led to disagreements between the two groups," prompting consideration of differing viewpoints.

Students review a titled activity, "Theories For Why the Salem Witch Trials Occurred," that presents eight different explanations for the same historical event. Students are instructed to brainstorm their own reasons, compare them to the provided list, and select three reasons they believe are most likely, writing an explanation for each. Discussion questions also prompt students to consider why townspeople blamed Hannah and whether a witch hunt could happen today, which can elicit consideration of different perspectives.

Students are asked in Activity 3 to select a picture and write the text that the picture is showing, with directions to try to use the same tone and voice as the author and to judge whether words could replace the illustration. The lesson explicitly states that "the author tells his story in words and pictures," prompting students to consider how pictures and words each communicate the story. In Activity 2 students write three first-person statements from Hugo's perspective describing life before and after his father's death, practicing writing from a particular point of view.

Students listen to an original Hans Christian Andersen fairy tale and then compare it to a different version or a movie (Activity 2). Students complete the "Two Versions" graphic organizer that asks them to analyze Characters, Setting, Events, Message/Moral, and Mood/Tone across an Original Version and a Revised Version (Activity 3). The Skills section explicitly lists "Use media to compare ideas and points of view" and "Compare and contrast print, visual, and electronic media."

Students are asked to research Georges Méliès using multiple sources (Activity 2) and to take notes on facts and dates, producing around 20 note cards and ordering them chronologically. The Wrapping Up section explicitly asks students to compare "how the information in the story [novel] is similar to and different from the information you found about Georges Méliès," prompting a compare/contrast of the fictional account and researched facts. The Parent Plan skills also instruct use of multiple sources to locate information, reinforcing work with more than one account.

Students are asked to listen to and then retell the myth "Prometheus and the Story of Fire" (Activity 4), which requires comprehension and recounting of an account. In Activity 6, "Two Thieves?", students compare Hugo and Prometheus by answering questions about reasons for stealing, punishments, and ways Hugo relates to the Prometheus story, prompting comparison between the two narratives/characters.

In Activity 1, students create a movie poster and write a synopsis of the book and are then asked to compare their ideas to the actual movie trailer for Hugo. The parent prompts explicitly direct students to compare their poster/synopsis to the trailer after watching it. Activity 4 asks students to use an actual historical event or person as inspiration and to integrate factual details into a fictional story, which requires engaging with both a factual account and a creative account of the same topic.

Students are asked to "Analyze differences and similarities between an old and modern movie" in the Movies section, which requires comparing two accounts of similar content. Students may also "choose a book scene and design a storyboard for a movie adaptation," an activity that invites comparison between a written scene and a visual account. The plan explicitly encourages students to watch the movie version of The Invention of Hugo Cabret, providing a paired source for comparison.

Students are asked to use what they learned from the novel and their research on the California Gold Rush to write their persuasive essay, which indicates they will draw on more than one source. The lesson directs students to explain an opposing viewpoint and to state it in a way that a supporter would agree with, requiring them to consider at least two perspectives. Students also read an example persuasive essay ("Recycling") as a model for structure and opposing-view presentation.

The lesson includes a direct question asking how Stephen A. Douglas's views on slavery differed from Lincoln's (Question #3), requiring students to note differing points of view. The parent/teacher prompts and wrapping-up questions ask students to discuss what the North and South debated about the Western territories and why the South felt dependent on slavery, prompting comparison of regional perspectives. Special Notes instruct discussion of the debate over slavery and mention Republican beliefs, which invites students to consider contrasting political viewpoints.

Students read multiple texts about Frederick Douglass (A Picture Book of Frederick Douglass and information in Lincoln: A Photobiography) and create note cards recording important events from those sources. Students use information gathered from the two texts to write a Frederick Douglass biopoem, explicitly instructing them to combine ideas and facts from both texts. Students also read and analyze the Emancipation Proclamation by underlining key sentences and explaining their significance in a journal.

Students are asked in Activity 1 ("To Fight or Not to Fight") to list reasons for and against the Civil War using ideas found in the text and other sources, which requires considering differing positions. Activity 4 directs students to listen to a political speech and record opinions, facts, promises, and flattery, prompting analysis of a speaker's point of view and persuasive techniques. The lesson also includes primary texts and perspectives (the Gettysburg Address passage and a question noting Frederick Douglass's impression of Lincoln) and asks students to interview a Civil War expert (Activities 5–7), which gathers additional firsthand accounts.

Students are instructed to gather a variety of products from the unit—specifically a Lincoln assassination newspaper article, interview questions and answers, a letter from a slave to Lincoln, and a Frederick Douglass biopoem—which present multiple accounts and perspectives about Lincoln and his era. The rubric requires that students include all required products and pictures on the tri-fold display, making these varied sources central to the assembled showcase.

The lesson asks students to consider whether "different people answer the question in different ways" when they develop big research questions, and it prompts students to create broad, thought-provoking questions that could elicit varied responses. Students are asked to collect information and record sources in Research Chart bibliographies, copying big questions and subtopics across charts. The 3 Big Questions activity has students generate multiple subtopics and details under each question, which encourages gathering multiple pieces of information about a single topic.

Students are instructed to use multiple sources for research (Activity 1 and Activity 3) and are told that using multiple sources helps them see varying perspectives or ideas on a topic. The Parent Plan lists skills including drawing from more than one source and to "analyze and integrate information from one or more sources to expand understanding," and activities require students to gather at least four sources (including non-print) and record and synthesize information on research charts. Students practice note-taking from different sources and compiling a bibliography, which supports comparing information across sources.