Students are asked to use the book's reference notes and bibliography to identify the original sources for quotations (Questions 1 and 3) and to note author, recipient, and date information for correspondence (Question 2). The parent plan and 'Things to Know' direct students to record bibliographic information and to distinguish paraphrasing from plagiarism. Students are also prompted to evaluate whether the sources cited in the chapters are valid and reliable (Question 4).

Students are asked to "explore primary sources of various kinds" and then write a first-person account based on that research. Option 2 directs students to use the Diary of John Adams and the Abigail Adams reading as sources and compose a short paragraph describing the Boston Tea Party from a participant or witness perspective. The lesson provides an external Library of Congress link to Paul Revere's engraving (Option 1) and asks students to support an argument with 2–3 specific examples from the image.

Students read a secondary source (Chapters 9–10 of a biography) and are directed to read several primary letters (Abigail and John Adams) provided by web links. In Activity 1, students choose letters to read, take notes, compare their interpretations to how the biographer used the letters, and may read additional letters from the same weeks. The document-analysis option asks students to address source categories (creator, type, content, context, bias, and connections) and to consider what questions the source raises.

Students are instructed to work with a parent to identify and read a news article about girls' education and are given search advice and three external web links to begin locating sources. Students are then asked to select a 4–6 sentence paragraph from that article and use a Paragraph Analysis page to determine the role of each sentence and the connections between sentences. The activity requires students to read contemporary information and perform close analysis of text from an external source.

Students are asked to read Chapters 17 and 18 of a biography and to read at least two original letters between Abigail Adams and Thomas Jefferson via the provided National Archives link. Students use guided questions (e.g., What do they write about? How might they have influenced one another?) to analyze the correspondence. Students produce a diary entry written from Abigail Adams's point of view that synthesizes their reading about the influence of Jefferson on her life.

Students are directed to read Chapters 21 and 22 of Abigail Adams: Witness to a Revolution and to look up descriptions in the book index, showing use of a print source. Students are instructed to consult multiple online sources (Adams National Historical Park photo gallery, WhiteHouseHistory.org, and a virtual tour) to gather images and descriptions of Peacefield and the President's House. Students must synthesize information from these sources to complete a comparison task (graphic organizer) or create artwork showing differences and similarities between the two homes.

Students are asked to research Abigail Adams for a one-person play and to include accurate dates and historical information for each scene. The project requires that at least one scene include a direct quotation from a primary source and provides a link to an online digital Adams archive and references the book Abigail Adams: Witness to a Revolution. Planning pages prompt students to list "relevant primary sources cited" for each event and the rubric scores inclusion of primary-source reading and accurate historical details.

Activity 1 directs students to conduct historical research on the Russian Revolution using an encyclopedia, the local library, or online sources and to create a short timeline making connections to Animal Farm. Student Activity Pages ask students to fill in birth/death dates, roles in the revolution, connections to Animal Farm, and specific evidence for multiple figures (Czar Nicholas II, Karl Marx, Josef Stalin, Leon Trotsky, Vladimir Lenin). The lesson also supplies two web links and instructs students to use research materials, indicating students will gather factual information to complete the project.

Option 1 asks students to connect a theme from Animal Farm to a past historical event and explicitly tells students, "You can, if necessary, do some research to determine specific historical facts that you might want to share." The Parent Plan reiterates that Option 1 "may require some research" and that it involves a nuanced understanding of a historical event. Activity 2 requires students to provide at least two specific examples of parallels or connections, which prompts students to locate supporting historical facts.

Students practice using a nonfiction book's front and back matter to locate publication information and sources (questions about the copyright page, table of contents, and bibliography). In the index activity, students identify search terms for a research task (writing a paper about atoms) and evaluate which index entries best locate information on "weak nuclear forces." Students also use the book's features (sidebars, captions, indexes) to determine whether it is expository or narrative, which requires skimming and extracting information from the text.

Students are directed to follow Activity 2 (Searching the Internet) where they must visit three specified web pages and answer guided questions about each site's credibility, accuracy, and understandability. The lesson provides explicit search strategies (e.g., choosing specific search terms, using synonyms, distinguishing ads/sponsored links, and using research databases) that students are instructed to apply when seeking information. In Activity 1 students take notes from Chapters 22–24 and complete a Chapter 23 timeline, recording scientific and world events across multiple years, which requires organizing information from the text into a synthesized timeline.

Students read assigned chapters (28, 29, 31, 32) and answer specific content questions, showing they gather information to answer a question. Students look up listed domain-specific vocabulary (with page references), write definitions in their own words, and give examples or drawings, which requires consulting sources to clarify terms. Students design a poster on a chosen scientific topic (options listed) and are allowed to consult the book index and use Internet graphics or photographs, indicating an opportunity to collect content and media for a short project.

Students are told they will write a research paper for the unit final project and are reminded that they have learned how to search for information and when to give credit. In Activity 1, students practice making parenthetical citations and creating a Works Cited entry (including using an online citation builder) and are directed to use a specific ESA web page to complete part of the exercise. The Parent Plan skills explicitly list gathering information from a variety of print and digital sources and recording bibliographic information according to a standard format.

Students choose or generate a research topic (Activity 2 offers choosing a new topic or expanding a previous one) and use a KWS chart to record what they want to know, which prompts question generation. Students conduct research over multiple days (Activities 4–5), are required to use at least three sources (one being the Hakim book), and record sources and page numbers using note cards or Research Notes. Students organize notes, outline a thesis with three supporting points (Activity 7), and produce a research paper that answers their question, with explicit instructions for using outside explanations, quotations, and statistics to support their claims.

Students use multiple online sources and a video (biography site on Mark Twain, a map of free and slave states, PBS regional dialect pages, a Linguistic Profiling video, and USHistory.org articles) to gather information and answer directed questions in a journal. Students complete specific short research tasks such as summarizing how slavery spread, listing slave codes, describing Twain's childhood and river experience, and shading and labeling maps of free and slave states. Students analyze dialect and societal judgments by answering reflective questions after viewing media and reading articles.

Students read Chapters 22–25 of Adventures of Huckleberry Finn and answer text-based questions about character and events. Students are directed to read an external article ("Editing the Novel" on CBS News) about the debate over replacing the n-word and to decide whether the novel should be changed. Students use a Persuasion Map to gather evidence and then write a persuasive paragraph stating their position and supporting it with a combination of types of evidence.

Students are instructed to collect and examine multiple sources (magazines, newspapers, online articles, picture books, chapter books, instructional manuals, encyclopedias) and sort examples into narrative, persuasive, and expository categories. Students review a Types of Writing slideshow and then create three collage posters, each containing at least four examples drawn from those sources. The Parent Plan explicitly states students will "conduct short research projects to answer a question about the type of writing examined" and to show knowledge by analyzing and researching styles of writing.

Activity 2 directs students to listen to two provided slave-narrative videos from the HBO documentary and to take notes on conclusions about the life of the slave, dialect, and figurative language. Students are asked to compare and contrast their conclusions to the character of Jim in the novel, which requires using the novel (Chapters 37–40) alongside at least one external source. The reading questions and journal prompt also require students to use textual evidence from the novel to interpret Hemingway's quote and discuss Twain's techniques.

Students use multiple online sources about the Underground Railroad (PBS, Pathways, and an eyewitness excerpt) to learn background information (Activity 1). Students access biography and video sources about Christopher Paul Curtis and answer directed questions on an activity page (Activity 3). Students use maps, a Buxton video, and the author's note to gather information and then write a persuasive speech encouraging a freed person to live in Buxton (Activity 4).

Students are asked in Activity 2 to read Chapter 7 and related excerpts and to refer to several external sources (slave narratives, photographs, an engraving, and a sketch) and then write words or brief phrases explaining what they learned about the experience of being a slave from each item. The optional Slavery Reflections activity asks students to create a poem or artwork "using the information you've learned" from the novel and the supplementary readings and artwork, requiring synthesis across multiple sources. The Accounts of Slavery student page explicitly directs students to consider each quote or image and explain what they learn, which requires consulting and drawing on several sources.

Students are instructed to research the scientific and societal aspects of human cloning, creating source cards and note cards for six specified web sources and taking one factual note per card. They draw on multiple sources (six URLs are named) and learn to record bibliographic information in MLA format, take notes in their own words or quote with marks, and use those notes to develop a thesis and write a five-paragraph persuasive essay. The activities require students to answer guided research questions (e.g., What is cloning? What are the benefits? What are possible problems? Arguments FOR and AGAINST human cloning).

Activity 1 directs students to "complete some research about the European Rabbit," provides a specific web link to an article, and asks students to fill out a Rabbit Research graphic organizer (scientific name, physical description, behavior, communication, reproduction, life span). The Parent Plan reiterates that the student will use the provided website and the graphic organizer to record research. These tasks require students to read an informational source and record organized factual information.

Students are instructed in Activity 2 to "do some brief research" on a provided list of plants and animals to determine whether each is a producer or consumer and to record diets, and then to use that information to create a food web (poster or digital diagram). Activity 1 directs students to "briefly research" the works cited in chapter quotations and to record information about the author, time period, themes, and how the quote relates to the novel. A supporting web link (Food Web: Facts) is provided as a resource for the food-web research.

Students are asked to select an animal species and "research the animal you chose for your story." The activity explicitly requires consulting at least three sources and recording those sources on the "Animal Research" page. The research organizer directs students to gather information on habitat, diet, lifespan, physical appearance, family relationships, predators and defense, and to record sources.

The lesson explicitly states that students "selected and researched an animal" in the previous lesson and directs them to create 2–3 characters based on that researched animal, so students use prior research to inform character planning. Activity 2 asks students to record names, draw pictures, and describe personalities and quotes for each character, which requires applying knowledge from that research to a creative task.

Students are directed to use multiple web sources (Encyclopaedia Britannica and CNN) to complete the "World War II Detective" page, answering explicit research questions such as When, Where, Sides involved, and How did the war end. Students are also instructed to consult several biographical sources and an interview (multiple web links) about Markus Zusak and then synthesize that information into a poster or a 90-second radio promotion. Additional links (author interviews) are provided for students to read and use when considering narration and figurative language, showing students consult external sources to support their responses.

Students use multiple provided web sources (Links A, B, C/image, D and the propaganda posters site) to answer targeted historical-reference questions on the "Historical References" activity page. Students select three Nazi propaganda posters from an online archive and analyze the target group, goal, and persuasive features for each poster. Students record and catalog examples of propaganda they find in the book and from the supplied resources on a multi-day activity chart.

Students read and analyze primary-source excerpts from the Nuremberg Laws and related Hitler Youth articles and then answer guided questions about citizenship, rights, and the purpose of those laws. Students compare those legal texts with passages from the novel (Part Four) to identify consequences for characters (e.g., Max needing to hide) and to record examples of propaganda across readings. An optional extension offers two external web links about Kristallnacht for students to consult if they want to learn more.

Students are asked to generate their own questions and answers in the "Reading and Questions" section (Right There, Think and Search, Author and You, Opinion), which requires them to create self-generated questions. Students consult multiple sources: they view Link A (print ad) and Link B (television ad) in Activity 1 and read excerpts from The German National Catechism or related online material in Activity 2. Students record examples of propaganda from the assigned Part Five reading and from Lesson 3 posters and then analyze those texts for logical fallacies and persuasive techniques.

The War Journalism activity directs students to read a PBS article excerpt, view a 1943 newsreel, and read an Ernie Pyle column, then answer five specific questions on the War Journalism page, which shows students drawing on several sources to respond. The Relationship Web activity asks students to "research and write about the types of relationships and their significance" between Liesel and other characters, prompting focused inquiry into textual evidence. The War Journalism question set asks students to analyze informational vs. propaganda elements and to cite examples from the linked sources, requiring short, source-based responses.

The Option 1 activity asks students to find and interview a person who has undergone a significant journey, use provided or self-generated questions, record or jot down answers, and then create a map or diagram based on the interview responses. The student pages supply guiding interview questions and instruct students to modify or add their own questions, and to refer back to email or recorded interviews when creating the diagram. Option 2 asks students to use the book and suggests printing a map of Germany or using Internet images and notes to document Max's physical and emotional journey.

Students are asked to complete mini-projects that require gathering materials from multiple sources (for example, choosing and copying three U.S. World War II propaganda posters from the provided web links and analyzing each). Students must read source material (e.g., an essay by Walter Cronkite or an optional Andy Rooney piece) and use those texts to develop a position, list supporting reasons with examples, and anticipate/refute an opposing argument. The Think-Tac-Toe format organizes these short, focused projects across three days, and the propaganda analysis page gives students specific analytic prompts to answer for each poster.

Students are instructed in Activity 1 to use chapters 1 and 5 to list five things about Boo based on hearsay and five things based on personal experience or reliable sources, compare the columns, and then develop a hypothesis about who Boo really is. The Parent Plan skills note that students should cite textual evidence that supports explicit statements and inferences, and reading questions ask students to explain events and infer motives from the chapters they read.

Students are asked to plan and create an oral presentation and slide show that includes a slide on the "Historical Context of the Novel," and the study guide lists historical terms (Great Depression, Jim Crow laws, segregation, racism) that students must understand and cite with examples from the book. The skills list instructs students to support judgments through references to the text, other works, other authors, or personal knowledge and to integrate multimedia and use technology, including the Internet, to produce and publish work.

Students are asked in Activity 2 (Poet Cards) to use 101 Great American Poems and information available online to fill in each poet's dates, favorite poem, and interesting facts, prompting them to locate and record information from at least a book and web sources. Activity 1 directs students to look up specific poems in the book and use a dictionary to understand words, and Activity 3 provides web links for students to read concrete poem examples online, showing students draw on multiple sources to gather information and examples.

Students are directed to read and analyze multiple external sources (Longfellow's sonnet, "John Henry," haiku samples, Richard Wright's haiku, and limerick examples) and to answer specific analytic questions on the Student Activity Page (Questions 1–5). The activity asks students to identify meter, rhyme schemes, and poem types and to compare poems, requiring them to draw on those provided sources to support their answers. Students are also asked to consult a rhyming dictionary and other web links when composing limericks and haikus.

Students read multiple poems from pages 63–73 and are directed to two additional web poems, and they are asked to compare and analyze those texts and answer specific interpretive questions. Students are told to look up key words they don't understand and to consult the Handy Guide to Writing (p. 35) for punctuation use, indicating use of reference sources. Student activity pages require analysis, comparison, and written responses about meaning and effectiveness of lines and images across texts.

Students read multiple texts (pages 74–80 in the book plus linked web poems) and are asked to compare and analyze features across those poems (for example, Question 4 asks how two poems are similar and different). Students are instructed they may find a poem online and copy/paste it for Activity 1, which requires using the Internet as a source. The questions require students to draw on details from different poems to explain effects of word choice, capitalization, and imagery.

Students are instructed to choose a poet and "do research online about the poet's life and work" and to fill in a Poet Research sheet with specific biographical and literary questions (birthplace, influences, types of poetry, awards, additional poems read). The activity requires students to read at least one (Option 1) or two (Option 2) additional poems by the chosen poet and offers web links and sites (Poetry Foundation, poets.org) as starting sources. The student activity pages guide students to gather factual information and record answers to targeted research questions.