Students are asked to use the Internet to research modern Iraqi cities (Day 2, "The Fertile Crescent") by finding average rainfall and images and recording impressions. The Domesticated Animals option explicitly permits using Internet sources or outside reading to learn more before recording answers on the worksheet. The homework and activities also provide web links (e.g., a Big History Project/YouTube video) for students to view as part of their work.

Students are told they may use an atlas or Internet research to learn more about cultural hearths and given web links (Amy Glenn page, Britannica Kids Atlas, Khan Academy). Option 2 explicitly allows students to create their visual map using a visual mapping app or website and points them to a Resource List with links to free online programs. The homework and activities encourage use of online videos and internet resources to gather information for their projects.

Students are given Option 2 to type their report on a computer or to record and publish a podcast or video blog, and Day 2 instructs students to "create and publish the podcast, or record and upload a video blog." The lesson provides a web link titled "Resource List" with resources for recording and publishing podcasts and video blogs, and it tells students they may need to complete additional online research. The parent notes explicitly instruct students to "publish the podcast" or "upload the video log," indicating students will use the Internet to share their work.

The WebQuest Option asks students to identify websites for six topic areas, provide a URL for each, and explain why each site is useful, requiring use of the Internet for research. The option explicitly allows students to "actually create your WebQuest online using a webpage creation or blogging tool," and provides a Resource List link to free tools for webpage or blog creation. Activity pages prompt students to record URLs and reasons, and an example WebQuest link is provided for modeling online products.

Students are offered Option 2, which explicitly lets them "use software like Microsoft Visio or an online diagram/flowchart creation tool" to create their flowchart. The lesson provides an "Online Flowchart Resources" link and tells students they may print images from a computer for their project. Students must write 2-3 sentence descriptions for each flowchart element, demonstrating that they produce written content to include in the digital or printed product.

Students are instructed to use a word-processing program to create a traditional outline and to type their essay drafts, print them, and turn them in. Students are given web links (Purdue OWL, Unit Review) to consult for prewriting and process guidance and told to keep those links handy. Students are invited to use their word processor's comments function to insert editorial comments directly into a typed draft for revision or peer review.

Students are instructed to do a Google News search or use specific news websites (The New York Times, Washington Post, BBC, NPR) to find an article and then fill out an activity page summarizing and reflecting on that article, which requires using the Internet to produce written responses. Students are permitted to type during the free-writing activity and to write formal paragraphs answering guided questions, indicating they may produce work digitally. Students are given the option to create a protest poster using online tools (link to MovingBeyondthePage resource list) and are provided web links (e.g., a Smithsonian article) to read and cite in their responses.

The lesson provides multiple web links and explicitly tells students to "explore online" or use the provided links to find folktales and information about Día de los Muertos and Chinese New Year. Students are instructed to complete activity pages and a "Dimensions of World Religions" booklet, and to "save this booklet." The activities direct students to use online sources or a public library to gather information for their written comparisons.

Students are directed to visit an archived online slideshow (LEARN NC) and to read one of its seven parts and answer analytical questions, showing use of the Internet to gather content. Students are told to "do some research about it on the Internet" for the Hindu Festivals option and to use online research if needed to fill in parts of the Dimensions of World Religions booklet. Students produce written responses (activity pages, short stories, storyboard text) and a paper booklet that draw on information found online.

Students are asked to do online research to complete the 'Dimensions of World Religions' booklet (Activity 2) and are told to save this booklet for continued work. The homework Option 2 explicitly tells students they may use word processing software to create a narrative timeline. The lesson includes web links and downloadable MP3s and provides online resources for writing a reaction paper.

Students are asked to do online research to fill in the Dimensions of World Religions booklet and are instructed to save that booklet. Option 1 explicitly allows students to use technology to create a motivational poster or meme and to find images online. The lesson includes an external web link (HGTV) as a suggested Internet resource for optional research.

Students are instructed to perform an Internet search for "Jewish Diaspora" and to use online sources or an atlas to locate and label historical places for their map. Students are asked to create a computer-based slideshow using PowerPoint, Keynote, or online presentation tools, include images found online (with citations), and organize slides to teach others about a holiday. Students are told to save their "Dimensions of World Religions" booklet and may use online research to complete it.

Students are given an option to create their Muhammad timeline using PowerPoint or an online tool like Prezi, and a web link list for slideshow/presentation tools is provided. The lesson asks students to do online research to fill in the Dimensions of World Religions booklet and provides multiple URLs for Qur'an and Bible texts. The booklet is explicitly to be saved and completed across lessons, implying students will retain and continue working on a single product over time.

Students are invited to "add some illustrations or images you find online to your booklet," indicating that they may use the Internet to gather digital material for their project. The homework and web link direct students to an online Unit Review Sheet and online review questions, showing that students access web resources for studying and review.

The lesson explicitly instructs students to "type your paper (if it isn't typed already) and make any needed revisions" and later repeats "Type your paper (if you haven't done so already)" as homework. Students are told to "spell check your work as well" and to "look over the rubric" and revise their typed draft. The activities require students to produce a written paper and to perform revisions and proofreading using word-processing tools.

Students are directed to read Poe's story and Shirley Jackson's story at web links, indicating use of the Internet to access texts. Students are given the option to "use the activity pages provided or a storyboard creation tool" and are pointed to an online resource list (including a Comic Strip Creator) to create their storyboard. Students are asked to include quoted sections of the story underneath each storyboard panel, which requires composing text to pair with visual panels when using the online tool.

Students are directed to read "Everyday Use" and to conduct research using multiple provided web links (Alice Walker biography pages and quilt galleries). Students record findings on an "Author's Biographical Data Sheet" and complete the "Quilted Heritage" activity page after browsing online quilt galleries. The homework and activities require students to use the Internet as a research resource and optionally to print a quilt design from a website to paste onto an activity page.

Students are instructed that they can type their story on the computer and are given practical computer steps such as checking word count in Microsoft Word and running spell-check. The lesson directs students to type and format the final draft (one-inch margins, 12-point font) and includes web links (e.g., opening-line ideas, YoungArts competition) that students can visit. The lesson also mentions a computer-based freewriting variation (covering the monitor) that assumes use of a computer for drafting.

Students are asked to create flashcards using either physical cards or a website or app like Quizlet, which requires using the Internet to produce digital study materials. Students are instructed to do online research to fill in information for Activity 2, indicating practice locating information on the Internet. Students are told to save their map and save pages from other lessons so they can add to and update these artifacts over time.

The lesson directs students in Option 2 to use an online quiz creator (https://www.quiz-maker.com/) to create a short quiz of at least five sentences and to have a friend or sibling take it, which requires composing and publishing content on the web. The lesson also provides web links (Prepositions and Subject-Verb Agreement) and describes interactive pages with a "Check My Work" button, enabling students to access linked, dynamic practice and feedback online.

The lesson's Option 2 instructs students to create a short slideshow using PowerPoint, Google Slides, or Prezi with specified slides for title, explanation, examples, and corrections. The activities and Parent Plan explicitly allow and encourage students to consult online sources and provide two web links for further review. The Parent Plan also asks students to share their poster or presentation with family, and the slide instructions mention using colors or effects to highlight words and draw arrows from pronouns to antecedents.

Students are instructed to create a comma guide as a poster, booklet, or slideshow presentation, explicitly offering a slideshow as a digital option. Students are directed to use explanations in the book and the material at the websites provided (Purdue OWL, Towson) to find explanations and examples. The homework asks students to watch an online video (YouTube) and to consult web articles, showing use of the Internet as a resource.

The Parent Plan Skills list explicitly names using technology and the Internet to produce, publish, and update writing products. Option 1 instructs students they may create a visual aid digitally using tools such as Creately, Google Drawings, Canva, or PowerPoint, and it points students to an Online Resources page with links to free tools. The Activities also provide an online Unit Review Sheet link that students are directed to use for review.

Students are directed to follow web links for poems (e.g., "My Heart Leaps Up" and "Fire and Ice") and an online image is provided for the poem "Earth," indicating use of the Internet to access texts. The lesson tells students to record examples in their journal and to write their own poem (Option 2), so students produce written work as part of activities.

Students are asked to use the Internet for research via provided web links (Poetry Foundation, Poets.org, MyLifeElsewhere, YouTube) to gather biographical and cultural information about poets. Students are instructed to prepare a one-page biographical sketch using presentation software or other digital tools (for example, PowerPoint or Prezi). The activities require students to include images and statistics from online sources as part of their digital biographical sketch.

The unit asks students to produce digital presentations or webpages for several final project choices (Choice 5: explicate a poem using PowerPoint, Prezi, or Google Slides; Choice 3: display an ekphrastic poem and artwork via slideshow or webpage). Choice 2 directs students to use animated video or storyboard creation tools and provides a resource list of online tools. Choice 1 explicitly allows students to create a digital director's notebook using online tools and provides links to resource lists and examples.

The activity offers an Option 2 in which students create one or more slides in a slideshow using PowerPoint or an online tool such as Prezi, instructing them to use images, maps, diagrams, and text and to note sources for Internet images. The lesson provides a web link as a required resource for gathering information and tells students to consult the webpage and other Internet sources and to put information in their own words. The lesson also asks students to share their slideshow with family members after completion.

The lesson directs students to visit specific web pages (The Guardian gallery and a NYMag article) and to use search terms like "education + [country name]" to research school conditions, showing use of the Internet for research. It instructs students to click on individual pictures, copy or save images to their computer, open and resize them, and print or paste them into their reports or mini-books, which requires basic digital image manipulation. Students are asked to assemble a mini-book and to use printed or digitally obtained images as part of their activity, demonstrating use of technology to gather and incorporate multimedia into a product.

Students are directed to use multiple Internet sources (PBS, poets.org, UPenn, etc.) to watch videos and read primary and secondary texts, including Martin Luther King Jr.'s "Letter from Birmingham Jail." Students are asked to create a creative response where the graphic option explicitly allows use of digital design tools and photographs found online. Students are also guided to create a found poem by locating and using online articles as source material.

The lesson provides Internet resources (YouTube links to Wiesel and MLK videos and a link to the Elie Wiesel Foundation website) that students are instructed to watch or visit. Students are told they may print the speech or "make notes in your journal," and they are given an explicit option to "create the wall using design apps or tools" when making the museum wall project. The materials direct students to use online readings (the Nobel Prize lecture URL) and multimedia as part of their work.

The lesson's Activity 2 gives students two technology-based options: creating a flyer using an online tool (Canva link provided) or designing a simple webpage (resource links and guidance provided). The lesson explicitly tells students they may use information and images from the organizations' current websites and provides web links for Human Rights Watch and the Malala Fund. The Parent Plan Skills list also names the standard, indicating use of technology and the Internet to produce and publish writing products.

Students are instructed to use the Internet and search engines to find credible sources and to record keywords and sources in graphic organizers. Students are directed to use an online citation builder (UNC's Citation Builder) to create Works Cited entries and to assemble a Works Cited page. Students are told to submit their papers electronically (email or upload to Google Docs or another file-sharing app) and are invited to use Google Docs' comment and revision features to receive feedback and update drafts.

Students are instructed that they may "type your responses on the computer" for the discussion portion, indicating use of a computer for composing work. The lesson includes direct web links to online "Unit Review Sheet" pages and tells students to use the online version of the curriculum or print review sheets from the Internet. The curriculum also references online grammar/usage sites as resources that students can consult.

Students are asked to create a science fiction book cover using graphic design software (Box 1), and to produce a storyboard presentation using an online storyboard tool (Boords) or programs like PowerPoint or Google Slides, with instructions to export as a video or use the slideshow feature (Box 6). Students may also electronically produce a graphic-novel-style illustration (Box 7). A web link to Boords is provided, indicating use of an Internet tool for creating a digital product.

Students are instructed to use word-processing hyphenation settings and keyboard shortcuts (Ctrl+-, Option+-, Alt+0150) to insert en dashes, which requires them to use technology to format text. Students are directed to complete an online GrammarBook.com Hyphens quiz (a web link is provided) and view automated feedback and explanations. The lesson also tells students to consult online help or character maps in their software, which involves using internet or computer tools to adjust and display punctuation.

Students are directed to use specific web links (GrammarBook.com, OWL Purdue, UNC Writing Center) to take a quiz and read guidance, and they are asked to take notes from those online resources. Students are asked to use the Internet to find the section called "Strategies for successful word choice" and to read web pages about formality and conciseness. These instructions require students to access and interact with web-based materials.

Students are directed to use web resources (OWL Purdue, a grammar quiz, and guides on the subjunctive mood) and to complete an online exercise to test knowledge of active and passive voice. The subjunctive-mood project gives students options to create a short slideshow presentation or to "create one online" for a comic strip, and students will present their project (rubric assesses presentation).

Students are offered digital project options that require or encourage use of technology: the Slideshow Presentation option tells students they can use PowerPoint or an online slideshow tool and that they may add audio, video, and/or animations. The Explanatory Guide option explicitly suggests presentation software such as PowToon or Prezi, and the Poster and Slideshow choices list online creation tools. The homework asks students to provide parents with finished products or the URLs for any online work, indicating students will produce work using Internet tools.

Students are asked to create charts or graphics using technology: Option 1 explicitly allows students to use a program like Excel to create a bar graph, pie chart, or pictograph. Option 2 permits students to "use an online tool" to sketch or design a graphic that represents study findings from the text. The instructions require that digitally produced charts be accurate, clearly labeled, and titled.

Students are asked to communicate their notes in visual form and given options that include a PowerPoint slide, infographic, or other digital formats. The homework provides a web link to an online resources list that students could use to find digital tools. The assignment explicitly allows use of online tools to create the graphic.

The lesson provides a web link to Collins Dictionary and instructs students to use it or a search engine to find pronunciations and word meanings. The homework asks students to do brief Internet research (e.g., searching "[city] settlers") and to take notes on findings. Students are asked to write an informal journal reflection based on that research.

Students are directed to use a dictionary either physically or online to determine vocabulary meanings and may collaborate with a partner. The activities include multiple web links (e.g., the Ask a Korean blog and Gladwell's response) that students are instructed to read online and possibly print or take notes from. Students are given the option to use online comic-strip creation tools to sketch examples for the Appropriate Speech activity.

Students are asked to produce a diagram or infographic and may use slideshow software, poster-creation or online diagramming tools to create the graphic. The assignment explicitly permits embedding audio files and finding online pictures to include in the presentation and provides web links and a resource list for online tools. The skills list also includes making strategic use of digital media (textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding.

Students are directed to read multiple sources found at web links and to use Internet-based primary and secondary materials to answer questions. In the magazine-cover activity students are explicitly allowed to "use and manipulate pictures from the Internet" and "use online graphics or poster creation tools." The lesson provides a link labeled "Online Resources -- Poster Creation Tools" and tells students they "may use one of these free tools to create your cover."

Students are instructed to copy text from a provided web link into a word-processing program and apply formatting (titles, headings, lists), demonstrating use of the Internet and a digital tool to produce a document. They are asked to type their how-to guide, insert a digital infographic if available, and include a Works Cited entry with a URL, showing use of online sources and inserting digital media. Students are directed to revise their typed document after testing it with a reader, which requires updating the digital product.

Students are directed to watch four short videos hosted online (YouTube links) and to use a web link to read Andrew Jackson's speech. Students are asked to "look these two fallacies up online" (hasty generalization and false dilemma) and to "type" their short speech on the computer as an option. The lesson provides web links and encourages online research as part of activities.

Students are asked to type their paper on a computer, save the file, and submit their work by emailing or uploading it to Google Drive. They are directed to use online library databases and search engines for research, to bookmark pages, record URLs, and copy citation information from database entries. Students must create a slideshow (Prezi, Google Slides, or PowerPoint) with visual aids, place image source URLs under images, and are prompted to use multimedia (charts, graphs, images) to enhance presentations. The Skills list explicitly includes the standard language about using technology to produce, publish, and update writing products.

Students are instructed to watch a YouTube mini-biography and to use the book, the video, and other web resources to create a timeline of Shakespeare's life. The lesson provides explicit web links (YouTube, Folger Shakespeare Library, Shakespeare-online) for students to consult. The student activity pages include a digital-age referenced timeline graphic organizer and directions to look up information using Internet resources.

The Day 2 Activity 2 "Text Messaging" asks students to rewrite a 6-line exchange between two characters as if they were texting, allowing modern language and emojis. The Parent Plan reiterates that students should produce a modern text exchange that demonstrates understanding of character relationships, plot, and emotions. The lesson includes a writing task that emulates a technology-mediated communication genre (text messages).

Students are directed to use the Internet to obtain the film (a provided Amazon link and instructions to rent or stream from Amazon, Google Play, iTunes, or a library). Students are told to "type your paragraphs," indicating they will use technology to produce their three-paragraph analysis. Students use a "Two Versions" activity page to take notes while watching, pausing as needed.

Students are asked to create and publish digital products: the News project requires creating a webpage with a masthead, articles, and images using online website-creation tools; the Podcast, Comic Strip/Storyboard, Playlist, and Commercial options direct students to use online tools or services (podcast tools, online comic/storyboard creators, Spotify/Apple Music or bookmarked videos, and video recording on phones). The Skills section and rubric reference making strategic use of digital media and interactive elements and require students to include and cite outside sources when using online images or information.