Ninth Grade - ELA
• Literacy
1: Semester 1
Unit 1: Early Civilizations and Migration (600 BCE)
Lesson 4
Mesopotamia
Students read and answer questions from a secondary source (National Geographic Almanac, pp. 44-49) and are directed to consult examples of Hammurabi's Code (a primary source) via an external link or the AP coursebook. Students are asked to conduct additional online or library research to 'provide fuller answers' and to synthesize information for a mini-project or a time‑traveling report/podcast. Students analyze Hammurabi's laws and list inferences about Babylonian society and complete directed tasks (e.g., describing writing, drawing social-class diagrams) based on those sources.
Lesson 5
Egypt
Students are asked to compare Egyptian mathematical and scientific achievements to those of Mesopotamia in the Cultural Characteristics page, which prompts direct comparison between two treatments of a topic. Question #4 asks students to compare Egyptian hieroglyphics with Mesopotamian cuneiform, asking how they were different. The WebQuest option asks students to identify and justify websites for six topics, which would require students to consult multiple secondary sources for each topic.
Lesson 8
Historical Essay
Students are instructed to "go back to the readings from earlier lessons to look for specific evidence" and to provide parenthetical citations (example given), which requires using multiple sources and citing them. Option 2 explicitly asks students to "describe the ways in which the civilizations you chose were similar to and different from one another," and the rubrics require showing similarities and differences and accurate citations. The revision and rubric steps ask students to review their sources and evidence to ensure the essay covers required analysis.
Unit 1: Lord of the Flies
Lesson 1
The Call
Students are asked in Option 1 to record titles of dystopian novels and movies they have read or watched and to explore elements the works have in common. The Student Activity Page prompts students to compare settings, plot ideas, and central struggles across multiple works and to list common elements. A TED-Ed video link about recognizing dystopias is provided as an additional informational resource students can consult.
Lesson 6
Symbolism, Part 1
Students are asked to evaluate multiple interpretations of symbolic objects (Activity 1) by circling an interpretation (e.g., for Piggy's glasses: science and technology, intelligence, civilization) and writing text-based explanations. The lesson text explicitly notes that "some critics believe…" and "some readers interpret…" which presents differing treatments of the symbols that students must consider. The Wrapping Up section asks students to consider others' interpretations and perform their own evaluation.
Lesson 10
Which Is Better?
Students are asked to compare the boys' lives and mindsets with those of early human civilizations using the 'Developing Civilization' activity page, which prompts them to list similarities and differences between the novel's depiction and historical societies. The lesson explicitly juxtaposes Roman examples (Colosseum and aqueducts) with Golding's depiction of civilization and savagery, and provides a Crash Course World History video as a secondary source for background. Students are also asked to write a journal entry analyzing Jack's leadership in contrast with Ralph's and with the civilized aspects of the boys' prior lives, which requires comparing ideas across the novel and historical context.
Lesson 11
The Film
Students are asked to watch the 1963 film adaptation of Lord of the Flies and compare it directly to the novel using a "Movie vs. Book" chart that prompts them to list similarities and differences in characters, setting, theme, and plot. Students must answer journal questions asking which novel scenes were omitted or altered and to describe visual differences between their mental images and the film. The activity includes sample answers that model comparing specific treatments (e.g., changes to characters, omitted scenes, altered plot points).
Unit 2: World Religions (600 BCE - 600 CE)
Lesson 1
Rise of Religions
Students are assigned readings from multiple secondary sources (The One-Stop Guide to World Religions and the National Geographic Almanac of World History) and asked to record examples from several civilizations, which requires consulting several sections of a secondary source. Students must read a Smithsonian magazine article and review textbook readings about Hatshepsut and then respond to questions, which prompts engagement with at least two different secondary treatments of the same topic. Students also locate and summarize contemporary news articles about modern religious conflict, practicing comparison of perspectives across different journalistic sources.
Lesson 2
Shamanism, Animism, Ancestor Veneration
In Option 1, students are asked to find two or three folktales from around the world and "compare them on the 'Animism' activity page," filling a chart that asks what is sacred, the moral, common themes, and how stories reflect animistic beliefs. In Option 2, students research Chinese New Year and Día de los Muertos using provided links or other sources and complete an "Ancestor Veneration" chart that asks about the role of ancestor veneration and the relationship between living people and deceased ancestors. The activities explicitly require students to examine multiple sources (two or three stories or two holiday descriptions) and to identify similarities and thematic links across those sources.
Lesson 5
Daoism and Confucianism
Students read pp. 54-65 of The One-Stop Guide to World Religions (a secondary source) and answer focused comprehension questions about Daoism and Confucianism. Students are asked in Activity 2 to fill in the "Dimensions of World Religions" booklet and may do a bit of online research to complete maps or dimensions, which could involve consulting additional sources. Students are offered Homework Option 2 that directs them to find at least three other quotations related to a Confucian saying and write 1-2 paragraphs analyzing similarities and differences among those quotations.
Lesson 7
Christianity
Students are assigned multiple secondary accounts (The One-Stop Guide to World Religions and Almanac of World History) to read and answer guided questions. In Activity 1 Option 1 students are directed to read at least two secular historical/archaeological articles about the life of Jesus and to record summaries of Source #1 and Source #2 side-by-side. In Activity 1 Option 2 students read the primary source Matthew 5-7 (Sermon on the Mount) and reflect on its historical context and contemporary relevance.
Lesson 8
Islam
Students are asked in homework to choose a story that appears in both the Bible and the Qur'an and "compare the two versions of the story." The assignment provides links to primary texts (multiple Bible and Qur'an sites) and instructs students to complete a "Two Versions" Venn-diagram activity that asks them to summarize shared elements and key differences (omissions, tone, portrayal of figures and God/Allah). The Parent Plan and discussion prompts further ask students to note differences in presentation of biblical figures and to explain how the Qur'an and Bible treat the same figures differently.
Unit 2: Short Stories
Lesson 1
The Gift of the Magi
Students read O. Henry's "The Gift of the Magi" and are asked to research the Magi, King Solomon, and the Queen of Sheba using biblical passages (Matthew 2:1-12 and 1 Kings 10:1-10) and a PBS page. Students must take notes and write journal sentences explaining the historical significance of those figures and why the author alludes to them, explaining how that knowledge contributes to understanding the story. The Parent Plan also states a skill: "Analyze how an author draws on and transforms outside material," and students will read a second story, "The Necklace," on the following day.
Lesson 6
The Lottery
The Controversy activity asks students to choose a book or movie and use an activity page to compare it with "The Lottery," answering questions about how the works remind them of each other, how their themes are similar, and whether the other work caused controversy. The activity explicitly suggests students can do a web search on the title plus "controversy," which may lead students to secondary sources (reviews, articles) to inform their comparison. The Student Activity Page structures responses that prompt direct comparison of thematic treatment and public reaction between two works.
Lesson 8
Harrison Bergeron
Students read Kurt Vonnegut's short story "Harrison Bergeron" and then watch a film adaptation (2081) and a topical video, asking them to record observations about how the story changes across media. The Student Activity Page and Day 2 directions explicitly require students to compare and contrast the printed version and the movie, listing scenes added/altered/deleted, changes in characters, and which concepts are emphasized more in the film. Classroom prompts and wrap-up questions ask students to analyze differences in Harrison's speech, the depiction of violence, and how film techniques (voice-over, lighting, shot choices) alter emphasis and meaning.
Unit 3: Rise of the Empires (600 BCE - 600 CE)
Lesson 3
Qin and Han Empires
Students are assigned readings from two secondary sources (National Geographic Almanac of World History, pp. 90-93, and AP World History: An Essential Coursebook, pp. 98-105) and asked to answer guided content questions from those readings. Students are directed to preview Activity 2 while reading and to record politics, religion, and culture details, using different colors to distinguish Qin, Han, and shared information. The lesson instructs students to save these notes and pages for later comparative use.
Unit 4: Poetry
Lesson 1
Introduction to Poetry
Students read a page of quotations from multiple authors (e.g., Shelley, Wordsworth, Poe) about what poetry is and then compare those poets' definitions with their own in Activity 1. The activity asks students to discuss how their definition differs from the poets' definitions and which definition appealed to them most, prompting direct comparison of multiple treatments of the topic. The Parent Plan directs students to look up the word "poetry" in a dictionary or online encyclopedia and compare that definition to the one they created, providing a secondary-source treatment to contrast with the poets' (primary) perspectives. Students also read several poems (Billy Collins, Edwin Arlington Robinson, Emily Dickinson) and mark/answer questions about word choices, giving additional primary-source treatments of poetry to compare.
Lesson 6
Fooling with Words
Students watch a one-hour video of eleven poets performing their work and are asked to "think about how poets create" and whether they are "similar or different in how they write," which has them compare approaches across multiple primary-source readings. The homework directs students to research a chosen poet online, find other poems by that poet, and record biographical information using provided secondary-source sites (Poetry Foundation, Poets.org). Discussion prompts ask students to identify "common threads to their writing," encouraging observation of similarities and differences across poets.
Lesson 8
Types of Poems
Students read poems and view the artworks that inspired them and complete an Ekphrasis Analysis chart asking what the poem says about the artwork, what emotions each evokes, and how the poem adds to or changes the meaning of the artwork. Students watch three different animators' interpretations of Whitman's "A Noiseless Patient Spider" and answer explicit comparison questions: How did each artist interpret the poem? How were the interpretations similar? How were they different? Students compare narrative poems (e.g., Dunbar's "The Spellin'-Bee" and Bayly's ballad "The Mistletoe Bough") and answer questions about how the two poems are alike and different in form and treatment.
Lesson 9
The Crossover
The Vocabulary Option 1 directs students to "Compare the words and definitions as shown in the book with how they appear in a dictionary" and to "Discuss differences between the book and dictionary definitions." The Student Activity Page and Parent Plan instruct students to analyze how the book breaks words into syllables, provides pronunciations/parts of speech, and uses three contextual "As in:" sentences. The lesson provides a Resource List link to online dictionaries to support this comparison activity.
Lesson 10
Poems and Poets
Students read multiple primary texts (poems) from British, American, and world poets and answer synthesis questions asking for common topics/themes across those poems (Day 1 and Day 2 Q1). Students compare poetic treatments of form and sound across poems (e.g., comparing meter of Rossetti and Byron, comparing rhyme schemes across several American poems). Students research poets and cultural context using Poet Biography Boxes and Activity 4, then connect those secondary biographical/cultural sources to their reading of specific poems to explain how culture influences a poem's content and references.
Final Project
Poetry
Students are asked in Choice 7 to read Bob Dylan's lyrics (primary sources) and two articles arguing for and against his Nobel Prize (secondary sources), and to "consider both sides of the debate" and explain whether Dylan deserved the prize. Choice 7 also directs students to "consider how Dylan's lyrics compare to the works you've read from those authors," which asks students to compare primary literary works. Lesson 8 (referenced in Choice 2) notes that students viewed three animators' interpretations of the same poem, exposing students to multiple secondary/interpretive treatments of one primary text.
Unit 5: Nonfiction
Lesson 1
Types of Nonfiction
Students are asked to use the "All About a Person" activity to examine catalog records, front and back matter, and then compare the book they select with others considered, explicitly comparing themes, viewpoints, character identity, and evidence about the book's accuracy. Students read part of an interview with Patricia McCormick and are asked to explain McCormick's role in writing I Am Malala and whether her involvement changes the book's classification. The activity prompts students to support comparisons with specific examples from the books and source materials.
Lesson 2
Pakistan
Students read chapters of Malala's memoir (a first-person account) and are directed to use the book's timeline and two web links (Wikipedia and a factsanddetails page) to answer questions about Pakistan. The Student Activity Page explicitly instructs students to 'Use information from the book as well as from the web links provided' to find answers. The Parent Plan skills statement names 'Integrate and evaluate content presented in diverse media and formats,' indicating students will gather information from multiple source types.
Lesson 3
The Taliban
Students read Chapters 7, 8, and 10 of I Am Malala and answer comprehension questions about Taliban-related events. Students are directed to read the PBS Frontline webpage "Who Are the Taliban?" and to use that page (and optionally other web sources) to gather information for a written paragraph or a slide presentation. The homework asks students to read the article "10 Barriers to Education Around the World" and be prepared to discuss which barriers have been a factor so far in I Am Malala, linking the article to the book.
Lesson 5
Displacement
Students are asked to examine multiple external sources about schooling worldwide: they choose photos from The Guardian gallery and record observations and assumptions about each school, and Option 2 directs students to read an article about how children get to school and to profile four transportation types. The Parent Plan lists the skill to "integrate and evaluate content presented in diverse media and formats," and students are instructed to do brief research about school conditions and statistics for the locations they select. Students also respond to discussion prompts comparing the classroom pictures to their own expectations.
Lesson 7
Life in England
Students are instructed in Activity 1 to watch an 11-minute documentary segment and compare its account of Malala with the book chapters they read. The activity provides explicit comparison prompts (e.g., role of Malala's father, filmmaker's focus vs. Malala's focus, differing impressions of Malala's mother, and how film and book are effective). The Parent Plan lists skills students will practice: analyzing various accounts in different media and integrating and evaluating content presented in diverse media and formats.
Lesson 8
Civil Rights
Students read Martin Luther King Jr.'s "Letter from Birmingham Jail" (primary source) and answered guided questions about its arguments. Students watched multiple Freedom Riders video clips and a Birmingham Children's March video (multimedia primary/secondary sources) and recorded answers and reflections. Students read an excerpt of Frederick Douglass's 1852 oration and poems by Langston Hughes and Maya Angelou and completed an activity matching authors to descriptions and writing about each author's contribution. The Parent Plan also lists skills to "assess how point of view or purpose shapes the content and style of a text" and to "draw evidence from literary or informational texts to support analysis," which students practice in separate activities.
Lesson 9
Civil Disobedience
Students are directed to analyze similarities and differences between Henry David Thoreau's "Civil Disobedience" excerpts and Martin Luther King Jr.'s speeches using the "MLK and Civil Disobedience" activity pages and a three-column comparison table (Thoreau / Overlapping Ideas / King). Activity 2 "Opposing Quotes" asks students to read quotes from each man on three topics (America, the role of government, and voting), decide which view they agree with more, and explain their reasoning. Homework and activity pages require students to read primary excerpts from Thoreau and respond to text-based questions.
Lesson 10
Learning from the Past
Students read Elie Wiesel's lecture "Hope, Despair, and Memory" and are asked (Activity 3) to "skim Wiesel's speech and look for a statement that is a universal truth" and then "draft a paragraph...in which you consider the statement you chose and how Wiesel's view aligns with one or two of the other human rights advocates you have learned about so far in this unit (Malala, MLK, or Thoreau). Use a quote from each person you mention to support your argument." The lesson also has students read/listen to an excerpt of Dr. Martin Luther King Jr., read Thoreau's essay in a prior lesson, and consult related biographical/material links, which provides multiple sources for comparison.
Lesson 11
A Boy's Story
Students are directed to read A Long Way Gone and to "note how the book's style of writing differs from that of I Am Malala," which asks them to compare two memoirs. Students read the book's Chronology (pp. 222-224) and watch an author interview excerpt, engaging with both a timeline (informational/secondary material) and an interview (author primary-source material). The discussion prompts ask students to consider how this memoir will differ from Malala's memoir and to reflect on impressions from the video, which supports cross-source consideration.
Lesson 13
Child Soldier
Students complete Activity 2 "Different Accounts," filling in "Book" sections before watching a six‑minute video of Ishmael Beah and then recording the "Video" responses to the same questions; the worksheet asks them to note similarities and differences (e.g., whether boys were forced to fight, commanders' roles, drug use, war movies). Activity 1 presents a newspaper controversy about the memoir's accuracy and prompts students to write a journal response weighing the book against the newspaper's claims. The Parent Plan explicitly lists analyzing various accounts in different mediums (print and multimedia) and evaluating which details are emphasized in each account.
Lesson 14
Rehabilitation
Students use Beah's memoir ( Chapters 15–17 ) as a primary text to evaluate whether the government army committed the same war crimes as the RUF (Activity 1) and complete a comparative worksheet labeled "RUF vs. Government Soldiers." Students also read short explanatory text about the Geneva Conventions (a secondary source) and consider quotations from Elie Wiesel and an author interview video (secondary sources) when connecting themes in Beah's memoir (Activity 2 / "Wiesel's Words").
Lesson 15
A New Life
Students are asked to compare the two memoirs (I Am Malala and A Long Way Gone) using a dedicated "Comparing Memoirs" activity page that prompts them to analyze how each book treats education, themes, and rhetorical choices. The Parent Plan and lesson text direct students to consider authors' use of rhetoric and writing style and to answer guided questions about purpose, audience, and the effectiveness of persuasion. The lesson includes discussion prompts asking students to compare specific scenes and to evaluate whether each book's details were appropriate for its purpose and audience.
Final Project
Expository Essay
Students are required to locate and use multiple sources (including one unit work as one of three sources), complete a K-N-S chart listing possible sources, and synthesize information from those sources into a researched five-paragraph expository essay. The Parent Plan and skills list explicitly state that students must "synthesize multiple sources on the subject" and "gather relevant information from multiple authoritative print and digital sources," and students must use quoting, paraphrasing, and summarizing to incorporate outside information. Students must also produce a Works Cited page and provide in-text citations for each source they use.
Semester Exam
Semester Exam
Students are asked to analyze relationships among nonfiction texts (Day 2) — for example, explaining how Malala Yousafzai and Ishmael Beah used their experiences to help others, how Thoreau influenced Martin Luther King, Jr., and how the term "war crimes" applies to both Wiesel's and Beah's experiences. Part IV discussion prompts ask students to compare and contrast genres and authors (D asks students to compare emotions/fears evoked by dystopian vs. gothic works; E asks students to use essays, speeches, and other Nonfiction unit texts to discuss writing about the horrors of war). Short answer and discussion questions require students to identify themes, examples of irony, and to compare how different works explore similar ideas (Part IV C).
2: Semester 2
Unit 1: Ender's Game
Lesson 7
Leaders Motivate
Students are directed to read about John Locke and Demosthenes using several provided web resources and to watch a short presentation, then to reflect and write a journal entry describing links between the two sets of personalities. Students complete a "Complete the Thought" activity that requires them to work with multiple quoted statements by historical figures and then choose three novel characters and match them to quotes, explaining their reasoning. The activities require students to use several sources (web articles, a video, and primary quotes) to analyze ideas about leadership and persuasion.
Lesson 8
Flies and Self-Loathing
The lesson's Activity 2 explicitly directs students to compare and contrast Lord of the Flies and Ender's Game, asking students to analyze setting, leadership, and theme using a graphic organizer. The wrap-up and review sections ask students to consider differences and similarities between the two novels and to evaluate how fear and power play roles in both. The student activity sheet and teacher notes evaluate answers based on the depth of insights about similarities and differences between the two texts.
Lesson 11
Thud, Whump, Huut
The lesson's Activity 1 directs students to compare Ender's Game (the novel) with a movie scene: students re-read a chosen scene, re-watch the scene in the film, take notes on differences, and consider omitted or changed information and which version is more effective. The comic-book option gives a structured "Comic Adaptation" activity page in which students list narration or dialogue omitted or changed, decide whether the comic communicated the omitted material through pictures, and judge whether omissions compromised the original. The Parent Plan repeatedly frames the task as comparing the novel to its adaptations and prompts discussion of which treatment was more effective.
Lesson 12
Campbell's Comparisons
Students watch a video that summarizes Joseph Campbell's 12-step "hero's journey" (a secondary source) and record the steps in their journals. Students then choose six of those steps and describe explicit parallels between those steps and events in Ender's Game (a primary literary text) using a graphic organizer. The lesson also prompts informal comparisons between Ender and other heroes (e.g., Spider-Man, Katniss) and assigns a Forbes article about leadership in Ender's Game as homework (another secondary source).
Final Project
Think-Tac-Toe
Students are asked in Box 8 (Historical References) to look up NATO and the Warsaw Pact, color and sort member countries, and then list two similarities and two differences between the historical Warsaw Pact and the fictional Second Warsaw Pact. Box 4 (Leadership or Power?) and Box 5 (Leadership and Influence) prompt students to bring historical quotes or historical leadership examples into conversation with scenes from Ender's Game and to compare military and civilian leadership portrayals. The Think-Tac-Toe final project requires students to draw connections between the novel and historical/political material when they choose the relevant squares.
Unit 3: Informational Texts
Lesson 6
The Ethnic Theory of Plane Crashes
Students read sections of Gladwell's Chapter 7 and then read a blog critique ('Ask a Korean') that directly challenges Gladwell's claims (Activity 4). In Activity 5 students either summarize the blog author's main objections and discuss which are convincing (Option 1) or complete a chart comparing each criticism to Gladwell's responses and evaluate the effectiveness of those responses (Option 2). The unit asks students to identify omissions, misquotations, and differing interpretations between Gladwell and his critics.
Lesson 9
Writing about History
Students read three secondary-source summaries and answer a question asking them to list two facts all three sources agree upon, directly requiring cross-source comparison. In Activity 1 students complete a graphic organizer that pairs secondary-source claims with supporting primary-source excerpts and then explain differences/consistencies. Activity 3 has students create split-perspective magazine covers or write editorials using facts from multiple accounts, and the Primary Falsehoods activity has students compare eyewitness testimony and Chivington's testimony for accuracy and motive.
Lesson 10
Science Writing
Students read specific pages from an online science booklet about forces and circular motion and answer comprehension questions about equilibrium, centripetal and centrifugal forces. Students complete an activity page that asks them to identify the methods the author uses to explain terms, evaluate how the author supports specific claims, and judge audience appropriateness. For homework, students watch a video about centrifugal force and are asked to compare which version (the written booklet or the video) made the concept more understandable.
Final Project
Argumentative Research Essay
Students are asked to find at least five high-quality sources and to begin research using library databases and other print and digital resources. The lesson directs students to take notes that record both points of view and which sources they come from, noting when sources directly contradict one another. The "Present the Evidence" activity asks students to record quotes/ideas from sources and reflect on how each piece of evidence influences their thinking, then state a thesis and the opposing viewpoint (the counterargument). The skills list explicitly requires students to gather relevant information from multiple authoritative print and digital sources and assess their usefulness.
Unit 4: Drama
Lesson 3
Life and Times
Students read Robert Nemiroff's introduction to A Raisin in the Sun and the play's setting and character descriptions, which provide a secondary account of the historical context. Students watch a History Channel video about the Civil Rights Act of 1964 and are asked to take notes and answer questions about its content. Students read the text of the Civil Rights Act of 1964 and view historical images of 1940s–1950s Chicago tenements, exposing them to a primary legal document and visual primary-source material. Students also read a biographical article about Lorraine Hansberry, giving another secondary perspective on the playwright and her influences.
Lesson 5
Act II
Students listen to multiple songs about the American Dream (e.g., Johnny Cash, Billy Holiday, Neil Diamond, Rihanna) and record what each song says about the American Dream and why it was written. Students read excerpts from Hansberry's To Be Young, Gifted and Black and answer questions linking those excerpts to characters and themes in A Raisin in the Sun. Students are asked to compare Hansberry (autobiographical excerpt) and Beneatha in a short written response, directly relating two different treatments of identity.
Lesson 6
Act III
Students read Langston Hughes's poem "Harlem" and finish Act III of A Raisin in the Sun. The Activity 1 directions tell students to "examine the poem more closely and how it relates to the play," and the Student Activity Page asks students to identify similes in the poem, analyze the final line, and "choose one of the play's characters and explain how his or her dream has been deferred" in relation to the poem. The Parent Plan Skills explicitly list analyzing representation of a subject in two different artistic mediums and analyzing how an author draws on and transforms source material.
Lesson 7
Fences
Students are instructed to watch the movie Fences and to think about similarities and differences with A Raisin in the Sun (Activity 1). In Activity 2 students complete a Comparison activity page that directs them to compare theme, characters (including specific pairings like Walter and Troy, Rose and Mama, Cory and Beneatha), plot, and setting and to write sentences about likenesses and differences. In Activity 3 students watch an interview with the movie's director and star and write at least three insights about how the play differs from the movie, explicitly comparing treatments across mediums.
Lesson 13
Tragic Hero
Students read excerpts of Ovid's "Pyramus and Thisbe" and complete a comparison activity that asks them to note similarities between that story and Romeo and Juliet. The student activity page titled "Pyramus and Thisbe Excerpt" provides side-by-side text and blank spaces for students to record parallels (setting, plot events, and outcomes). The Parent Plan skill statement explicitly instructs students to "analyze how an author draws on and transforms source material," linking Shakespeare's play to its source.
Lesson 14
Modern Retelling
Students watch a 1996 film version and the 2009 Globe Theatre performance and complete a "Two Versions" comparison chart with columns for the Luhrmann production and the Globe performance, noting character portrayals, major changes, use of setting, and use of color. Students pause and take notes while viewing, choose three specific areas of difference, and write an informal three-paragraph analysis that requires specific examples from both productions and an explanation of the significance or effect of those differences. The activity and checklist explicitly require each paragraph to contain specific information or examples from both productions.
Semester Exam
Semester Exam
Students are asked to define primary and secondary sources and give examples (Part III question about historical writing). Students practice evaluating source credibility in a discussion prompt about how to evaluate a source's credibility for research (Part IV B). Several discussion and short-answer items ask students to compare themes, characters, and treatments across literary works (e.g., comparing Ender's Game, A Raisin in the Sun, and Romeo and Juliet; the question about Romeo and Juliet and Pyramus and Thisbe).