Annotation: Explanatory comment or note.

Resources for this term:
Julius Caesar: Hero or tyrant?
Julius Caesar: Hero or tyrant?

The Roman Empire was the largest and most enduring empire in the ancient world. The Romans had highly organized political, social, religious, technological, and economic systems that enabled them to control the territories and people within their borders. This 7th grade world history unit is embedded in the study of empires and the management systems they used. Students use both primary and secondary resources in their research on Julius Caesar. Using Template Task 2, students will investigate Caesar as an emblem of the Roman Empire's strengths and weaknesses and argue whether he should be considered a hero or a tyrant.

The British Industrial Revolution
The British Industrial Revolution

*EXEMPLAR MODULE* By addressing Template Task 2, 10th grade social studies students answer the question: Were the achievements and growth experienced during the Industrial Revolution era worth the cost to society? This module sits inside a global history unit in which students study the Age of Revolution, focusing on the British Industrial Revolution.

Good Readers and Good Writers
Good Readers and Good Writers

Targeted for 10th grade English Language Arts students, this unit uses texts at different levels of difficulty to reach readers of varying ability levels. Students examine four texts to determine what qualities one must have to be considered a "good reader" and a "good writer." This module uses Template Task 2."

Recognizing Human Rights Violations in Countries in Crisis
Recognizing Human Rights Violations in Countries in Crisis

Students learn to recognize and analyze human rights violations in historical or current texts by using primary and secondary sources. Using Template Task 20, 10th grade English Language Arts students apply the Universal Declaration of Human Rights to analyze human rights violations in a specific country.

Existentialism and Kafka
Existentialism and Kafka

*EXEMPLAR MODULE* In this English literacy module, sophomore students conduct research on the existentialist movement in literature. Students read Franz Kafka’s The Metamorphosis and determine if Kafka’s work reflects existential ideas. After researching essays and articles on existentialism, students write an essay answering Template Task 11 that defines existentialism and explains its impact on Kafka’s work.

Pandemic: Catch the Fever
Pandemic: Catch the Fever

Which is more important: scientific freedom or the public's right to safety? Tenth grade students in a health class read three articles on the 1918 influenza pandemic genome and address the aforementioned question. The articles discuss the successful scientific research on reconstruction of the genome and the scientific community's decision to publish the complete genome. Using Template Task 8, students write an editorial that identifies a problem with publishing this research and argues in favor of or against controlling the publication of certain types of scientific research.

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