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Ideas for Classroom Use

George Greenman & Lucy Stone

Classroom Discussion

What can we tell about Lucy Stone from this letter? Is there anything that tells us about who she was as a person or how she interacted with others? What kinds of information does George give us? What gives you a better sense of Lucy Stone, his physical description of her or the story he tells about her speaking? Why?

Common Core State Standards Connections

Reading for Informational Text, Grades 3-5

Standard 1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Standard 2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Standard 3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Writing, Grades 3-5

Standard 9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening, Grades 3-5

Standard 1 – Engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly.

Writing, Grades 6-12

Standard 9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening, Grades 6-12

Standard 1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Reading for Literacy in History/Social Studies, Grades 6-12

Standard 1 – Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the evidence.

Standard 2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Writing for Literacy in History/Social Studies, Grades 6-12

Standard 9 – Draw evidence from informational texts to support analysis, reflection, and research.

Research Project

Feminism and Abolitionism are two of what we call ‘isms’. Identify and research an ‘ism’ of your choice. Then write an essay giving a brief overview of that ‘ism’ and its history. Examples include sexism, ableism, ageism, classism, racism, feminism, or abolitionism.

Common Core State Standards Connections

Reading for Informational Text, Grades 3-5

Standard 1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Standard 2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Standard 3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Standard 9 – Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably.

Writing, Grades 3-5

Standard 1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Standard 2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Standard 7 – Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Standard 8 – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Standard 9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

Writing, Grades 6-12

Standard 1 – Write arguments to support claims with clear reasons and relevant evidence.

Standard 2 – Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content.

Standard 7 – Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Standard 8 – Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Standard 9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

Reading for Literacy in History/Social Studies, Grades 6-12

Standard 1 – Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the evidence.

Standard 2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Standard 3 – Identify key steps in a text’s description of a process related to history/social studies (e.g. how a bill becomes a law, how interest rates are raised or lowered).

Writing for Literacy in History/Social Studies, Grades 6-12

Standard 1 – Write arguments focused on discipline-specific content.

Standard 2 – Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical process.

Standard 7 – Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Standard 8 – Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Standard 9 – Draw evidence from informational texts to support analysis, reflection, and research.

Worksheet Activity: Document Analysis

As you read this letter, fill out the Document Analysis worksheet located in the sidebar.  As you read further into the letter, do you find your answers change?  Allow students to analyze the letter as though they are detectives, taking one page at a time to figure out more and more information about the author.

Common Core State Standards Connections

Reading for Informational Text, Grades 3-5

Standard 1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Standard 2 – Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Speaking and Listening, Grades 3-5

Standard 1 – Engage in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly.

Standard 2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Speaking and Listening, Grades 6-12

Standard 1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Standard 4 – Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Reading for Literacy in History/Social Studies, Grades 6-12

Standard 1 – Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the evidence.

Standard 2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.