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TEACHER GUIDES
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Additional resources to download for free
TEACHER GUIDES:
Using Print and Digital Newspapers In the age of websites, blogs and social networking, critical thinking skills are more important than ever. Newspapers and news websites provide exceptional opportunities for students to develop critical thinking skills. This guide includes lessons and activities about financial literacy, nutrition, the environment, character education and information technology.
This teacher guide includes 15 lesson plans, each with a classroom activity that helps students develop comprehension and research skills through newspaper content.
Standards for the English Language Arts include:
1) reading for comprehension,
2) evaluation strategies,
3) communication skills,
4) evaluating data,
5) applying language skills.
►Click here to download the 2009 guide

The daily newspaper is the textbook for this nine-unit curriculum, which gives middle- and high-school students an in-depth introduction to journalism.

A Teacher's Guide for Using the Newspaper to Enhance Basic Skills This guide features newspaper activities to enhance student skills in reading, writing, listening, speaking, math, social studies and science.

This five-day lesson plans explores the individual freedoms protected in the Bill of Rights.

This math/finance curriculum guide features lesson plans, activities and handouts for middle-school students.
This NAA Foundation publication focuses on community, its shape, history and future. Lessons and supplementary organizers target the heart of any newspaper and its sense of place. The curriculum divides the lessons into two levels that vary in complexity. National geography learning standards apply to both levels.
Level One, "Understanding Maps and Communities," consists of 11 lessons.
Level Two, "How Communities Are Created," consists of seven lessons. Format notes in each level explain the lesson structure. Both levels include graphic organizers and online resources. Lessons do not require the use of the organizers, and the organizers do not require the use of lessons. They support each other but also work independently.
All lessons and organizers offer assessment tools. Lessons include open-ended sentences, while general organizers ask students what they know about their community before and after their work with the curriculum. Organizers require direct use of newspapers, print and/or digital, in defining and understanding community and geographic concepts such as time and place. Specific organizers align with topics developed in the lessons.
►Click here to download Level One: Understanding Maps and Communities
►Click here to download Level Two: How Communities are Created