Teachers of high school classes can help their students participate in On the Same Page every February and March. Teachers of younger teens may prefer to participate in Teen On the Same Page, which takes place in October.

The Public Library of Cincinnati and Hamilton County will provide copies of The Submission to schools. Teen Librarians from your local branch library are available to present book talks or lead discussions in the classroom. To get involved, follow these steps:

  • Teachers who would like multiple copies of The Submission should have an active Educator Card from the Public Library of Cincinnati & Hamilton County. For information about obtaining or renewing an Educator Card, please contact your local library or Circulation Services at 513-369-6913.
  • Contact Teen Librarian Martha Earls by phone 513-369-6960 or email to reserve a collection of books for classroom use (maximum of 50 books per request). Teachers are welcome to pick up their collections at any of our library agencies.
  • Look for related programming at library locations in February and March, including a visit by the author.

Curriculum Guide & Ohio Department of Educator Academic Standards
for The Submission, by Amy Waldman

English Language Arts Benchmarks and Indicators, Grades 11-12

Acquisition of Vocabulary

  • Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). (11 & 12)
  • Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. (11 & 12)

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

  • Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. (11 & 12)
  • Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. (11 & 12)
  • Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (11 & 12)

Reading Applications: Informational, Technical and Persuasive Text

  • Analyze the content from several sources on a single issue, clarifying ideas and connecting them to other sources and related topics. (11 & 12)

Writing Applications

Using the topics introduced in The Submission:

  • Write responses to literature that:
    • Support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors
    • Anticipate and answer a reader’s questions, counterclaims or divergent interpretations (11 & 12)
  • Write informational essays or reports, including research, that:
    • Develop a controlling idea that conveys a perspective on the subject;
    • Create an organizing structure appropriate to purpose, audience and context;
    • Include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources;
    • Make distinctions about the relative value and significance of specific data, facts and ideas;
    • Anticipate and address a reader’s potential biases, misunderstandings and expectations; and
    • Provide a sense of closure to the writing. (11 & 12)
  • Write persuasive compositions that:
    • Articulate a clear position;
    • Support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and
    • Develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). (11 & 12)

Communication: Oral and Visual

Using the topics introduced in The Submission:

  • Deliver informational presentations (e.g., expository, research) that:
    • Present a clear and distinctive perspective on the subject;
    • Present events or ideas in a logical sequence
    • Support the controlling idea with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes;
    • Include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution);
    • Use appropriate visual materials and available technology to enhance presentation; and
    • Draw from and cite multiple sources including both primary and secondary sources and consider the validity and reliability of the sources. (11 & 12)

Social Studies Benchmarks and Indicators, Grades 11-12


  • Analyze cause-and-effect relationships and multiple causation including the influence of ideas, the role of chance and individual and collective action. (12)

People in Societies

  • Identify the perspectives of diverse cultural groups when analyzing current issues. (12)
  • Analyze proposed solutions to current issues from the perspectives of diverse cultural groups. (12)
  • Identify causes of prejudice and demonstrate ways in which legal protections (including constitutional amendments and civil rights legislation) prevent and reduce discrimination. (11)
  • Analyze ways countries and organizations respond to conflicts between forces of unity and forces of diversity (e.g. English only / bilingual education, theocracies / religious freedom, immigration quotas / open immigration policy, single-sex schools / coeducation). (12)
  • Explain how the United States has been affected politically, economically and socially by its multicultural diversity (e.g., work force, new ideas and perspectives and modifications to culture). (11)


  • Explain, using examples, how political parties, interest groups, the media and individuals influence the policy agenda and decision-making of government institutions. (11)
  • Explain how individuals and groups, both governmental and non-governmental, influence domestic and foreign policy and evaluate how these actions reflect characteristics of American democracy. (12)

Citizenship Rights and Responsibilities

  • Analyze historical and contemporary examples of citizen movements to bring about political change (e.g., Mothers Against Drunk Driving (MADD), NOW, Common Cause, NAACP and Eagle Forum). (11)
  • Practice forms of civil discussion and participation consistent with the ideals of citizens in a democratic republic:
    • Persuasive speech;
    • Panel discussion;
    • Debate (12)
  • Compare the rights of citizens and resident aliens. (11)

Social Studies Skills and Methods

  • Choose a position on an issue and develop a rationale for that position. (11)
  • Construct an action plan for presenting a position to the appropriate decision-making body. (12)
  • Research an issue or topic by gathering, recording, evaluating and interpreting relevant data. (12)
  • Identify appropriate tools for communicating a position on an issue (e.g., electronic resources, newsletters, letters to the editor, public displays and handouts). (11)
  • Apply the processes of persuasion, compromise, and negotiation to the resolution of conflicts and differences. (11)