Explore our Teaching Holocaust and Human Behaviour unit’ and learn how to help your students wrestle with profound moral questions raised by this catastrophic period of history.

This seminar is aimed at teachers in the UK.

Stories have the power to transform the way young people see themselves and others. Experience our approach to teaching Coming-of-Age literature, designed to increase student agency, empathy, critical thinking and literacy skills, and belief they can make a difference in the world.

With the recent passage of S2557, “An Act Concerning Genocide Education,” Massachusetts educators have been tasked with incorporating genocide and human rights issues into their classrooms. At Facing History, we believe that core to the act of teaching is instilling in young people a sense of agency to stand up to bigotry and hate, and to make choices for a more just and equitable world.

Help students wrestle with the profound moral questions raised by the study of the Holocaust and foster their skills in civic engagement, ethical reasoning, critical thinking, and empathy — all of which are necessary for sustaining democracy.

Red summer was part of a nationwide wave of racist violence against African Americans that occurred from April to November of 1919. This watershed event is part of our shared past and informs the city’s identity today.  Join Facing History for an interactive in-person workshop to engage in discussions about Red Summer in Chicago and how to bring the history to high school classrooms.

In today’s global climate, the urgency of sustaining democratic societies that are pluralistic, open, and resilient to violence is more pressing than ever.  Studying the Holocaust allows students to wrestle with profound moral questions raised by this history while fostering their skills in ethical and moral reasoning, critical analysis, empathy, and civic engagement - all of which are critical habits of mind for sustaining democracy.

Across Canada, educators and administrators are acknowledging that schools themselves—both the practice of schooling and the outcomes students are achieving—are not equitable across lines of race and class. Facing History and Ourselves has designed a professional development model to help educators address these troubling and historically rooted disparities.