This series of mini-lessons is designed to help students think critically about the long and troubling history between law enforcement and Black Americans.

Lead middle school students in an 18-week study of identity, membership and belonging, and civic participation through analysis of historical case studies and literature.

This unit explores the legacy of Raphael Lemkin, who coined the word "genocide" and drafted the Genocide Convention. A study of Lemkin's work helps students understand traditional world history themes such as sovereignty, diplomacy, and law; as well as deepen students’ understanding of political responses to mass violence.

This 5-7 day C3-aligned inquiry explores the compelling question “How does the history of the Angel Island Immigration Station help us understand how borders are erected, enforced, and challenged?”

This curriculum is designed for Tennessee and Southeast educators teaching a high school elective course on the history of the Holocaust and the Armenian Genocide.

Explore the collection of media referenced in our unit Teaching Holocaust and Human Behavior, available both online and in print.

This six-lesson unit delves into the history and legacy of the murder of Emmett Till, considering what we can learn from it as we work to achieve racial justice.

This toolkit provides lessons and strategies for helping your students make sense of issues in the news related to democracy.

Teach students about media literacy, helping them develop as critical consumers and creators of information, in order to support their well-being, their relationships and our democracy.

This 7–9 day C3-aligned inquiry explores the compelling question, “What can we learn from Boston’s past about what it takes to make progress toward educational justice today?”

This unit examines attempts to integrate Little Rock Central High School in 1957. It explores the impact of the choices of the Little Rock Nine as well as those of leaders, the media, and community members.

This unit is designed to help students in the UK reflect on how Islamophobia manifests in contemporary society and what needs to be done to challenge it.