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Partner with Us

Your partnership with Facing History demonstrates a meaningful commitment to a more equitable future.

By engaging with Facing History and supporting our work, you are making a critical investment in our students and educators. You encourage them as they are on the front lines of creating the next generation of upstanders, changemakers, and visionaries.

Young people are the reason we do our work at Facing History & Ourselves. Even in the midst of deep social division and global uncertainty, their enthusiasm, intelligence, and curiosity bring us hope. Partnering with Facing History helps millions of young people in Facing History classrooms around the world see that their voices and choices matter.

Hear inspiring stories from Facing History students.

Kobi J. at podium.

Student Reagan Miller in classroom.

Khamilla Johnson in classroom.

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My name is Raegan. I'm a senior at Watchung Hills Regional High School. I was definitely like the girly cheerleader type. I liked having a lot of friends and going out. Coming into high school, I kind of wanted to see a different side of myself that I wasn't really expecting.

When I first met Raegan, she was this bright, earnest woman in my world history class. A lot of the Facing History pieces are what she seemed to connect to, the social and emotional. And just placing herself in history, I could see her begin to really evolve and excel both academically but also just growing as a person.

I definitely think she saw something in me that I didn't see in myself. Today we're going to continue our focus on identity, and we are going to be making identity charts.

The Facing History curriculum, I have found for my students that it has increased their ability to inquire and think about the world. It has engaged them in class lessons. It has encouraged them and empowered them to stand up and believe that they can make a positive difference in the world.

She planted these little seeds, important lessons that have now become lifetime learning opportunities. Throughout freshman year, we continued to have amazing lessons in world history. We learned about the Rwandan genocide. We read Facing History's No Time to Think.

My favorite Facing History piece from the Holocaust is No Time to Think because the professor is so articulate and just talking about how his inaction contributed to what happened.

It's noticing and realizing the small steps one takes for something big to happen.

The photo lighting up social media, two New Jersey teens at a recent Halloween party. One dressed as a slave owner, the other as an African American slave.

I was sitting at home and my cousin had showed me a picture that was taken at the party of these two boys, and I knew that right there and then that I was going to go into school the next day and we were going to talk about it in diversity club.

Students had a lot of questions, had a lot to process. There were students who were at the party that were upset that they didn't say anything or perhaps didn't know what to say.

You want to understand how a group of people could feel that this was OK and right. I volunteered to go see the Warren mayor to invite him to the event that we were scheduled to have in November.

We had our United Against Hate community-wide event that was led by Raegan and a group of our students, and that was an event that kicked off the community's commitment. We really wanted to make it clear that was the beginning of a series of difficult conversations that we wanted to engage our community in.

Not only did I learn that injustice is something real and happens, I learned people in my class and people that I see every day face these injustices and that's extremely eye-opening for a 14, 15-year-old to understand.

So in all of our conversations about embracing diversity, equity, and inclusion in the district, the mascot started to come up. We needed to reevaluate the symbols that we were using and see if they were in line with the culture of inclusivity and respect that we were committed to promoting.

We knew it was going to be very controversial. So it just seemed like we kept putting it off.

Having to tell an adult or an authority figure that what they think is not really acceptable, it's hard because you're going to get backlash for that.

There was a board of education meeting to discuss it. Raegan had already set the tone. We can no longer have this mascot represent Watchung Hills.

If you don't speak out and stand up against injustices and prejudices in your community, they'll just continue to happen, and then it becomes a spiral and it continues to get worse.

The Facing History curriculum and the premise of that curriculum really shows our students the relevance of the history they're learning and how to practically apply it to be more engaged citizens. And I think these students, Raegan at the helm, are really leaving a legacy for future Watchung Hills students.

An upstander is the person in the crowd who says that's not right. They're the person who when an injustice happens, they stand up. Through everything that I did, I learned that having a little bit of bravery goes a very long way. I will always consider myself an ally. I will always consider myself an upstander. And I'll always continue the warrior way and be a kind and respectful member of my community.

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The Power of Partnership

Your partnership helps us to continue toward a world where every student can experience Facing History’s unique and effective classroom approach. Your investment has the power to:

Help us cultivate long-term relationships with individual educators and entire schools and districts across the United States
Support the expansion of our industry-leading program initiatives, designed to help schools implement more equity-based and culturally mediated practices with intention
Make more professional learning opportunities and curricular resources available to hundreds of thousands of educators at no cost to them

Partnering with Facing History & Ourselves has enabled us to empower a new generation of leaders with the context, empathy, resilience, and skills to face today’s challenges and create a better tomorrow.

— Francie Schnipke Richards, Vice President, Social Responsibility and The Allstate Foundation

Initiatives to Support

Combating Contemporary Antisemitism

Since 1976, we have collaborated with leading thinkers and scholars to develop training and resources to help educators teach their students about the Holocaust and contemporary antisemitism. Our new training and resources are focused on recognizing and confronting antisemitic bias and hate in schools and communities.

Our Teaching for Equity and Justice program equips educators with the tools and materials necessary to engage in difficult conversations in their classrooms about historical and current events related to racial equity and justice.

Educator facilitates classroom discussion.

Access our collection of just-in-time mini-lessons.

Get Started

Teaching Current Events and Understanding Democracy

Today’s students are growing up in an extraordinarily complex and contentious time. Students increasingly want and need the opportunity to learn about and discuss the issues of the day at school, yet many educators feel under-equipped to teach about current events. To meet the growing need for current events-focused learning, we are continuing to expand our collection.

Expanding to New Communities

The New Communities Project expands our reach to both urban and rural areas in the southern states where educators have not typically had access to our curricula or professional development. Led by our Southeast office based in Memphis, TN, this initiative is designed to provide the training, content, and resources these educators need to create safe, inclusive spaces where all students are invited to explore our nation’s complex history.

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