Sequence of Study
Facing History’s case studies follow an intentional progression of themes that help students make connections between history and the consequences of our actions and beliefs today.
Facing History and Ourselves' case studies follow a specific progression of themes. This structure—our scope and sequence or the Facing History journey—is a key component of our pedagogy.
The journey begins by examining common human behaviors, beliefs, and attitudes students can readily observe in their own lives.
Students then explore a historical case study, such as the Holocaust, or a literary work like To Kill a Mockingbird or Night and analyze how those patterns of human behavior may have influenced the choices individuals made—to participate, stand by, or stand up—in the face of injustice, hate, and, in some cases, mass murder.
They come to realize that there are no easy answers to the complex problems of racism, antisemitism, hatred, and violence, no quick fixes for social injustices, and no simple solutions to moral dilemmas
Lastly, students examine how the history they studied continues to influence our world today, and they consider how they might choose to participate in bringing about a more just, equitable, and compassionate world.
Holocaust and Human Behavior
Get a print or PDF version of our core resource that examines the challenging history of the Holocaust while prompting reflection on our world today.
The Reconstruction Era and the Fragility of Democracy
This resource guides students through a deep exploration of the pivotal era of American history when a nation divided by slavery and war was challenged to rebuild.
Teaching Mockingbird
Use this resource to transform how you teach Harper Lee’s novel by integrating historical context, documents, and sources that reflect the African American voices absent from Mockingbird's narration.
Choices in Little Rock
This unit investigates the choices made by the Little Rock Nine and others in the Little Rock community during the civil rights movement during efforts to desegregate Central High School in 1957.
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