Chicago - List of Participating Schools

Facing History is incorporated into the curriculum in a variety of ways. It is taught in middle schools and in high schools; as an entire course, or infused into existing courses; as an elective, or as part of the core curriculum; in social studies, language arts, or as an interdisciplinary course. Facing History program associates work with teachers to help them use our materials in the most appropriate ways.

These are area schools where one or more teachers have developed a Facing History unit or course, or are incorporating Facing History materials into their curriculum:

Survivor Profiles

Survivor Profiles give students access to video testimony, as well as primary source documents, photographs, and biographical information about the survivor. They can be used to bring survivor voices into the classroom or to help prepare for a survivor visit. 

Immigration Resource Collection

Throughout history, nations developing their immigration policies have had to grapple with the tension between maintaining a national identity and welcoming new immigrants and the distinct ideas, contributions and cultures they bring.

In recent years there has been a significant rise in migration, and now over 190 million people live outside of the country in which they were born. The United States has more immigrants than any other country, but in many other countries immigrants make up a higher percentage of the population.

Holocaust Resource Collection

The Holocaust, including the breakdown of democracy in Germany and the steps leading to the Nazis' organized murder of six million Jews and millions of other innocent victims, forms the core case study of Facing History and Ourselves. Facing History classrooms help students understand that history is not inevitable, and that the choices of ordinary citizens shape our lives and the lives of those around us. We are committed to helping students around the world understand this history in order to develop their skills of ethical reasoning, critical thinking, tolerance and empathy.

Genocide Resource Collection

The term genocide, meaning the deliberate and systematic destruction, in whole or in part, of an ethnic, racial, religious, or national group, was coined in 1943 by Raphael Lemkin in response to the Armenian Genocide and the Holocaust.

Darfur Genocide Resource Collection

In 2003 violence broke out in Darfur, a region in western Sudan, between local tribes and government-backed militia.  Since then, hundreds of thousands of innocent civilians have been killed and nearly two million victims have been displaced from their homes.  After the Holocaust, people around the world declared “never again” to genocide. The conflict in Darfur challenges us to work toward this promise by looking for ways to stop and prevent violence against groups of people based on their ethnicity, race, religion or nationality.

Civil Rights Resource Collection

During the United States civil rights movement, everyday Americans challenged their government and communities to live up to their promises of equality and justice. Studying this important era in American history highlights the power of civic participation in a democratic society, the role of non-violence in social movements, the significance of voting rights, the tensions between state and local control, the capacity of the courts to address injustice, and the ways in which different groups define national and community membership.

Bullying and Ostracism Resource Collection

Bullying—repeated aggressive behavior with an intent to hurt another person physically, socially, or mentally—is characterized by an imbalance of power between an instigator and a victim. It may occur in schools, online, and many other settings, and may involve physical aggression, social exclusion, derogatory comments, spreading rumors, or racial or sexual stereotyping. Facing History and Ourselves provides a wealth of resources to help students and teachers explore the moral choices we face when confronted with bullying.


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