This resource is designed to support you as you help your students attain New York State’s Seal of Civic Readiness. It includes materials to supplement a history unit or course with a formal argumentative essay designed to meet the requirements of a “Research Project.”
You can use this resource as a companion to the Civic Agency and the Pursuit of Democracy elective course by having students complete a Civic Knowledge Research Project in addition to or instead of the culminating Civic Participation Project.
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Facing History & Ourselves Writing Strategies to Support the Civic Knowledge Research Project
Date of Publication:
August 2023
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Discussing Contemporary Islamophobia in the Classroom
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.
Students explore the roots of Islamophobia, reflect on its human cost and its impact on those who experience it, and start thinking about the importance of standing up against Islamophobia.
Students explore Islamophobic tropes, their troubled history, their evolution and their present manifestation in further depth, and consider the harm that their circulation can cause.
Students reflect on how Islamophobia manifests in the media and in the entertainment industry, and the potential consequences of being exposed to Islamophobic content.
Students reflect on the impact of Islamophobia on Muslims’ sense of belonging, consider what can be done to foster integration, and explore ways in which they and others can challenge Islamophobia.
10 Questions for the Past: The 1963 Chicago Public Schools Boycott
Students explore the strategies, risks, and historical significance of the 1963 Chicago school boycott, while also considering bigger-picture questions about social progress.
Students explore the life and choices of anti-lynching journalist Ida B. Wells and learn about the long tradition of Black resistance to racial terror and violence.
Words Matter: Listening to Survivors about Language for Describing Japanese American Incarceration
Students contrast the language that the US government used to describe Japanese incarceration in the 1940s with the language recommended by contemporary survivors’ groups.
