Those who could not come with us and could not fight, we found shelter for them by farmers, some of them who made bunkers for them. And they lived there until the area was liberated. And then at Parsha Forest, there were maybe 200 Jews like that in the forest, living until the end of the year, and they were under our protection. All the bandits knew if they're going to touch them, they're going to be punished for that.
Students connect themes from the film to Chimamanda Ngozi Adichie's concept of “single stories," and then consider what it would take to tell more equitable and accurate narratives.
Students view the film, analyze a primary source from the Oyneg Shabes archive, and consider why it matters who tells the stories of the Jews in the Warsaw Ghetto.
Invite students to reflect on why it matters who tells our stories as they view a documentary film about the profound courage and resistance of the Oyneg Shabes in the Warsaw ghetto.
Students will apply the lessons they have learned about the intersecting histories of wartime North Africa and the Holocaust as they create an artifact that explains the context of the found poems they wrote in Lesson 3.
Black Women’s Activism and the Long History Behind #MeToo
Use this mini-lesson to help your students draw connections between the long history of Black women’s activism against sexual violence and gender discrimination with the #MeToo movement today.
This mini-lesson uses the story of the Robert E. Lee monument to help students consider the power of symbols and explore the summer's protests through the lens of voice, agency, and solidarity.
Indigenous Rights and Controversy over Hawaii’s Maunakea Telescope
Provide students with historical context for understanding the protests against the Thirty Meter Telescope on Maunakea and help them explore the reasons why many Native Hawaiians oppose its construction.
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 identify continuities and changes between Emmett Till’s murder and today’s Black Lives Matter movement, and they reflect on the ways they can contribute to the movement for racial justice.