Students use works by visual artist Glenn Ligon and writer Zora Neale Hurston to examine questions about their own identity.
Students use works by visual artist Glenn Ligon and writer Zora Neale Hurston to examine questions about their own identity.
Students study the ways eastern European Jews struggled with the notion of identity in the late nineteenth century, and draw connections to their own experiences with identity.
Students create an identity chart for Inspector Goole, analyse his parting words, and look for clues to uncover who or what Inspector Goole is.
"Students explore the artwork of a young man imprisoned in the Theresienstadt ghetto and consider the value of creative expression as a means to cope with oppression. "
Students examine the artwork in a young woman’s diary in order to consider the diverse ways people expressed fears and documented life during the Holocaust.
Students define, question, and practice the different roles they will be playing in their Literature Circle discussions.
Students draw on diary entries and historical documents to build an understanding of the complicated role Jewish councils and Jewish police played within Nazi-run ghettos.
Students learn about the Nazi's deportation of Jews from the Łódź ghetto through diary entries and historical documents.
By reading diary entries from a survivor of the Theresienstadt ghetto, students consider the complex emotional state of survivors in the final days of the war.
Students examine Nazi propaganda through the personal accounts of two young men living in German-occupied Europe.
Students identify what good, productive, and meaningful conversations look and sound like through an interactive modeling activity.
Students learn about important events that occurred during Priestley’s lifetime, completing a human timeline to understand their chronology, and are introduced to the concepts of socialism and capitalism.