Resource Library
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.
We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.
![A group of high school students sit at desks in conversation.](/sites/default/files/styles/scale_480/public/2023-10/AdobeStock_254378868.jpg?itok=f6YAphey)
Introducing Our US History Curriculum Collection
Draw from this flexible curriculum collection as you plan any middle or high school US history course. Featuring units, C3-style inquiries, and case studies, the collection will help you explore themes of democracy and freedom with your students throughout the year.
The Rise of the Nazi Party
Students examine how choices made by individuals and groups contributed to the rise of the Nazi Party in the 1920s and 1930s.
![The Parade of the Political Administrators in Nuremberg, Germany.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_1933_GermanPartyDay_%20FH229691.jpg?h=193b5c49&itok=QZdPclXH)
Survivor Testimony and the Legacy of Memory
Students deepen their thinking about memory and identity by reflecting on the stories of Holocaust and Armenian Genocide survivors and their descendants.
![portrait of Holocaust survivor Sonia Weitz](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Box4_071.jpg?h=7c23ac5b&itok=b--n8_01)
10 Questions for the Future: Student Action Project
Students create a plan for enacting change on an issue that they are most passionate about using the 10 Questions Framework.
![Person holding a sign at a Global climate change strike](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2019_FightTodayforaBetterTomorrow_FH2172888.jpg?h=f2fcf546&itok=4kvosPLx)
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.
![Crowd fills LaSalle Street between City Hall and building housing Board of Education as hundreds of demonstrators marched in Chicago on Oct. 22, 1963 following a one-day boycott of public schools.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Democracy_1963_AfricanAmericanIntegrationAntiSchoolBoycott1963IL_FH2169828.jpg?h=12de4a96&itok=CAfhRaQg)
10 Questions for the Present: Parkland Student Activism
Students identify strategies and tools that Parkland students have used to influence Americans to take action to reduce gun violence.
![Millbrook High School students demonstrate against gun violence outside their school in Frederick County, Va., Wednesday, Feb. 21, 2018, following a school shooting in which over a dozen people were killed at Marjory Stoneman Douglas High School in Parkland, Fla., one week ago. (Jeff Taylor/The Winchester Star via AP)](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Democracy_2018_StudentProtestAfterParkland_FH289815.jpg?h=ffeece36&itok=XUEFh1qx)
#IfTheyGunnedMeDown
Students explore the potential negative impact of images through the social media protest #IfTheyGunnedMeDown and develop a decision-making process for choosing imagery to represent controversial events.
![National President of Black Lawyers for Justice, carries a picture of Michael Brown as he leads demonstrators on a march.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2014_CurfewSetAfterViolentProtestsFlareAmidOverMichaelBrownShooting_FH2173438.jpg?h=24afd704&itok=E8IzzWCR)
The Impact of Identity
Students explore how identity impacts our responses to other people and events by examining a cartoon and analyzing an opinion poll from a week after Ferguson.
![Students learning in class.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2019_SL_190522_0613_FH2101388.jpg?h=0f4230fa&itok=_mOwH2tA)
The Power of Images
Students examine how identity and biases can impact how individuals interpret images and experience the challenge of selecting images to represent news events, particularly connected to sensitive issues.
![People hold hands in prayer in the parking lot of convenience store that was looted and burned after Michael Brown was shot by police in Ferguson, Mo.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2014_LivinginFerguson_FH230964.jpg?h=8b6300e7&itok=E_y1giir)
Preparing Students for Difficult Conversations
Students establish a safe space for holding sensitive conversations, before introducing the events surrounding Ferguson, by acknowledging people's complicated feelings about race and creating a classroom contract.
![Students learning in class.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2019_SL_190522_0595_FH2101381.jpg?h=0f4230fa&itok=pAqFB2Uf)
Social Media and Ferguson
Students explore the role of social media in Ferguson, apply information verification strategies to social media posts, and develop strategies for becoming critical consumers and sharers of social media.
![Peaceful demonstrators gather in Ferguson, Missouri, in the aftermath of Michael Brown’s death.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/2016_PeacefulProtestinFerguson_FH224149.jpg?h=c4842d71&itok=6lE2ICT0)
Verifying Breaking News
Students evaluate the differences among news accounts about Ferguson, develop strategies for verifying news and information, and understand the challenges facing journalists as they cover complex, fast-moving events.
![Reporters conducting an interview.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/iStock-1350663690.jpg?h=62bc044e&itok=TN8_VBij)