Search our collection of classroom resources to plan a unit or find the materials you need for class tomorrow.
Using a project-based learning approach, students produce a museum exhibition that displays the stories of different partisans.
Students devise a creative way to present their plan for pursuing the dream of universal human rights today.
Through a discussion-based activity, students explore the concept of a "universe of obligation” and brainstorm examples of its influence in today's world.
Students brainstorm different definitions of democracy and consider democracy's relationship to their own communities and cultures.
Students examine how freed people in the United States sought to define freedom after Emancipation.
Students create a definition for a "right" in order to explore the challenges faced by the UN Commission on Human Rights to create an international framework of rights for all human beings.
Students are introduced to the concept of universe of obligation to better understand how societies create "in" groups and "out" groups.
Students examine why and how some government officials have refused to acknowledge the crimes against the Armenians as acts of genocide.
Students are introduced to the concept of inferencing; they draw inferences from the opening scene of the play, and consider what messages Priestley sends through the language, character and setting.
Students begin Act Two of the play, reflecting on the differences in perception emerging between the characters and considering how conflict can arise from such differences.
Students explore the relationship between identity, family, and race through filmmaker Lacey Schwartz's autobiograhical documentary about discovering her identity.
Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible.