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Students use an excerpt from Sarfraz Manzoor memoir to reflect on identity, belonging, and wanting to feel invisible.
Students practice being thoughtful about fellow citizens' identities, values, and perspectives by reflecting on a video featuring voices of young people from across the United States.
Students use the “levers of power” framework to identify ways they can bring about positive change in their communities.
Students identify the responsibilities of citizen watchdogs, summarize strategies for combatting confirmation bias and responsibly consuming and sharing news and information, and complete a culminating essay.
Students define explicit, implicit, and confirmation bias, and examine why people sometimes maintain their beliefs in the face of contradictory information.
Students respond to film clips in which Condoleezza Rice and Deidre Prevett discuss the influences of family, community, and the legacies of older generations on who they are today.
Students read personal essays that illuminate how the choices made by our families and previous generations influence who we are today.
Students reflect on present-day antisemitism encountered online and on college campuses, and explore examples of youth who are standing up to it.
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 explore the relationship between identity, family, and race through filmmaker Lacey Schwartz's autobiograhical documentary about discovering her identity.
Students experience the value of hard empathy by participating in a game that requires understanding others' perspectives and goals in order to succeed.