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Students place this ongoing crisis in historical context, view footage from a refugee camp, and reflect on survivor testimony.
Students create a "found poem" drawing on words from the testimony of a survivor of the Holocaust.
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.
Students analyse a spoken word poem about bullying and consider how they might use their voices to call attention to injustice in their schools or communities.
Students study the Battle of Cable Street in London by examining testimonies of individuals who demonstrated against fascist leader Oswald Mosley.
Students create working definitions of stereotype as they examine the human behavior of applying categories to people and things.
Students deepen their thinking about memory and identity by reflecting on the stories of Holocaust and Armenian Genocide survivors and their descendants.
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 consider how the debate around the Wagner-Rogers Bill reflected competing ideas in the United States about national identity, priorities, and values.
Students explore the relationship between the individual and society by creating identity charts for a contemporary novelist, a children's book character, and themselves.
Students analyze the socially constructed meaning of race and examine how it has been used to justify exclusion, inequality, and violence throughout history.
Students learn about group membership and explore the range of responses available to us when we encounter exclusion, discrimination, and injustice.