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Students both respond to and design Holocaust memorials as they consider the impact that memorials and monuments have on the way we think about history.
Students consider their own agency in creating their identities through choices made about who we are and how we present ourselves.
Students analyze a cartoon and a short video that prompt reflection on the ways we use labels, stereotypes, and assumptions to identify each other.
Students begin to explore the concept of identity by considering how our names represent who we are and reflect our relationship to society.
Students consider how South Africa's particular history and culture influence the ways its citizens understand and practice democracy.
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 develop a contract establishing a reflective classroom community in preparation for their exploration of this unit's historical case study.
Students examine sources that shed light on the underlying causes of the outbreak of World War II in Asia.
Students grapple with the meaning of justice and the purpose of trials as they learn how the Allies responded to the atrocities of Nazi Germany.
Students explore the complexities of achieving justice in the aftermath of mass violence and atrocities as they learn about the Tokyo Trials.
Students analyze benchmarks developed by political scientists to measure the health of democracy in the United States.
Students learn about two millennia of LGBTQ history and reflect on how that history is represented in their textbooks and curricula.