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Students use journaling and group discussion to respond to emotionally-challenging diary entries of a Jewish teenager confined in a Nazi ghetto.

Using a project-based learning approach, students produce a museum exhibition that displays the stories of different partisans.

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 examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible.

Students begin reading the play, having applied what they have learnt about Priestley and the relevant sociohistorical context to make predictions about its content.