Revised in 2018, this one-week curriculum introduces students to the history of the Holocaust and the choices of individuals, groups, and nations that contributed to genocide.
Our collection of educator resources includes a wide range of flexible, multimedia materials, from primary sources and streaming videos to teaching strategies, lesson plans, and full units. Find resources that will support your students' learning, whether you are teaching a complex moment in history or addressing today's breaking news.
The IDP grant gives middle and high school History, Government, Civics, and ELA educators in the greater New York City metro area access to professional development and materials valued at more than $10,000.
The full text of a law prohibiting marriage between two persons of different races in 1913. This text is part of the resource Resistance to Anti-Miscegenation Laws .
Eloise Gordon is an 8th grade student at Stanley British Primary School in Denver, Colorado. On May 8, 2013, she addressed teachers, students, and community members at the fifth annual Facing History and Ourselves Benefit Dinner in Denver. At the event, she talked about how studying the Holocaust in her Facing History and Ourselves class helped her connect with her own personal history. Below is an edited version of her speech.
George Floyd's brutal death at the hands of police, the sorrow and outrage of protesters in Minneapolis, and presidential tweets that escalate threats of further violence—all set against the backdrop of an ongoing pandemic which disproportionately impacts communities of color. These events underscore how the legacy of slaveholding has passed to many in our society—including, lethally, law enforcement—who too frequently display indifference and disregard for black lives and black dignity. We commit to using the lessons of history to challenge teachers and their students to stand up to bigotry and hate and we ask you to join us.
In the description of the incident, and in interviews with some of the key people involved, a girl named Tina is mentioned various times. Although Tina played an important role in the ostracism that occurred among the seventh grade girls, she was not included in the interviews conducted as part of the Harvard/Facing History and Ourselves research study. The reason for this omission is that there were two eighth grade Language Arts sections in the school and Tina was in the section in which we were conducting interviews. All of the five other girls were in the other section where we were conducting interviews.
Roger Brooks, CEO and President of Facing History and Ourselves, grieves for Charleston, SC and reminds us that communities can heal from hate crimes.