Our five new lessons help you incorporate the Teaching Holocaust and Human Behavior unit more holistically in your classrooms.
This unit provides background on the Armenian Genocide and invites students to explore the important questions it raises about how the global community defines, responds to, and can prevent genocide.
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.
Facing the resilience of indigenous traditional education in Canada, Prime Minister Sir John A. Macdonald, who was also Minister of Indian Affairs, commissioned Nicholas Flood Davin, a journalist, lawyer, and politician, to go to Washington, DC, in 1879 to study how the United States tackled the same issue. At the time, the US had developed a policy of aggressive civilization of Native Americans. This policy, writes anthropologist Derek G. Smith, “had been formulated in the post-Civil War period by President Ulysses S. Grant’s administration . . . and was passed into law by Congress in early 1869.”1 The key to this policy was a system of industrial schools where religious instruction and skills training would help the Native Americans catch up with the demands of Western society.
Learn about the teacing units created by three educators using the Literacy Design Collaborative‘s task templates and Facing History content.
Learn more about a three-part webinar series on antisemitism in Canada. These webinars are for educators who are looking to learn strategies for examining antisemitism in Canada's history and tips for discussing difficult topics.
This website presents three lesson plans that are meant to familiarize students with the author Sholem Aleichem (1859–1916) and to supplement and deepen students’ understanding of the transformation of traditional Jewish life in late nineteenth- and early twentieth-century eastern Europe.