Read how Facing History's professional development helped one teacher go beyond curriculum and lesson plans to have raw and relevant conversations with her students.
In the classroom, the elements of storytelling can transform otherwise disconnected ideas into a compelling narrative.
As a teacher, I am constantly thinking of new ways to engage my students.
Before I started teaching my students a unit about the Holocaust this year, I thought a lot about how I could get them to think, process, and reflect meaningfully and critically about this history, and also inspire them to act in a manner that influences the world for good.
It’s a tumultuous time in the world—and that complexity will likely remain for years to come. How do you take on the task of explaining these issues? In what way should you tackle current events in the classroom? How do you convey thorny global concepts while respecting diverse points of view and making students feel inspired?
Roger Brooks, CEO and President of Facing History on why it’s time to openly discuss, in our classrooms and public spaces, the violence spurred by bigotry and hatred.
How educators can navigate their own personal feelings while creating safe space for students to share in the midst of recent violent events.
As educators in the U.K., Victoria Mole and her colleagues, Jenna Adcock, and Katie Duce, wanted to teach their students more diverse and broad histories, such as the Nanjing Massacre in 1937. It’s an often-overlooked period of World War II when the Imperial Japanese Army forces brutally murdered hundreds of thousands of people–including both soldiers and civilians in the city of Nanjing, China.
LGBTQ Pride Month every June is an opportunity to explore and amplify the stories of LGBTQ people past and present. But even during Pride Month, we seldom hear stories of LGBTQ people of color. Bayard Rustin was the openly gay African American civil rights activist who served as the chief organizer of the historic March on Washington.
Being culturally responsive and sensitive is critical to a teacher's ability to build relationships with minority students.
Since 2000, the United Nations has championed International Youth Day as a time to bring young people’s issues to the attention of the international community, and “celebrat[e] the potential of youth as partners in today’s global society.” Though all young people face difficulties as they cross the threshold from childhood to adulthood, how they navigate the challenges of youth is shaped significantly by their identities, the histories that inform them, and the disparate contexts in which they live around the world. And the high degree of complexity can make it difficult for teachers to build empathy across divides.