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Students begin thinking about civic engagement in terms of their own passions and identities as they are introduced to the 10 Questions Framework.
Students review the US Department of Justice report, revisit how confirmation bias impacts our understanding of events, and consider how to bridge the gap in understanding that often surrounds events like Ferguson.
Students experience the challenges to reporting objectively by writing a news piece and watching a video about how journalists counteract bias in the newsroom.
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 develop a contract establishing a reflective classroom community in preparation for their exploration of this unit's historical case study.
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.
Students analyse four rights in the UDHR and decide whether they are universal and enjoyed by all in the world today.
Students look at evidence of the changing demographics of the United States and analyze what it suggests about the complexity of the country’s national identity.