Interested in learning more about issues of religion in America and issues of faith, identity, and belonging? Check out these additional resources from other organizations.
Adolf Hitler emerged from WWI in 1918 as a man with none of the normal prerequisites for success in Germany. He had no University degrees, and lacked even a secondary school leaving certificate. He had no distinguished family name and no family connections. He had not been an officer in the army. He had no money and lacked a trade or profession. He was not even a German citizen. Yet by 1932, he had built the most successful political movement of the Weimar years and had become the most popular political leader in Germany. Consumed by racist antisemitism and contempt for democracy, he destroyed the Weimar Republic and created the genocidal Nazi dictatorship.
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.
An agreement letter from the scripts' author requesting that the scripts be used only for classroom study only.
The following remarks were given by co-founder and President of Loop Capital Markets Albert R. Grace, Jr., the co-chair of Facing History and Ourselves' 21st Annual Benefit Dinner and Choosing to Participate Kick-Off. He spoke about the importance of the Facing History's upcoming Choosing to Participate initiative and how the community will benefit from such an initiative.
Learn about the teacing units created by three educators using the Literacy Design Collaborative‘s task templates and Facing History content.