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Students examine the pressures on European Jews as they moved away from the shtetls to larger urban centers at end of the nineteenth century.
Students consider the lessons we can learn from Act One of the play, before adopting the perspectives of characters in both drama tasks and written tasks.
Students develop their understanding of the character Gerald, exploring the differences between his treatment of Eva/Daisy and Sheila, whilst reflecting on Edwardian gender expectations.
Students define propaganda and practice an image-analysis activity on a piece of propaganda from Nazi Germany.
Students use maps of the world before and after World War I to make inferences and predictions about the ways the war changed the world.
Students reflect on Priestley’s portrayal of Eva Smith and consider the symbolism of having a character who only appears in the narrative second-hand.
Students confront the enormity of the crimes committed during the Nanjing atrocities by listening to survivor testimony.
Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.
Students read fictional biographies of German citizens and make hypotheses about the citizens' voting choices in the Weimar elections.
Students explore some of the causes and consequences of denying the Armenian Genocide and reflect on the role of public art to commemorate difficult histories.
Students use journaling and group discussion to respond to emotionally-challenging diary entries of a Jewish teenager confined in a Nazi ghetto.
Students are introduced to the concept of inferencing; they draw inferences from the opening scene of the play, and consider what messages Priestley sends through the language, character and setting.