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Students create a "found poem" drawing on words from the testimony of a survivor of the Holocaust.
Students explore the role of social media in Ferguson, apply information verification strategies to social media posts, and develop strategies for becoming critical consumers and sharers of social media.
By interpreting tapestries woven by Chilean women, students learn about protest, human rights, and civil society.
Students consider what the term civil society means by examining the relationship between government, business, and individuals in Chile.
Students deepen their thinking about memory and identity by reflecting on the stories of Holocaust and Armenian Genocide survivors and their descendants.
Students listen to a podcast about two enslaved people who successfully sued for their freedom and reflect on what these cases illuminate about democracy today.
Students build a definition of participation and reflect on several episodes throughout history when young people chose to take a stand.
Students explore Susan B. Anthony's choice to vote illegally in the 1872 presidential election by analyzing her speech “Is It a Crime For Women to Vote?”.
Students consider how the debate around the Wagner-Rogers Bill reflected competing ideas in the United States about national identity, priorities, and values.
Students explore the relationship between the individual and society by creating identity charts for a contemporary novelist, a children's book character, and themselves.
Students explore how identity impacts our responses to other people and events by examining a cartoon and analyzing an opinion poll from a week after Ferguson.
Students review the First Amendment, understand the importance of a free press, and consider how that freedom can conflict with other societal needs through journalists’ experiences in Ferguson.