Explore South Africa’s tumultuous history from the early interactions between white European settlers and native African tribes to the implementation of apartheid and the long struggle for democracy.
Explore South Africa’s tumultuous history from the early interactions between white European settlers and native African tribes to the implementation of apartheid and the long struggle for democracy.
Students explore the potential negative impact of images through the social media protest #IfTheyGunnedMeDown and develop a decision-making process for choosing imagery to represent controversial events.
Students create a plan for enacting change on an issue that they are most passionate about using the 10 Questions Framework.
Students explore the strategies, risks, and historical significance of the the 1963 Chicago school boycott, while also considering bigger-picture questions about social progress.
Students identify strategies and tools that Parkland students have used to influence Americans to take action to reduce gun violence.
Students view a short film about a third-generation descendant of Holocaust survivors and explore the questions it raises about obligation, memory, and family.
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 consider the power of historical symbols as they investigate the 2015 controversy over the Confederate flag in South Carolina and then draw connections to the violence in Charlottesville.
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 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 work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.