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 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 study the ways eastern European Jews struggled with the notion of identity in the late nineteenth century, and draw connections to their own experiences with identity.
Students consider how South Africa's particular history and culture influence the ways its citizens understand and practice democracy.
Students create an identity chart for Inspector Goole, analyse his parting words, and look for clues to uncover who or what Inspector Goole is.
"Students explore the artwork of a young man imprisoned in the Theresienstadt ghetto and consider the value of creative expression as a means to cope with oppression. "
Students examine the artwork in a young woman’s diary in order to consider the diverse ways people expressed fears and documented life during the Holocaust.
Students analyze a painting by Holocaust survivor Samuel Bak and reflect on how art can be used to remember and revisit experiences.
Students analyze a self-portrait by Holocaust survivor Samuel Bak and reflect on how art can be used as a tool to understanding historical moments.
Through a video-based activity, students explore how Radical Reconstruction changed the nature of voting rights and democracy in the South.
Students define, question, and practice the different roles they will be playing in their Literature Circle discussions.
Students develop a contract establishing a reflective classroom community in preparation for their exploration of this unit's historical case study.