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Students examine how freed people in the United States sought to define freedom after Emancipation.
Students create a definition for a "right" in order to explore the challenges faced by the UN Commission on Human Rights to create an international framework of rights for all human beings.
Students are introduced to the concept of universe of obligation to better understand how societies create "in" groups and "out" groups.
Students examine why and how some government officials have refused to acknowledge the crimes against the Armenians as acts of genocide.
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.
Students begin Act Two of the play, reflecting on the differences in perception emerging between the characters and considering how conflict can arise from such differences.
Students explore the relationship between identity, family, and race through filmmaker Lacey Schwartz's autobiograhical documentary about discovering her identity.
Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible.
Students consider the choices and reasoning of individual Germans who stayed quiet or spoke up during the first few years of Nazi rule.
Students experience the value of hard empathy by participating in a game that requires understanding others' perspectives and goals in order to succeed.
Students begin reading the play, having applied what they have learnt about Priestley and the relevant sociohistorical context to make predictions about its content.
Students consider the role power plays in the interactions between characters, focusing on the relationship between Eric and Eva, before discussing consent.