Students learn about soul band Booker T. and the M.G.'s and explore what it meant to be a racially integrated group in a time of segregation.
Students learn about soul band Booker T. and the M.G.'s and explore what it meant to be a racially integrated group in a time of segregation.
Students learn about the vibrant culture and diversity of Jewish life in Europe before the war and antisemitism's role in diminishing this richness.
Students contemplate the role of music in social movements by learning about The Staple Singers and analyzing the messages in one of their songs.
Students broaden their understanding of resistance by exploring examples of music as spiritual and physical defiance to Nazi oppression.
Students create a "toolbox" of the skills, attitudes, and actions that are necessary to respond to and prevent hatred from taking hold in their communities.
Students are introduced to the history of ideas, events, and decisions that shaped the world of Schindler’s List.
Students prepare for their study of Schindler's List by creating a contract establishing a thoughtful, respectful, and caring classroom community.
Students explore the concept of respect through the lyrics of Otis Redding's "Respect" and The Staple Singers' "Respect Yourself."
Students draw on personal experiences with music to reflect on its ability to provide inspiration, comfort, and fight against injustice.
Students analyze the film as a work of art and consider how Spielberg’s artistic choices foster emotional engagement with Holocaust history.
Students consider how Schindler's evolution from collaborator to rescuer adds to their thinking about the importance of individual choices.
Students experience a thoughtful viewing of Schindler's List by completing activities immediately before and after watching it that help them reflect and process reactions.