Students use works by visual artist Glenn Ligon and writer Zora Neale Hurston to examine questions about their own identity.
Students use works by visual artist Glenn Ligon and writer Zora Neale Hurston to examine questions about their own identity.
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 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 define, question, and practice the different roles they will be playing in their Literature Circle discussions.
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 grapple with the meaning of justice and the purpose of trials as they learn how the Allies responded to the atrocities of Nazi Germany.
Students learn about the violent pogroms of Kristallnacht by watching a short documentary and then reflecting on eyewitness testimonies.
Students are introduced to the Nazis’ idea of a “national community” and examine how the Nazis used the Nuremberg Laws to define who belonged.
Students draw on diary entries and historical documents to build an understanding of the complicated role Jewish councils and Jewish police played within Nazi-run ghettos.
Students learn about the Nazi's deportation of Jews from the Łódź ghetto through diary entries and historical documents.