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 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 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 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 define propaganda and practice an image-analysis activity on a piece of propaganda from Nazi Germany.
Students learn about several Holocaust memorials around the world in preparation to design their own memorial.
Students use maps of the world before and after World War I to make inferences and predictions about the ways the war changed the world.
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 confront the enormity of the crimes committed during the Nanjing atrocities by listening to survivor testimony.
Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.
Students discover the complexities of Martha Sharp's rescue project by analyzing historical correspondences.
Students read fictional biographies of German citizens and make hypotheses about the citizens' voting choices in the Weimar elections.