Students analyze Martin Luther King Jr.'s final speech and consider how they can respond to King's challenge to create a more just world.
Students analyze Martin Luther King Jr.'s final speech and consider how they can respond to King's challenge to create a more just world.
Students define confirmation bias and examine why people sometimes maintain their beliefs in the face of information that contradicts their understanding.
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 create a plan for enacting change on an issue that they are most passionate about using the 10 Questions Framework.
Students explore the strategies, risks, and historical significance of the the 1963 Chicago school boycott, while also considering bigger-picture questions about social progress.
Students identify strategies and tools that Parkland students have used to influence Americans to take action to reduce gun violence.
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 reflect on Priestley’s portrayal of Eva Smith and consider the symbolism of having a character who only appears in the narrative second-hand.