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Students define explicit, implicit, and confirmation bias, and examine why people sometimes maintain their beliefs in the face of contradictory information.
Students respond to film clips in which Condoleezza Rice and Deidre Prevett discuss the influences of family, community, and the legacies of older generations on who they are today.
Students read personal essays that illuminate how the choices made by our families and previous generations influence who we are today.
Students reflect on present-day antisemitism encountered online and on college campuses, and explore examples of youth who are standing up to it.
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 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 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.