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 analyze a cartoon and a short video that prompt reflection on the ways we use labels, stereotypes, and assumptions to identify each other.
Students begin to explore the concept of identity by considering how our names represent who we are and reflect our relationship to society.
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 develop a contract establishing a reflective classroom community in preparation for their exploration of this unit's historical case study.
Students analyze benchmarks developed by political scientists to measure the health of democracy in the United States.
Students learn about two millennia of LGBTQ history and reflect on how that history is represented in their textbooks and curricula.
Students draw on diary entries and historical documents to build an understanding of the complicated role Jewish councils and Jewish police played within Nazi-run ghettos.