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 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 view a short film about a third-generation descendant of Holocaust survivors and explore the questions it raises about obligation, memory, and family.
Students consider the power of historical symbols as they investigate the 2015 controversy over the Confederate flag in South Carolina and then draw connections to the violence in Charlottesville.
Students define propaganda and practice an image-analysis activity on a piece of propaganda from Nazi Germany.
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 confront the enormity of the crimes committed during the Nanjing atrocities by listening to survivor testimony.
Students read fictional biographies of German citizens and make hypotheses about the citizens' voting choices in the Weimar elections.
Students use the “levers of power” framework to identify ways they can bring about positive change in their communities.
Students explore citizenship, power, and responsibility using the work of civic entrepreneur Eric Liu.