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Students use an excerpt from Sarfraz Manzoor memoir to reflect on identity, belonging, and wanting to feel invisible.
Students create a tangible "toolbox" equipped with tools to help them make a difference in their community and world.
Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.
Students explore the first year of the Delano grape strike, when grape workers in California's San Joaquin Valley went on strike to demand higher wages and better work conditions.
Students practice being thoughtful about fellow citizens' identities, values, and perspectives by reflecting on a video featuring voices of young people from across the United States.
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.
Students use the “levers of power” framework to identify ways they can bring about positive change in their communities.
Students explore the meaning of the Emmett Till case for the modern civil rights movement and its legacy today for both Americans and the rest of the world.
Students explore citizenship, power, and responsibility using the work of civic entrepreneur Eric Liu.
Students identify the responsibilities of citizen watchdogs, summarize strategies for combatting confirmation bias and responsibly consuming and sharing news and information, and complete a culminating essay.
Students define explicit, implicit, and confirmation bias, and examine why people sometimes maintain their beliefs in the face of contradictory information.