Students identify what good, productive, and meaningful conversations look and sound like through an interactive modeling activity.
Students identify what good, productive, and meaningful conversations look and sound like through an interactive modeling activity.
Students learn about important events that occurred during Priestley’s lifetime, completing a human timeline to understand their chronology, and are introduced to the concepts of socialism and capitalism.
Students finish reading the play and participate in a court trial to decide which character is the most responsible for the death of Eva Smith.
Through a close reading of diary entries, students consider the fear, denial, anxiety, sadness, and grief that individuals separated from loved ones during the Holocaust experienced.
Students learn about the obstacles to emigration during the Holocaust by reading about one family’s attempts to leave Nazi occupied Germany.
By comparing two personal accounts of escape from German-occupied Europe, students gain a deeper understanding of escape and the refugee experience during the Holocaust.
Through a close reading of diary entries, students consider how terror and intimidation shaped the experience of Jews living under German occupation.
Students compare the ways that three young people experienced and wrote about their emotional states in the face of Nazi oppression.
By reading diary entries of a girl living in the Łódź ghetto, students consider the effects of hunger and deprivation on the bodies, minds, and spirits of those who lived in ghettos.
Students reflect on how one young man drew on religion to understand the persecution he faced during the Holocaust.
Through a close reading of diary entries, students learn about the intellectual and cultural life of young people living in the Vilna ghetto during the Holocaust.
Through a close reading of diary entries, students learn about the spread of misinformation among Jews during the Holocaust caused by the Nazis’ control of information.