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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 reflect on Priestley’s portrayal of Eva Smith and consider the symbolism of having a character who only appears in the narrative second-hand.
Students confront the enormity of the crimes committed during the Nanjing atrocities by listening to survivor testimony.
Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.
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 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.
Students explore some of the causes and consequences of denying the Armenian Genocide and reflect on the role of public art to commemorate difficult histories.
Students use journaling and group discussion to respond to emotionally-challenging diary entries of a Jewish teenager confined in a Nazi ghetto.
Using a project-based learning approach, students produce a museum exhibition that displays the stories of different partisans.
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.