Students develop a contract establishing a reflective classroom community in preparation for their exploration of this unit's historical case study.
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 analyse four rights in the UDHR and decide whether they are universal and enjoyed by all in the world today.
Students look at evidence of the changing demographics of the United States and analyze what it suggests about the complexity of the country’s national identity.
Students learn about the 1968 Memphis sanitation workers’ strike and reflect on the the relationship between identity, dignity, and community membership.
Students use the ideas of W.E.B Du Bois and historian David Kennedy to explore their own Jewish identities and consider how they coexist with their identities as Americans.
Students establish a safe space for holding sensitive conversations, before introducing the events surrounding Ferguson, by acknowledging people's complicated feelings about race and creating a classroom contract.
Students use the historical case study of the Bristol Bus Boycott to examine strategies for bringing about change in our communities.
Students analyse the Battle of Cable Street Mural and reflect on the role of public art to commemorate, educate, and build community.
Enable students to use their experiences as fans or members of a team to explore contemporary antisemitism in British football clubs.
Students explore the intertwined personal stories of Jewish refugees who attempted to flee to the United States and the American rescuers who intervened on their behalf.