Students analyze Martin Luther King Jr.'s final speech and consider how they can respond to King's challenge to create a more just world.
Students analyze Martin Luther King Jr.'s final speech and consider how they can respond to King's challenge to create a more just world.
Students define confirmation bias and examine why people sometimes maintain their beliefs in the face of information that contradicts their understanding.
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 consider how US history books, films, and other works of popular culture have misrepresented the history of the Reconstruction era. t
Students view a short film about a third-generation descendant of Holocaust survivors and explore the questions it raises about obligation, memory, and family.
By comparing multiple versions of the Universal Declaration of Human Rights, students gain insight into the motives of those who crafted it.
Students explore the historical basis for the modern human rights movement by examining the codes of ancient societies.
Students examine the pressures on European Jews as they moved away from the shtetls to larger urban centers at end of the nineteenth century.
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.