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Students both respond to and design Holocaust memorials as they consider the impact that memorials and monuments have on the way we think about history.
Students consider their own agency in creating their identities through choices made about who we are and how we present ourselves.
Students analyze a cartoon and a short video that prompt reflection on the ways we use labels, stereotypes, and assumptions to identify each other.
Students begin to explore the concept of identity by considering how our names represent who we are and reflect our relationship to society.
Students develop a contract establishing a reflective classroom community in preparation for their exploration of this unit's historical case study.
Students learn about the vibrant culture and diversity of Jewish life in Europe before the war and antisemitism's role in diminishing this richness.
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 contemplate the role of music in social movements by learning about The Staple Singers and analyzing the messages in one of their songs.