Address today's global challenges with lesson plans focused on current events including the refugee crisis and contemporary antisemitism.
In the second step of the Facing History Scope and Sequence, students examine the ways that humans so often create “in” groups and “out” groups and the consequences of creating those groups. Who are “we”? Who are “they”? The answers to these questions can have profound consequences, because they define who belongs and who does not.
The resources on this page examine this behavior and explore how and why important ideas about human similarities and differences—such as race, religion, and nation—have greatly influenced the way many societies have defined their membership in the past several centuries.
Address today's global challenges with lesson plans focused on current events including the refugee crisis and contemporary antisemitism.
These resources offer sensitive entry points to confront troubling violence, bigotry and hate, including terrorism, genocide, and attacks on human rights.
There are more than 250 million migrants around the world, including more than 65 million refugees. Explore the policies, debates and human stories of immigration around the world.
Use these classroom and remote learning resources with your students to understand the past and present of racial inequities in the United States and the ongoing struggle for justice today.
Help students become informed and effective civic participants in today's digital landscape. This unit is designed to develop students' critical thinking, news literacy, civic engagement, and social-emotional skills and competencies.
Designed for students in the United Kingdom, these lessons foster the critical thinking, mutual respect, and toleration necessary to bring about a more humane society.
Use this unit to transform how you teach J.B. Priestley's play and support your students in becoming effective writers, critical thinkers, and socially responsible citizens, who excel in their GCSEs.
Use our online unit to lead students through a study of the Holocaust that asks what this history can teach us about the power and impact of choices.
Students consider the lessons we can learn from Act One of the play, before adopting the perspectives of characters in both drama tasks and written tasks.
Students develop their understanding of the character Gerald, exploring the differences between his treatment of Eva/Daisy and Sheila, whilst reflecting on Edwardian gender expectations.
Students use an excerpt from Sarfraz Manzoor memoir to reflect on identity, belonging, and wanting to feel invisible.
Students work together to create a contract with the aim of developing a reflective classroom community, which is conducive to learning and sharing.