Monuments to Japanese American Incarceration
Students analyze monuments to Japanese American incarceration and consider the purpose and emotional impact of these monuments.
Words Matter: Listening to Survivors about Language for Describing Japanese American Incarceration
Students contrast the language that the US government used to describe Japanese incarceration in the 1940s with the language recommended by contemporary survivors’ groups.
Challenging Racial and Religious Hatred in the Classroom
A look at recent teacher training sessions to support teachers in discussing racial and religious hatred in the classroom.
New Teaching Resources for They Called Us Enemy and Author Event with George Takei
Participating in our All Community Read? Our recommended resources can support you and your school as you learn about Japanese American incarceration.
Staging the Compelling Question
Students are introduced to the compelling question by annotating the question and completing an anticipation guide about educational justice.
After Eric Garner: One School’s Courageous Conversation
Teacher Dr. Steven Becton reflects on how educators can have difficult conversations with their students after polarizing situations in our society.
The Myth of a Post-Racial Society After the Obama Presidency
Barack Obama's legacy as the first Black president of the US was shaped in part by the politics, race relations, and legacy of the Reconstruction era.
Why Just Mercy Matters
The film Just Mercy can offer invaluable insights to students in unpacking the harsh realities of the justice systems.
The Meaning of Home
In this lesson, students reflect on notable quotes about home and watch Pico Iyer’s TED Talk to examine and build on their understanding of home.
Why I Marched for Civil Rights at 15 with Martin Luther King, Jr
Lynda Blackmon Lowery shares her experiences marching for civil rights with Dr. Martin Luther King, Jr. from Montgomery to Selma in 1965.
Staging the Compelling Question: Japanese American Incarceration During WWII
Students are introduced to the compelling question for the inquiry.
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