In this classroom video, students create identity charts for different civil rights activists.
In this classroom video, a high school class prepares to read Elie Wiesel’s Night.
In this classroom video, students create identity charts about themselves as they prepare to write narrative essays.
In this classroom video, students learn how to create art to memorialize those lost in the Holocaust.
In this classroom video, an English language arts teacher introduces the idea of a “universe of obligation."
In this classroom video, students view, react to, and discuss first-person accounts of the Holocaust.
This classroom video shows the Think, Pair, Share strategy in action with high school students.
In this classroom video, students are introduced to the terminology of the roles individuals play (bystander, upstander, collaborator, victim, and perpetrator).
In this classroom video, middle school students acclimate to using journals during the first week of school.
In this classroom video, students read primary sources and discuss the roles that individuals have played in those historical cases.
In this classroom video, a teacher helps her students consider several first-person accounts of life in Weimar Germany.
In this classroom video, social studies teacher Jenna Forton uses journaling to open a lesson on the Plessy vs. Ferguson court case.
In this classroom video, a high school history teacher uses journals with his students both at the beginning and end of a lesson on Reconstruction.
In this classroom video, a high school history teacher leads a classroom discussion that explores the meaning of freedom to formerly enslaved people during the Reconstruction era.
In this classroom video, social studies teacher Jenna Forton teaches a lesson from the Choices in Little Rock unit
This classroom video shows a high school class using the Graffiti Board strategy as a brainstorming tool in preparation for their "Action Project."
In this classroom video, a high school history teacher facilitates a conversation with students about the legacy of the eugenics movement in the United States.
In this classroom video, students explore the nature of justice and how the unwritten rules of society can impact how laws are carried out.
In this classroom video, social studies teacher Tareeq Rasheed teaches the lesson “The First Day of School” from the Choices in Little Rock unit.
In this classroom video, students read about and discuss the Weimar Republic using primary source readings from Holocaust and Human Behavior.
In this classroom video, social studies teacher Tareeq Rasheed teaches the lesson “The Choices the Leaders Made (Part II)” from the Choices in Little Rock unit.
In this classroom video, a teacher leads a class through the contracting process and students discuss expectations and norms of how class members will treat each other.
This classroom video shows a high school class using the Gallery Walk strategy to consider images of monuments and memorials before embarking on an "Action Project."
In this classroom video, students participate in a Socratic seminar after reading Voices in the Dark, a first-person account of antisemitism experienced by a WWI veteran.
In this classroom video, the teacher uses the Two-Column Note-Taking strategy with his students to help them organize their thoughts and emotional responses as they listen to recorded survivor testimony.
In this classroom video, a high school history teacher uses the Big Paper teaching strategy as he shares primary source documents about the Reconstruction era with his students.
In this classroom video, explore how framing a lesson around the importance of memory using classroom discussion and journaling can prepare students to learn from survivors of the Holocaust and their descendants.
In this classroom video, a high school history teacher leads students in the construction of found poems based on their research about the eugenics movement in the early twentieth century in the United States.
In this classroom video, students participate in a Socratic seminar centered on the essential question, "How do our personal stories influence how we fight for justice?"
In this classroom video, social studies teacher Jenna Forton uses the Fishbowl teaching strategy to structure a class discussion about primary documents related to the Plessy vs. Ferguson case.
In this classroom video, students discuss the idea of “we and they.” They reflect on the snap judgements they make about others and consider how others might make quick calculations about them.
In this classroom video, a middle school teacher leads his class through the contracting process during the first week of school and students discuss expectations and norms of how class members will treat each other.
