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Take part in our learning community by exploring our wide array of resources. From compelling curriculum, to easy-to-apply teaching strategies, and engaging professional development events, we offer everything you need to transform the classroom experience.
Facing History’s unique approach combines adaptable teaching materials, professional learning, and ongoing support to equip teachers with the tools and practices they need to help students fully engage in their learning. Our continuously growing collection of resources are designed to promote academic rigor, social-emotional learning, and create connections between the complexities of history and today.
![Students in library working on computers](/sites/default/files/styles/scale_480/public/2022-06/NewEngliand_Classroom_2017_FH256215.jpg?itok=p4JAMIWN)
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Common Core Writing Prompts and Strategies: Civil Rights Historical Investigation
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This resource connects our Civil Rights Historical Investigations unit with writing prompts that align with the expectations of the Common Core State Standards.
![Common Core: Civil Rights Cover](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-03/CommonCoreCivilRights_cvr.png?h=88ddef7e&itok=4J-1TEKp)
Crimes Against Humanity and Civilization: The Genocide of the Armenians
This resource examines the choices that individuals, groups, and nations made before, during, and after the Armenian Genocide.
![Crimes Against Humanity and Civilization: The Genocide of the Armenians](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/new_Armenian_cover_front.jpg?h=fa720663&itok=25mTeLOp)
Examining the Holocaust and Human Behavior: 18-week Curriculum Outline
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Recommended for 8th and 10th grade, this outline provides an instructional pathway for middle school educators teaching the Holocaust.
Speaker Visit Checklist
This checklist provides guidance for thoughtfully hosting a witness-to-history guest speaker in your classroom.
The Nanjing Atrocities Timeline
A timeline of selected dates and events that align with the content explored in our resources on the Nanjing atrocities.
![Map of the Japanese Empire from 1870 to 1942.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/2014_JapaneseEmpireBuilding%281870-1942%29_FH135144.jpg?h=839b72c3&itok=fNfM1gRh)
Timeline of Events in China
This is a timeline of selected dates and events that align with the content explored in Facing History & Ourselves’ The Nanjing Atrocities: Crimes of War.
![The Nanjing Atrocities: Crimes of War](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/2022_NanjingHeaderImage%28cropped%29_FH2176175.jpg?h=24b0ebb3&itok=JcgyRENb)
Timeline of Events in Japan
This is a timeline of selected dates and events that align with the content explored in Facing History & Ourselves’ The Nanjing Atrocities: Crimes of War.
![The Nanjing Atrocities: Crimes of War](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/2022_NanjingHeaderImage%28cropped%29_FH2176175.jpg?h=24b0ebb3&itok=JcgyRENb)
White Nationalism
This Explainer is intended to describe key characteristics of the white nationalist ideology and clarify some of the terms surrounding it. It is important to note that many of the beliefs described here are based on false and dangerous assumptions.
![Overhead image of candlelight vigil.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/Candlelight_Vigil_Medium_res.jpg?h=c9f93661&itok=8VNp3isr)
Glenn Ligon, Untitled - Four Etchings [A]
In this white on black etching, Glenn Ligon repeats "I do not always feel colored," a phrase from Zora Neale Hurston's essay "How It Feels to Be Colored Me."
![Black ink etching on white paper with the words "I do not always feel colored" written repeatedly. The ink gets smudged and illegible toward the end](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/D11335_Medium_res.jpg?h=38731381&itok=Jh7iUy6T)
Why MLK Encouraged 225,000 Chicago Kids to Cut Class in 1963
Learn about the 1963 Chicago Public School Boycott, when students demanded better schools for black neighborhoods and equal opportunity for all.
![Crowd fills LaSalle Street between City Hall and building housing Board of Education as hundreds of demonstrators marched in Chicago on Oct. 22, 1963 following a one-day boycott of public schools.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Democracy_1963_AfricanAmericanIntegrationAntiSchoolBoycott1963IL_FH2169828.jpg?h=12de4a96&itok=CAfhRaQg)
Glenn Ligon, Untitled - Four Etchings [B]
This black-on-white etching quotes Zora Neale Hurston's essay "How It Feels to be Colored Me."
![A black ink etching on white paper with the words, "I feel most colored when I am thrown against a sharp white background" repeatedly printed. The words smudge and get blacker at the end](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/D11336_Medium_res.jpg?h=a6843db5&itok=YsJY4iEp)
Glenn Ligon, Untitled - Four Etchings [C]
In this black-on-black etching, Glenn Ligon uses Ralph Ellison's quote from the prologue of his novel, Invisible Man (1952): "I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me. Like the bodiless heads you see sometimes in circus side-shows, it is as though I have been surrounded by mirrors of hard, distorting glass. When they approach me they see only themselves, or figments of their imagina-"
![Black on Black etching that says, "“I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids—and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me.”](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/D11337_Medium_res_0.jpg?h=c978a40d&itok=rRnW4TXY)