Resource Library
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.
We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.
![A group of high school students sit at desks in conversation.](/sites/default/files/styles/scale_480/public/2023-10/AdobeStock_254378868.jpg?itok=f6YAphey)
Introducing Our US History Curriculum Collection
Draw from this flexible curriculum collection as you plan any middle or high school US history course. Featuring units, C3-style inquiries, and case studies, the collection will help you explore themes of democracy and freedom with your students throughout the year.
10 Questions for the Future: Student Action Project
Students create a plan for enacting change on an issue that they are most passionate about using the 10 Questions Framework.
![Person holding a sign at a Global climate change strike](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2019_FightTodayforaBetterTomorrow_FH2172888.jpg?h=f2fcf546&itok=4kvosPLx)
10 Questions for the Past: The 1963 Chicago Public Schools Boycott
Students explore the strategies, risks, and historical significance of the 1963 Chicago school boycott, while also considering bigger-picture questions about social progress.
![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)
10 Questions for the Present: Parkland Student Activism
Students identify strategies and tools that Parkland students have used to influence Americans to take action to reduce gun violence.
![Millbrook High School students demonstrate against gun violence outside their school in Frederick County, Va., Wednesday, Feb. 21, 2018, following a school shooting in which over a dozen people were killed at Marjory Stoneman Douglas High School in Parkland, Fla., one week ago. (Jeff Taylor/The Winchester Star via AP)](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Democracy_2018_StudentProtestAfterParkland_FH289815.jpg?h=ffeece36&itok=XUEFh1qx)
Getting to Know the 10 Questions
Students begin thinking about civic engagement in terms of their own passions and identities as they are introduced to the 10 Questions Framework.
![High school students participate in class.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2017_DrewBirdVisualStoryteller_FH152738.jpg?h=f2fcf546&itok=WOzD1gqb)
Enacting Freedom
Students consider what it means to be free by learning about the choices and aspirations of freedpeople immediately after Emancipation.
![Black students standing outside in front of a clapboard school house](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Civil_Rights_1900_The_School_at_Pinehurst_Summerville_SC_FH2174932.jpg?h=539e276e&itok=BkLqdaXv)
Telling Our Histories
Students connect themes from the film to Chimamanda Ngozi Adichie's concept of “single stories," and then consider what it would take to tell more equitable and accurate narratives.
![View of people on a city street.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2016_TellingOurHistories_card_FH2173875.jpg?h=ac1fc4d9&itok=2zsh7JUC)
Watching Who Will Write Our History
Students view the film, analyze a primary source from the Oyneg Shabes archive, and consider why it matters who tells the stories of the Jews in the Warsaw Ghetto.
![A man rolling up a scroll.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2022_ScreenShot2022-06-10at10.11.31AM_FH2174132.jpg?h=ae1281eb&itok=llfRTLHU)
Reflecting on Statues and the UK’s Colonial Past
This lesson provides students with an opportunity to reflect on the relationship between statues and the UK’s colonial past.
![BLM protest image in Norwich](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Black_Lives_Matter_Norwich_%2850081199172%29_for_Web_or_Office_Use.jpg?h=c9f93661&itok=24wTr26v)
The Power of Names
Students begin their study of Reconstruction by examining the relationship between the individual and society through an exploration of names.
![Survivors of slavery observe Juneteenth in hats, canes, and bonnets inAustin, TX](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Civic_Engagement_1900_Emancipation_Day_Celebration_FH21310.jpg?h=cb77d5da&itok=zICD1mG2)
Seeking Justice: George Floyd’s Death and Structural Racism in the UK
This lesson provides students with an opportunity to reflect on the murder of George Floyd, the anti-racist protests in the UK, and the origins of systemic racism.
![Crowd protesting after George Floyd.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/GeorgeFloyd_2BWD3NW_Medium_res.jpg?h=c9f93661&itok=xdJ4wjJ4)
#IfTheyGunnedMeDown
Students explore the potential negative impact of images through the social media protest #IfTheyGunnedMeDown and develop a decision-making process for choosing imagery to represent controversial events.
![National President of Black Lawyers for Justice, carries a picture of Michael Brown as he leads demonstrators on a march.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2014_CurfewSetAfterViolentProtestsFlareAmidOverMichaelBrownShooting_FH2173438.jpg?h=24afd704&itok=E8IzzWCR)