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.
Amin Maalouf Histoires d’Identité
Amin Maalouf, écrivain et auteur français, parle du besoin de trouver de nouvelles façons de penser l'identité.
![A student reads a handout in the classroom.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/UK_ClassroomImage_2019_FH2117918.jpg?h=79583b4d&itok=p7P8_T0w)
Métis
The term Métis describes descendants of both Europeans and First Nations people (the Canadian government did not formally recognize the term until the Constitution Act of 1982).
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
The Invention of the “Indian”
One of the first acts of the European colonization of the Americas was an act of naming or, more accurately, misnaming.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Colonization
When the European powers set their sights on North America, some three hundred years after the so-called discovery of the continent (which for them was the “New World”), it became a location for French and British settlements.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Colonial Power Struggle
War and political changes also contributed to the destruction of indigenous ways, livelihoods, and physical existence.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Le journal de Peter Feigl sur la vie au Chambon-sur-Lignon, janvier 1943
Extrait du journal de Peter Feigl de janvier 1943, dans lequel il décrit son arrivée et sa vie à Chambon-sur-Lignon.
Univers d’obligation
Réfléchir à la façon dont les individus, communautés et nations décident qui a des droits dignes de respect et de protection avec cette introduction au concept de « l'univers d'obligation ».
![Integrated classroom listening to lecture.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/Integrated_Classroom_at_Anacostia_High_School_Washington_DC.jpg?h=84d4f253&itok=A77sd2zj)
La chance de la morale et les dilemmes du jugement
Réfléchissez aux défis posés par les jugements moraux sur les actions des acteurs du passé.
![The city of Nuremberg with a building in ruins, 1945.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Ch10_Image02_Medium_res.jpg?h=5ec9f416&itok=jXQ5gMYm)
Genre et identité
Lisez les réflexions personnelles d’une mère dont le jeune fils a remis en question ses hypothèses et ses attentes en matière d’identité de genre.
![Sample identity chart.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Sample%20Identity%20Chart.jpg?h=73950368&itok=I6qebs7v)
The Experience of Students
Aside from those who paid the highest price—their lives—many students suffered lifelong trauma, which has also been passed on to children and grandchildren.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
The Age of Rights?
The anti-colonial movement was growing stronger around the world, and with the adoption of the Universal Declaration of Human Rights in 1948 by the newly formed United Nations, many turned their attention to the rights of colonized people globally.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)
Gathering Anger
Responding with growing anger and assertiveness, indigenous activists rejected the idea of equal treatment before the law as simplistic at best. They argued that it was used to mask decades of accumulated material and political privileges for European Canadians acquired at the expense of Indigenous Peoples.
![Graphic from cover of "Stolen Lives: The Indigenous Peoples of Canada and the Indian Residential Schools."](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/SL_graphic5.png?h=bc3345c8&itok=_uc8CaVR)