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.
California Grape Workers’ Strike: 1965–66
Students explore the first year of the Delano grape strike, when grape workers in California's San Joaquin Valley went on strike to demand higher wages and better work conditions.
![Dolores Huerta and others hold up "Huelga" signs as part of the grape strike.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/1965_GrapeStrikeDelanoCalifornia_FH2121754.jpg?h=ae158943&itok=JphiCAwe)
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)
Why Is the Coronavirus Disproportionately Impacting Black Americans?
Help students explore the underlying causes of racial inequity in coronavirus outcomes with the activities in this mini-lesson.
![Image for Racial Disparities during COVID.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/RacialDisparitiesCoronavirus_RTS38DBL_fullres_Medium_res.jpg?h=c9f93661&itok=5r5T8IDN)
Voting Rights in the United States
In this mini-lesson, students learn about the history of voting rights in the United States and consider how current voting laws in different states impact voters today.
![General Election 2016, Voters in NY](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Midterm_Elections_high-res_AP_17307716664453_.jpg?h=c6980913&itok=_2pZdXA_)
Dismantling Democracy (UK)
Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible.
![Germans look on as the Reichstag building burns on February 27, 1933.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_1933_ReichstagFire_%20FH229429.jpg?h=40d6a7d7&itok=PBcAxqXk)
Jewish History and Memory: Why Study the Past?
Students prepare for their study of the Holocaust by reflecting on the ways in which memory is an integral part of Jewish identity.
![Students sit in a classroom.](/sites/default/files/styles/dynamic_stack_296_1x/public/2023-01/San_Francisco_Classroom_2017_FH152836_0.jpeg?h=56d0ca2e&itok=WDArBFmq)
Exploring Identity (UK)
Students identify the social and cultural factors that help shape our identities by analysing a story and creating personal identity charts.
![Hands raised in the air by group of people](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_2016_GroupBelonging_FH229369.jpg?h=c9f93661&itok=O6H7UmzG)
The Holocaust - Bearing Witness (UK)
Students are introduced to the enormity of the crimes committed during the Holocaust and look closely at stories of a few individuals who were targeted by Nazi brutality.
![A crowd of women and children, some with Stars of David patches on their clothing.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Ch09_Image02.jpg?h=991b0af6&itok=WRPl5J8e)
The Holocaust - The Range of Responses (UK)
Students deepen their examination of human behaviour during the Holocaust by analysing and discussing the range of choices available to individuals, groups, and nations.
![Hans Scholl, Sophie Scholl, and Christoph Probst in June 1942.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_2016_WhiteRoseResistanceGroup_FH229473.jpg?h=dfc3751c&itok=BjXT-amv)
How Should We Remember? (UK)
Students both respond to and design Holocaust memorials as they consider the impact that memorials and monuments have on the way we think about history.
![In Kassel, Germany, artist Horst Hoheisel created a “counter-memorial” marking the site where a majestic fountain built by a Jewish citizen once stood; it had been destroyed by Nazis in 1939.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Ch11_image15_Medium_res.jpg?h=c6d0d1c4&itok=Gb3MH30L)
Introducing the Unit (UK)
Students will come together as a community of learners to develop a contract that establishes a safe, but challenging environment in their classroom.