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.
The Weimar Republic
Students reflect on the idea of democracy as they analyze the politics, economics, and culture of Germany during the period of the Weimar Republic.
![A crowd of women standing in line at a polling station in the Weimar Republic in 1919, the first year women were allowed to vote.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-05/Ch04_Image12_Medium_res.jpg?h=7627bb82&itok=YljeUuli)
Youth and the National Community
Students learn about the experiences of people in Nazi Germany through a variety of firsthand accounts and identify the range of choices that they faced.
![A group of boys in Hitler Youth uniforms walk through a field](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Hitler_Youth_Hiking_FH229449.jpg?h=827069f2&itok=WJHEgqaR)
World War I and Its Aftermath in Germany
Students begin the unit's historical case study by exploring the brutal realities of World War I and the impact of the armistice and the Treaty of Versailles.
![photo of WWII soldiers walking on beach](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/HumanRights_1914_Germaninfantryonthebattlefield_FH249299.jpg?h=1fe31e6b&itok=AuQVRbED)
Introducing the Writing Prompt
In step 1 of the unit assessment, students develop an initial position for an argumentative essay in response to a question about the importance and impact of choices in history.
![Students write at their desks.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/Chicago_Classroom_2019_FH2101328.jpg?h=0f4230fa&itok=jx_VbaVP)
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)
Jewish Theological Dilemmas After the Holocaust
Students enter the conversation about the concept of “theodicy" through activities that allow them to explore the themes of faith and doubt after the Holocaust.
![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)
Analyzing and Creating Memorials
Students learn about several Holocaust memorials around the world in preparation to design their own memorial.
![The Memorial to the Murdered Jews of Europe, or Holocaust Memorial, is a memorial in Berlin, Germany to the Jewish victims of the Holocaust.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/HHB_Chapter_11_Medium_res.jpg?h=7fb2964e&itok=i4K2A5Oo)
Analyzing Nazi Propaganda
Students define propaganda and practice an image-analysis activity on a piece of propaganda from Nazi Germany.
![A crowd salutes Nazi Leader Adolf Hitler outside the Reich Chancellery in Berlin after a plebiscite, which gave Hitler absolute power as German Fuhrer. August 19, 1934.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_1934_SalutingHitler_FH229692.jpg?h=33252b2e&itok=wqtpArcL)
Understanding Universe of Obligation
Students are introduced to the concept of "universe of obligation" and prompted to illustrate circle of individuals who they feel a responsibility to care for and protect.
![Picture of universe of obligation drawn on a chalkboard.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-11/universe%20of%20obligation_2.jpg?h=c202cbf9&itok=OOQP5hk9)
Introducing Evidence Logs
In step 2 of the unit assessment, students start to gather evidence from historical sources that supports or challenges their initial thinking about the writing prompt.
![Two female students writing at their desk.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Two%20female%20students%20writing.jpg?h=b1a91ebe&itok=nXCXJ4i9)
Adding to Evidence Logs, 1 of 3
In step 3 of the unit assessment, students address the writing prompt in a journal reflection and start to evaluate the quality and relevance of the evidence they are gathering.
![Students writing on a paper.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/SL_190523_0789.jpg?h=c11c9c1d&itok=u07iF1Je)