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.
Authoring Identity
This informational text introduces students to the concept of narrative identity. It includes instructions for annotating, a note-taking table, and connection questions.
We also have an adapted version of this reading designed for English Learners and readers who benefit from scaffolding.
![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)
Authoring Identity (Adapted Version)
Adapted for English Learners and readers who benefit from scaffolding, this informational text introduces students to the concept of narrative identity. It includes simplified text, definitions, and reflection questions with sentence stems
![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)
Understanding Implicit Bias: What Educators Should Know
This article, written by Cheryl Staats, was originally published in American Educator.
![Men writing at a table.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/2019_ScreenShot2018_08_09at15_13_22_FH2100211.png?h=d3a16885&itok=YEWq50Jy)
Exploring the Concept of Identity
This informational text introduces students to the relationship between social identity and personal identity. It includes instructions for annotating, a sketching activity, and connection questions.
We also have an adapted version of this reading designed for English Learners and readers who benefit from scaffolding.
![Preview of Exploring the Concept of Identity handout](/sites/default/files/styles/dynamic_stack_296_1x/public/2024-03/ExploringConceptofIdentityTeaser.png?h=d3d13267&itok=BPu-uVY3)
Exploring the Concept of Identity (Adapted Version)
Adapted for English Learners and readers who benefit from scaffolding, this informational text introduces students to the relationship between social identity and personal identity. It includes simplified text, definitions, and reflection questions with sentence stems.
![Student storytelling in a classroom.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/San%20Francisco_Classroom_2017_FH152797.jpg?h=119335f7&itok=KFfy5naO)
AJ from Washington, DC
In this personal narrative, a young adult shares their story, including their experience with gender identity and sexual orientation.
![AJ from Washington DC portait photo.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/AJ_from_Washington_DC_graphic.jpg?h=6a7524e0&itok=gy_GGerc)
Advice for German-Occupied Nations
This list of tips for “the occupied” distributed by a French citizen during World War II provides a window into what it was like to live in a Nazi-occupied country.
![Palais Garnier, Paris' opera house, in 1941 covered in Nazi flags during the Nazi occupation of France.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_1941_ParisOperaHouse_%20FH28529.jpg?h=5374600f&itok=f9fQ52wY)
The Battle for Western Europe
Get an overview of the Nazis’ occupation of France and its advances into Western Europe during World War II.
![German troops parade past the Arc de Triomphe in Paris after they occupied the city in June 1940.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_1940_GermanTroopsInParis_%20FH229463.jpg?h=dfc3751c&itok=56pgPzNq)
Bystanders at Hartheim Castle
Consider why the residents of Hartheim kept silent about the evidence of mass murder they witnessed in their town throughout World War II.
![Jews wearing Star of David badges in the Lódz ghetto. Established in 1940, the Germans crowded 160,000 Jews from the Polish city, more than a third of its population, into the ghetto.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_1940_JewsInTheLodzGhetto_%20FH229466.jpg?h=afb0b43a&itok=_7RMUlTN)
Colonizing Poland
Learn about the Nazis’ plan to rearrange the population of Poland, which resulted in the displacement of more than a million ethnic Poles and Jews.
![An exhibit at a Berlin school persuades Germans to help colonize the Warthegau area of Poland. The exhibit says “The land calls you!,” and the painting shows a settler’s car passing by a Polish border sign that has been knocked down.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_ExhibitGermanysColonizationPoland_%20FH229464.jpg?h=83b6248d&itok=71GQUBqx)
“Cultural Missionaries”
Consider what German citizens thought of Hitler's plan to colonize Poland through these reflections from a member of the League of German Girls and two German soldiers.
![After Germany conquered the Warthegau region of Poland, members of the League of German Girls moved there to help colonize and spread German culture.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/Holocaust_LeagueGermanGirlsWarthegau_%20FH229470.jpg?h=ba88677a&itok=tJvIvSBu)