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 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)
The Targeting of Uighur Muslims in China
Help students understand the Chinese government’s violations of Uighur people’s human rights, hear the voice of a young Uighur woman, and consider the international community's response.
![Two ethnic Uighur women pass Chinese paramilitary policemen](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/GettyImages-89015108.jpg?h=271dca7e&itok=dfBOIEgW)
Teaching in the Wake of Violence
This mini-lesson contains strategies and activities for supporting your students in the aftermath of violent events targeted at people because of their identities.
![Closeup of people holding candle vigil in darkness expressing and seeking hope](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-07/WakeofViolence_iStock-613779172_full-res.jpg?h=c6980913&itok=IwqBTY_v)
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)
Introducing and Dissecting the Writing Prompt
Students begin to understand and stake out a preliminary position in response to the assessment writing prompt.
![Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/111_Bully_Summit%2C_2012%2C_LA%2C_116.jpg?h=265e640d&itok=TnPmRLpp)
Introducing Evidence Logs
After learning about the Armenian Genocide, students reflect on the writing prompt a second time by adding a historical lense.
![Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA.](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-08/LosAngeles_Summit_2012_FH116200.jpeg?h=4997dc06&itok=1Eg7FyQv)
Adding to Evidence Logs, 1 of 4
Students incorporate new evidence from the history of the Weimar era into the position they are developing.
![Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/111_Bully_Summit%2C_2012%2C_LA%2C_116.jpg?h=265e640d&itok=TnPmRLpp)
Adding to Evidence Logs, 2 of 4
Students consider how what they've learned about the rise of the Nazi Party influences their thinking about the essay prompt and practice making inferences.
![Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/111_Bully_Summit%2C_2012%2C_LA%2C_116.jpg?h=265e640d&itok=TnPmRLpp)
Adding to Evidence Logs, 3 of 4
Students review the documents and videos from previous lessons and consider what information supports, expands, or challenges their thinking about the essay.
![Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/111_Bully_Summit%2C_2012%2C_LA%2C_116.jpg?h=265e640d&itok=TnPmRLpp)
Adding to Evidence Logs, 4 of 4
Students reflect on, gather evidence for, and discuss the unit writing prompt in its entirety.
![Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/111_Bully_Summit%2C_2012%2C_LA%2C_116.jpg?h=265e640d&itok=TnPmRLpp)
Refining the Thesis and Finalizing Evidence Logs
Students reflect on the unit as a whole and begin to write a strong thesis statement for their essay.
![Facing History and Ourselves Bullying Summit September 29th 2012 in Los Angeles CA](/sites/default/files/styles/dynamic_stack_296_1x/public/2022-06/111_Bully_Summit%2C_2012%2C_LA%2C_116.jpg?h=265e640d&itok=TnPmRLpp)