We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.
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.
How Do Borders Shape Belonging? | Introductory Lesson
In this lesson, students will expand their understanding of borders and consider the ways in which borders can impact how individuals and groups experience belonging in the world.
What Does It Mean to Come of Age? | Introductory Lesson
Students build a schema for the resources they’ll encounter in the Coming of Age collection by exploring what it means to “come of age” in the world today.
Expressing Diversity in Jewish Identity: Blending In and Standing Out
This two-day lesson uses the story of Purim as a frame to examine how Jews have preserved and protected their identities and culture in dominant societies by choosing when to blend in and when to stand out.
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.
Students explore the costs and benefits of sharing aspects of their identities, discuss an informational text about “narrative identity,” and apply these concepts to their own lives in an original poem.
Students reflect on how aspects of their identities are more visible or felt in certain situations and read an informational text to help them consider the interplay between individual identity and social identity.
Students connect themes from the film to Chimamanda Ngozi Adichie's concept of “single stories," and then consider what it would take to tell more equitable and accurate narratives.
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.
Students read and discuss personal narrative essays and consider what factors can make it challenging for young people to be who they really want to be in the world.
Students learn about a project, created by two young adults, that engaged people across the country in conversations about race, identity, and culture. Then they start to envision what sharing their own stories can look, sound, and feel like.