2363 Results
History
Holocaust and Human Behavior in the Classroom
Teachers at Animo Jackie Robinson Charter High School use our Holocaust and Human Behavior resource and journey of discovery about oneself and others ("Scope and Sequence") to help students think critically about history and make informed choices.
How Journalists Minimize Bias
Journalists discuss the idea of bias and explain the processes they follow to combat bias in their reporting.
From Reflection to Action: A Choosing to Participate Toolkit | For Educators in Canada
For educators in Canada, this guide contains activities, readings, lessons, and strategies to help you develop a meaningful civic education experience in your classroom.
Jewish Life before World War II
Historian Jeffrey Shandler describes Jewish life in Poland before World War II. Until 1933-1935 Polish Jews were not concerned by Europe’s changing political or social climate. Polish Jews believed they lived in post-war, not pre-war, Poland.
Religion in Colonial America: Trends, Regulations, and Beliefs
Learn about the religious landscape of colonial America to better understand religious freedom today.
Background on the Chicano Movement
Learn about the Chicano Movement of the 1960s and 1970s with this historical overview.
Student Demands from the East LA Walkouts
Explore excerpts from the demands of the mostly Latinx students who led a series of school walkouts in Los Angeles in 1968.
A Time of Crisis: The Sanitation Strike
Learn about the 1968 Memphis sanitation workers’ strike and Martin Luther King Jr.'s role in the strike and negotiations.
Introduction to the Jewish Partisans
Former Jewish partisans discuss the goals, challenges, and personal motives of the Jews who resisted the Germans.
Boston Educational Justice, 1945-1973
A timeline of significant dates and events of the fight for educational justice in Boston from 1945–1973.
Movements for Boston Educational Justice, 1972-1979
Teachers can use or adapt this timeline of movements for educational justice in Boston to provide students with additional context as they explore Supporting Question 3.