Using Journals at the Beginning and End of a Lesson
In this classroom video, a high school history teacher uses journals with his students both at the beginning and end of a lesson on Reconstruction.
Race and Space
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Use these slides to help students examine the Nazi ideology of “race and space” and the role it played in Germany’s aggression toward other nations, groups, and individuals.
Responding to Difference
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Use these slides to help students explore a poem by James Berry about the ways we respond to difference and complete a creative assignment about their school or community.
The Rise of the Nazi Party
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Use these slides to help students examine how choices made by individuals and groups contributed to the rise of the Nazi Party in the 1920s and 1930s.
Single Stories
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Use these slides to help students examine the human behaviour of applying categories to people and things, gaining an understanding of 'single stories' and stereotypes.
Speaking Up and Speaking Out
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Use these slides to help students analyse a spoken word poem about bullying and consider how they might use their voices to call attention to injustice in their schools or communities.
Standing Up to Hatred on Cable Street
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Use these slides to help students study the Battle of Cable Street in London by examining testimonies of individuals who demonstrated against fascist leader Oswald Mosley.
Building a Classroom Community
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Use these slides to help students work together to create a contract, with the aim of developing a reflective classroom community.
Act One Review
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Use these slides to help students consider the lessons we can learn from Act One of the play, before adopting the perspectives of a character for a piece of writing.
Analysing Gerald’s Character
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Use these slides to help students develop their understanding of the character Gerald, exploring the differences between his treatment of Eva/Daisy and Sheila, whilst reflecting on Edwardian gender expectations.
Bearing Witness to Eva Smith
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Use these slides to help students assess Priestley’s portrayal of Eva Smith, and consider the symbolism of Priestley’s decision to create a character who only appears in the narrative second-hand.