bell hooks Taught Us to Transgress
Like many people of my generation who cut their teeth on the critical insights of bell hooks, news of her passing in December unleashed a wave of reflection for me about the ways she’s impacted me as a person and public scholar. Beyond the many moments of resonance I experienced while reading her writings over the years, her impact on me is most powerfully encapsulated in an experience I had in 2008 when I met her.
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.
Deep Dive into Black History: 12 Events + Resources for Educators
Below is a curated list of classroom resources and educator-relevant events available from Facing History’s peer and partner organizations across the education space this month and beyond.
How Stereotypes Affect Us and What We Can Do: An Introduction to Stereotype Threat
Facing History shares educator resources that explore the impact of stereotypes in many of the histories we study.
Dismantling Democracy (UK)
Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible.
Jewish History and Memory: Why Study the Past?
Students prepare for their study of the Holocaust by reflecting on the ways in which memory is an integral part of Jewish identity.
Exploring Identity (UK)
Students identify the social and cultural factors that help shape our identities by analysing a story and creating personal identity charts.
The Holocaust - Bearing Witness (UK)
Students are introduced to the enormity of the crimes committed during the Holocaust and look closely at stories of a few individuals who were targeted by Nazi brutality.
The Holocaust - The Range of Responses (UK)
Students deepen their examination of human behaviour during the Holocaust by analysing and discussing the range of choices available to individuals, groups, and nations.
How Should We Remember? (UK)
Students both respond to and design Holocaust memorials as they consider the impact that memorials and monuments have on the way we think about history.
Introducing the Unit (UK)
Students will come together as a community of learners to develop a contract that establishes a safe, but challenging environment in their classroom.