Facing History and Ourselves
How Should We Remember?
We must remember the past in order to avoid its mistakes. Young historians analyze the importance of historical remembrance using primary and secondary documents, as well as video clips. They then study the creation of a World War II...
Facing History and Ourselves
Kristallnacht: Decision-Making in Times of Injustice
Have you ever been singled out in a crowd before? Pupils investigate and analyze the events of the Holocaust. They dive into the life of a middle school student, as well as the diary entries of those in Kristallnacht during World War II.
Facing History and Ourselves
Decision-Making: Introduction to the Unit
Make your classroom a supportive and communicative place to be before beginning a unit on the Holocaust. Working together as a class, learners reflect on their previous experiences of classroom discussions before establishing a...
Facing History and Ourselves
Fishbowl Discussion
Filter young teenagers' opinions and perspectives with a classic fishbowl discussion. Given any topic relevant to your curriculum, a group of class members engage in discussion for their peers to observe.
Facing History and Ourselves
Socratic Seminar
New to the socratic seminar format? Check out a resource that not only provides the rationale for the procedure and step-by-step directions, but also provides a list of suggested topics, rules and model statements.
Facing History and Ourselves
Choosing to Participate Posters
"A poster exhibit to encourage dialogue, engagement, respect, and participation in our communities..." This is a set of attractive posters that reference influential historical figures, such as George Washington and Albert Einstein, and...
Facing History and Ourselves
Tactics of Nonviolence
Learners analyze the direct action tactics of nonviolence. As a class, they distinguish between a strategy and a tactic and identify tactics used during the civil rights movement. They relate these tactics and how they might be used to...
Facing History and Ourselves
Eyes on the Prize Lesson 1: The Philosophy of Nonviolence
Students explore the concept of nonviolent demonstration. In this Civil Rights Movement activity, students investigate examples of injustice and discuss the philosophy of nonviolence fueled by leaders of the movement. Students apply...
Facing History and Ourselves
Identity and Belonging
High schoolers examine World War I war crimes. For this world history activity, students examine a painting by Ashile Gorky, a refugee from the Armenian genocide. High schoolers interpret the piece of art and discuss its historical...
Facing History and Ourselves
Exploring Raphael Lemkin's Actions: The Invention of the Word "Genocide"
Learners examine the contributions of Raphael Lemkin. For this genocide activity, students consider how Lemkin defined the atrocities of the Holocaust as he coined the term "genocide." Learners discuss the definition of genocide as well...
Facing History and Ourselves
We and They, the Armenians in the Ottoman Empire
Learners examine World War I war crimes. For this world history instructional activity, students use primary and secondary sources to research and understand the action taken by the United States during the Armenian Genocide. Learners...
Facing History and Ourselves
Emmett Till: Choosing to Remember
Mamie Till, the mother of Emmett Till and civil rights activist, believed that her son's murder was the last straw before public outrage over racial injustice spilled over into the Civil Rights Movement of the 20th century. A history...
Facing History and Ourselves
What Aspects of Our Identities Do We Show to Others?
Sixth graders consider how they present their personal identities. In this character education lesson plan, 6th graders define themselves as they create masks that represent their personalities. Students share their masks and discuss...
Facing History and Ourselves
How Do Communities Define We and They?
Learners consider the categorization of people. For this community identity instructional activity, 6th graders examine community membership definitions and consider how those outside of the group view themselves. Learners analyze The...
Facing History and Ourselves
What Does It Mean to Belong?
After reading and analyzing The 'In' Group by Eve Shalen, sixth graders consider how the categorization of people results in exclusion, discrimination, and injustice.
Facing History and Ourselves
The Range of Choices
Learners examine crimes against human rights. In this world history instructional activity, high schoolers watch a segment of a video about the Armenian Genocide. Learners reflect on the crimes of the Ottoman government in classroom...
Facing History and Ourselves
What is Justice After Genocide?
Students explore the meaning and implications of genocide. In this human rights lesson, students investigate the Aremenian genocide that took place in Turkey and the subsequent trials of the leader of the genocide held by the Turkish...
Facing History and Ourselves
What is Community?
Sixth graders contrast communities with groups. In this community lesson plan, 6th graders read "What is Community?" and discuss attributes of communities that distinguish them from groups.
Facing History and Ourselves
American Responses to the Armenian Genocide
Young scholars examine World War I war crimes. In this world history instructional activity, learners use primary and secondary sources to research and understand the action taken by the United States during the Armenian Genocide. Young...
Facing History and Ourselves
Emmett Till: Examining the Choices People Made
The choices made by Roy Bryant and J.W. Millam, the men who murdered Emmett Till in 1955, are usually the ones people ponder when they examine the case. But other individuals made choices that contributed to the event and its subsequent...
Facing History and Ourselves
How Do Others Define Your Identity?
Sixth graders examine the relationship between the individual and society. In this World History lesson, learners read a book that discusses labels put on individuals. Students create a story board in relation to the book.
Facing History and Ourselves
What Makes Memphis a Community?
Sixth graders explore the community identity of Memphis, Tennessee. After examining primary and secondary sources, class members describe the city and its attributes that make it a unique community.
Facing History and Ourselves
How Do Rules and Traditions Shape Communities?
Sixth graders explore the concepts of laws and customs in a community, examining the reasoning behind rules. Then then collaborate to write their own classroom code of conduct.
Facing History and Ourselves
What Shapes Your Identity?
Sixth graders explore their individual identities. In this personal identity lesson, 6th graders write biopoems using the provided template. Students share their poems and respond to the poetry shared.