Students create a tangible "toolbox" equipped with tools to help them make a difference in their community and world.
Students create a tangible "toolbox" equipped with tools to help them make a difference in their community and world.
Focusing on the crisis in Darfur, students examine what it means to pursue Lemkin’s mission to stop and prevent genocide in today's world.
Students examine why and how some government officials have refused to acknowledge the crimes against the Armenians as acts of genocide.
Students learn about the challenges Lemkin faced from the international legal community, including its lack of sufficient language to talk about crimes against humanity and civilization.
Students examine how Lemkin’s outrage over the crimes committed by the Ottoman Empire during World War I inspired him to take action.
Students are introduced to the Armenian Genocide and the concept of identity through the artwork of Arshile Gorsky, an Armenian American artist and refugee.
Students examine sources that shed light on the underlying causes of the outbreak of World War II in Asia.
Students explore the complexities of achieving justice in the aftermath of mass violence and atrocities as they learn about the Tokyo Trials.
Through a debating activity, students contemplate the United States' participation in nation building abroad. They will focus on the case study of Armenia after World War I.
After viewing the documentary film Regret to Inform, students examine the impact of the Vietnam War on the lives of war widows from all sides of the conflict.
Students place this ongoing crisis in historical context, view footage from a refugee camp, and reflect on survivor testimony.
By interpreting tapestries woven by Chilean women, students learn about protest, human rights, and civil society.