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How did the 1932–1933 Holodomor affect individuals and communities in Ukraine?

How did the 1932–1933 Holodomor affect individuals and communities in Ukraine?

In this lesson, students identify significant direct and indirect consequences of the Holodomor. This resource is part of the collection Teaching and Learning About Human Rights Atrocities and Genocide: The Holodomor in Ukraine.
Subjects: Social Studies, History
Grades: 6, 7, 8, 9
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Individual membership

Individual membership

The annual Individual membership fee entitles educators to discounts on print and online products and free access to protected resources on the TC² website.
Regular Price: $50.00
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Who should receive the credit?

Who should receive the credit?

Students review background information (accessed online) about the start of the Klondike Gold Rush. Students then examine primary and secondary source documents to look for evidence of the contributions made by three individuals in the discovery of gold in the Klondike and to determine the credit ea…
Subjects: Social Studies, History
Grades: 7, 8, 9
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Learning to Inquire in Social Studies: An Anthology for Elementary Teachers

Learning to Inquire in Social Studies: An Anthology for Elementary Teachers

A favoured choice for post-secondary course instructors and their students for over 25 years. Now in its fourth edition, Learning to Inquire in Social Studies: An Anthology for Elementary Teachers brings together the work of prominent education scholars and the experiences of highly regarded teac…
Subjects: Social Studies
Grades: K, 1, 2, 3, 4, 5, 6
Format: Print
Alternate Format: e-Book
Regular Price: $69.95
Format: Print
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I Can Make A Difference

I Can Make A Difference

Using critical thinking challenges, support your students in undertaking responsible "social" action in the home, at school and in the broader community.
Subjects: Social Studies
Grades: K, 1, 2, 3
Regular Price: $27.95
Format: Print
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Important learning needs

Important learning needs

Students think about their own early learning experiences as they listen to the story Franklin Goes to School. Students then develop and sort (by importance) a list of needs associated with the right to learn, and they select and draw a picture of the need that is most important for learning.
Subjects: English/Language Arts, Social Studies
Grades: K, 1, 2, 3
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