As teachers, we find it challenging to plan and manage high-quality group work in the classroom. Undeterred, we try to find ways to make it happen because we know that effective classroom group work makes differentiation easier and allows us to spot and tackle individual needs. We also try to make it happen because well-structured classroom activities are the only way we can teach young people the skills they need to work successfully with others. It follows that, if we can equip young people with these skills in school, they will take those skills out into the world and stand a better chance of becoming successful employees, entrepreneurs, partners and community members.

Currently there is a gap between what students at the secondary and post-secondary levels are learning about human rights violations, and what is being done to stop them. Many humanities’ classes and curricula have genocide and human rights as a unit, but assess their students using traditional assessments.