Lessons
Who are Your People? Defining Jewish Peoplehood
State standards
Results
2014 Wyoming Social Studies Content and Performance Standards [See Full Text]
WY SS8.2.1
Compare and
contrast the ways various
groups (e.g., cliques, clubs,
ethnic communities, and
American Indian tribes)
meet human needs and
concerns (e.g., self-esteem,
friendship, and heritage)
and contribute to identity,
situations, and events.
WY SS12.2.1
Analyze and
evaluate the ways various
groups (e.g., social,
political, and cultural) meet
human needs and concerns
(e.g., individual needs and
common good) and
contribute to identity (e.g.,
group, national, and global),
situations, and events.
WY SS8.2.2
Examine and
evaluate how human
expression (e.g., language,
literature, arts, architecture,
traditions, beliefs, and
spirituality) contributes to
the development and
transmission of culture.
WY SS12.2.2
Analyze human
experience and cultural
expression (e.g., language,
literature, arts, traditions,
beliefs, spirituality, values,
and behavior) and illustrate
integrated views of a
specific culture.
WY SS8.2.3
Compare and
contrast the unique cultural
characteristics of various
groups within Wyoming
and the nation.
WY SS12.2.3
Evaluate how the
unique characteristics of
cultural groups have
contributed and continue to
influence Wyoming’s
history and contemporary
life (e.g., tribes, explorers,
early settlers, and
immigrants).
2018 Wisconsin Standards for Social Studies [See Full Text]
WI SS.BH1.b.m
Analyze how culture,
ethnicity, race, age, religiongender, and social class
affect a person's self-image
and identity and
interactions with others.
WI SS.BH2.a.h
Investigate how language
and culture can unify a
group of people.
Evaluate the factors that
contribute to cooperation
and conflict among peoples
of a country and the world
(e.g., language, religion,
culture, race, ethnicity,
gender, social or financial
inequity, political beliefs,
access to resources,
economics, environment).
2021 West Virginia Social Studies Curriculum Standards [See Full Text]
WV SS.G.16
Analyze ethnicity, nationalism and religion on regional cultures in a global society
(e.g., major world religions, various ethnic groups and rigidity of societal norms).
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS WH1.22
Compare and contrast the tenets of various belief systems that developed in ancient empires and how they spread, including Christianity, Islam, Buddhism, Judaism, Hinduism and Confucianism.
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS H2.6-8.1
Explain and analyze how individuals, movements, cultural and ethnic groups, and technology from past civilizations have shaped world history.
WA SS H2.9-10.2
Summarize how cultures and cultural and ethnic groups have shaped world history (1450-present).
2023 Virginia History and Social Studies Standards of Learning [See Full Text]
VA SS WG.14.a
identifying and describing characteristics that contribute to cultural identity, cultural groups, and cultural landscapes
VA SS WHI.2.c
describing the development of the Israelites and the origins, beliefs, traditions, customs, persecution, and spread of Judaism
VA SS WHII.1.b
describing the beliefs, sacred writings, traditions, customs, and growth of major religions including, but not limited to Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.His.3.6-8
Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
VT SS D2.His.3.9-12
Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
2022 Utah Core State Standards for Social Studies: Elementary [See Full Text]
UT SS 6.1.2
Throughout their study of world history, recognize the origins of major world religions (including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, Taoism). Evaluate the role religion played in the development of civilizations, colonization, imperialism, and independence movements.
UT SS 6.2.1
Summarize key tenets of the major world religions (including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, Taoism).
UT SS WG Standard 3.5
Students will explain how the basic tenets of world religions affect the daily lives of people.
UT SS WH Standard 2.1
Students will identify and explain patternsin the development and diffusion and syncretismof world religions and philosophies, including Judaism,Hinduism,Greek philosophy, Confucianism, Buddhism, Christianity, and Islam.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:GE:6:2.2
Describe how places and regions preserve culture, e.g., songs or traditions.
NH SS:GE:6:4.1
Recognize the demographic structure of a population and its underlying causes, e.g., birth rate, ethnic composition, or distribution of wealth.
NH SS:WH:6:3.1
Differentiate the spread of world religions, e.g., Judaism, Christianity, or Islam.
2018 Nevada Academic Content Standards for Social Studies [See Full Text]
NV SS.6-8.EWC.14.
Describe the factors that shape identity- including institutions, religion, language, social class, geography, culture, and society in ancient civilizations.
NV SS.6-8.EWC.16.
Investigate cultural developments within and across human societies with attention to belief systems, philosophies, ideologies, and the arts.
NV SS.6-8.EWC.19.
Analayze the ways in which dominant cultures oppressed conquered peoples or minority groups within early civilizations as well as the responses of those groups to the oppression.
NV SS.6-8.EWC.22.
Analyze the diversity of intellectual, cultural, religious, and artistic contributions of ancient civilizations.
NV SS.6-8.EWC.23.
Describe the different political, civil, religious, and economic organization of early civilizations.
NV SS.6-8.WGGS.14.
Describe factors that shape identity- including institutions, religion, language, social class, geography, culture, and society.
NV SS.9-12.WH.16.
Describe the factors that shape group, national, or individual identity, including but not limited to: institutions, relgion, language, social class, geography, culture, and society.
NV SS.9-12.WH.20.
Investigate the evolutions of belief systems, religions, philosophies, and ideologies across human societies.
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.2.8.HistoryUP.3.c
Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 6.19.
Identify how differences and similarities between diverse groups impact perspectives.
NM SS 6.21.
Explain how the treatment of people in ancient civilizations shaped group identities and cultures.
NM SS 6.41.
Identify and compare the movement of key religions and philosophies over time.
NM SS 9-12.WH.19.
Trace political, intellectual, religious, artistic, technological, economic, and social developments in historical periods as well as within individual societies.
NM SS 9-12.WH.33.
Investigate cultural and historical developments within societies with attention to belief systems, ideologies, the arts, science, and technology.
2016 New York Social Studies Framework [See Full Text]
NY SS 6.3b
Complex societies and civilizations share the common characteristics or religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow Rivery valley, the Indus Rivery valley, and the Nile River valley developed complex societies and civilizations.
NY SS 6.4
Comparative World Religions (ca. 2000 B.C.E. - ca. 630 C.E.): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems.
NY SS 9.2
Belief Systems: Rise and Impact: The emergence and spread of belief systems influenced and shaped the development of cultures, as well as their traditions and identities. Important similarities and differencves between these belief systems are found in their core beliefs, ethical codes, practices, and social relationships.
2021 North Carolina K-12 Social Studies Standards [See Full Text]
NC SS 6.H.1.1
Explain the role various events, people, and groups played in the rise, fall, and transformation of societies in Africa, Asia, Europe, and the Americas.
NC SS 6.H.1.2
Explain the enduring impact of the achievements of ancient civilizations in Africa, Asia, Europe, and the Americas in terms of the relevance of present-day society.
NC SS WH.C&G.1.4
Compare ways racial, ethnic, and religious groups around the world have demonstrated resistance and resilience to inequities, injustice, and restriction of freedoms, now and in the past.
NC SS WH.H.1.2
Explain the impact the experiences and achievements of individuals and groups from various indigenous, racial, ethnic, tribal, political, and religious backgrounds have had on historical events and current global issues.
NC SS WH.H.1.4
Distinguish the challenges indigenous peoples and ethnic and tribal groups around the world have experienced as a result of colonization, imperialism, and assimilation, now and in the past.
2019 North Dakota Social Studies Content Standards [See Full Text]
ND SS WH.6_12.2
Explain historical changes related to religions and ideologies.
ND SS SOC.6_12.1-2.D2.1
Define and provide examples of culture.
ND SS SOC.6_12.1-2.D2.2
Explain the relationship between culture and society.
ND SS SOC.6_12.1-2.D3.3
Explain the social construction of groups and their role in society.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 7GH.14.
Trade routes connecting Africa, Europe and Asia helped foster the spread of ideas, technology, goods and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) that impated the Eastern Hemisphere.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
OK SS 6.3.2.
Analyze how the characteristics of culture impact people and places.
OK SS 7.5.1.
Compare cultural traits of major cultural regions and explain how culture can change over time through the process of cultural diffusion.
OK SS 7.5.2.
Define and describe the legacy of the world's major cultural hearths on a region's ethnic heritage and history.
OK SS 7.5.3.
Examine major religions of the world, including their belief systems and influence on contemporary societies.
OK SS MWH.1.2.
Analyze the influence of religious, political, and philosophical ideas on society.
OK SS AWH.5.1.
Locate on a historical map of the Mediterranean, the kingdoms of the Hittites and ancient Israel.
OK SS AWH.5.2.
Trace the Biblical account of Hebrew migrations from Mesopotamia to Canaan and their later sojourn in Egypt, explaining the role of Abraham and Moses, as recorded in the Book of Exodus.
OK SS AWH.5.3.
Examine Judaism and its primary beliefs (e.g., monotheism, Ten Commandments, emphasis on ritual, individual worth and responsibility, adherence to moral obligations) and the role of the Hebrew sacred texts.
OK SS AWH.5.4.
Describe the Hebrew Bible's account of the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David's founding of Jerusalem in 1000 BC and the bulding of the first temple by Solomon.
OK SS AWH.5.5.
Examine the Assyrian and Babylonian conquests of Israel and Judah, the Babylonian Exile, the return to Israel, and the establishment of the Maccabean and Herodian dynasties.
OK SS S.2.1.
Describe culture and the components of culture, including norms and values, material and non-material culture, and explain the ways culture influences individuals.
OK SS S.2.2.
Explain the process of the social construction of the self and analyze how culture influences indidivuals, groups, an subcultures.
2024 Oregon Social Studies Standards [See Full Text]
OR SS 6/7.H.CH.3
Describe the key features and developments of independently formed civilizations and cultures between the Neolithic and 900 CE.
OR SS 6/7.H.CP.8
Compare the origins and developments of early world religions from the Neolithic to 1500 CE.
OR SS 6/7.H.CP.10
Compare and contrast the central tenets of cultural practices in Hinduism, Judaism, Buddhism, Taoism, Christianity, and Islam.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.4.6.
Identify and explain how individuals and groups made significant political and cultural contributions to world history.
PA SS 8.4.9.
Analyze the significance of individuals and groups who made major political and cultural contributions to world history before 1500.
PA SS 8.4.12.
Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450.
2022 Rhode Island Social Studies Standards [See Full Text]
RI SS6.1.2
Analyze the sources scholars use to study the past
RI SS6.2.1
Analyze the development of early humans and the characteristics of early human societies
RI SS6.2.3
Analyze the development of complex societies, their characteristics, and interacdtions with one another
RI SS6.6.1
argue the impacts of the five major world religions on the development of societies and cultures through time
RI SSHS.WHI.3.6
Argue the Roman Empire's influence on the spread of Judaism and the development of the Christian Religion
2019 South Carolina Social Studies College and Career Ready Standards [See Full Text]
SC SS 6.1.CX
Contextualize the origins and spread of major world religions and their enduring influence.
2023 South Dakota Social Studies Standards [See Full Text]
SD 6.SS.2.E
The student can identify elements that make up a person’s culture, including political culture.
SD 6.SS.4.D
The student explains the major cultural features, stories, and civil and religious contributions of the ancient Hebrews, including the origins and role of the Tanakh.
SD 6.SS.4.E
The student compares the monotheistic religion of the Hebrews to the traditional polytheism of the ancient world, including the belief in one god, the Decalogue, individual worth of each person, and equal moral obligations of each person regardless of class or authority.
SD SS 9-12.WH.2.E
The student explains the major historical events, cultural features, and stories of the ancient Hebrews, including the origins and role of the Tanakh.
SD SS 9-12.WH.2.F
The student compares the monotheistic religion of the Hebrews to the traditional polytheism of the ancient world, including the belief in one god, the Decalogue, individual worth of each person, and equal moral obligations of each person regardless of class or authority.
SD SS 9-12.WG.3.B
The student can identify elements that make up a person’s culture, including political culture.
2017 Tennessee Social Studies Standards [See Full Text]
TN SS 6.04
Identify and explain the importance of the following key characteristics of civilizations:
• Culture • Stable food supply • Government • Technology • Religion • Writing • Social structure
TN SS 6.22
Describe the origins and central features of Judaism:
• Key Person(s): Abraham, Moses
• Sacred Texts: The Tanakh (i.e., Hebrew Bible)
• Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
TN SS 7.35
Explain how the Crusades impacted Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact with cultures outside Europe.
TN SS AH.08
Describe the origins and central features of Judaism and its distinctions from other early
religious traditions:
• Key Person(s): Abraham, Moses
• Sacred Texts: The Tanakh (Hebrew Bible)
• Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and personal responsibility
TN SS AH.09
Describe the diffusion of Judaism, and analyze its religious, social, and legal contributions
TN SS CI.18
Compare and contrast world religions (e.g., Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism), and analyze how they complement or conflict with each other in the contemporary world.
TN SS S.07
Describe components of culture (e.g., nonmaterial culture, norms and values, material culture, subcultures).
TN SS S.08
Explain how the various components of culture form a whole culture.
TN SS S.14
Identify and evaluate the functions of social institutions (e.g., family, education, religion, economy, government).
TN SS WG.20
Define the concept of culture and its components (e.g., culture hearth, culture traits, material and nonmaterial culture).
TN SS WG.28
Analyze how cultural characteristics (e.g., ethnicity, gender roles, identity, language, religion) link and/or divide regions or societies.
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.18.c.1.B
analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions
TX SS 113.18.c.13
The student understands the similarities and differences within and among cultures in various world societies
TX SS 113.18.c.17
The student understands the relationships among religion, philosophy, and culture
TX SS 113.42.d.3.A
describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome
TX SS 113.42.d.22
The student understands the history and relevance of major religious and philosophical traditions
TX SS 113.46.d.3.A
identify the elements of culture to include language, symbols, norms, and values
2019 Nebraska Social Studies Standards [See Full Text]
NE SS 6.3.4
Interpret and summarize patterns of culture around the world.
NE SS 7.3.4
Interpret and summarize patterns of culture around the world.
NE SS HS.3.2.b
Examine the importance of places and regions to individual and social identity and how identities change over space and time.
NE SS HS.3.3
Explain components of Earth's physical systems and evaluate the impact of natural processes on human environments.
2021 Montana Content Standards for Social Studies for K-12 [See Full Text]
MT SS.G.6-8.2
Identify the location of places and regions in the world and understand their physial, political, and cultural characteristics
MT SS.H.6-8.1
Explore complex civilizations, and identify elements of change and continuity across historial eras in Montana, the Americas, and world history
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS 6-8.GEO.1.G.B
Analyze how the physical and human characteristics of current world regions connect to changing identity and culture.
MO SS 6-8.GEO.1.PC.A
Analyze material culture to explain a people's perspective and use of place.
MO SS 6-8.GEO.1.PC.B
Explain how the physical and human characteristics of places and regions connect to human identities and cultures.
MO SS 6-8.WH1.PC.A
Using a world history lens, describe how peoples' perspectives shaped the sources/artifacts they created.
MO SS 9-12.WH.1.G.B
Analyze how the physical and human characteristics of current world regions post c. 1450 connect to changing identity and culture.
MO SS 9-12.WH.1.PC.A
Using a world history lens, describe how peoples' perspectives shaped the sources/artifacts they created.
2022 Mississippi Standards for the Social Studies [See Full Text]
MS SS 7.7
Examine the developments of early world religions and philosophies.
MS SS HAME.7
Analyze the development of social and political systems in the ancient Middle East.
MS SS SOC.1
Evaluate the role of culture throughout the world.
MS SS MIN.1
Examine which aspects define a minority group.
MS SS WC.1
Examine the ancienet river valley civilizations, including those of ancient Israel, Mesopotamia, Egypt, the Indus Saraswati River Valley, and China.
MS SS MIN.6
Examine the major events, methods, and leaders of the Civil Rights Movemenet.
2024 Alaska Social Studies Standards [See Full Text]
AK SS.7.2.18.2
Construct and use mental maps and infographics to represent and analyze the cultural, religious, and environmental characteristics that make places both similar to and different from each other.
AK SS.USH.2.23.2
Use evidence to explain the development of cultures and identities within groups facing discrimination and oppression.
2024 Alabama Course of Study: Social Studies [See Full Text]
AL SS 8c
Identify the central tenets of Judaism, and compare Judaism to the polytheistic religions of other Mediterranean ancient civilizations.
AL SS 4a
Identify and describe essential aspects of culture, architecture, art, belief systems, customs, food, languages, religion, technology, and traditions.
AL SS 7
Describe ways religion influences cultures, citing examples from around the globe.
2018 Arizona History and Social Science Standards [See Full Text]
AZ SS 6.H3.1
Analyze the impact of religious, government, and civic groups over time.
AZ SS 6.H.3.2
Generate questiosn to examine the similarities and differencves between major world religions and the roles of religion in the formation of regions and their cultural, political, economic, and social identity.
AZ SS HS.HI.5
Explain how religions and believe systems have affected the origins of societies.
2022 Arkansas Social Studies Standards [See Full Text]
AR SS C.1.6.6
Evaluate the function and effects of rules, laws and treaties on civilizations by using historical documents. This may include the Code of Hammurabi, the Torah, the Twelve Tables, Law of Manu, Ancient Mayan law, Tang Code, and Justinian Code.
AR SS H.2.6.7
Explain the significance and lasting effects of contributions made by major empires and civilizations of the world such as the concept of zero, crossbow, architecture, government, and calendar.
AR SS H.2.6.9
Examine key concepts and influences of major belief systems on societies:
● Buddhism
● Christianity
● Confucianism
● Hinduism
● Judaism
AR SS H.2.6.10
Analyze the contributions of major empires and civilizations of the world. This may include the decimal, art, literature, architecture, law, fables, and proverbs (e.g., Aesop, Confucius, and Ancient Hebrews) of major world civilizations:
● African kingdoms and empires
● Middle Eastern and Muslim Empires
● European kingdoms and empires
● East Asian empires and dynasties
AR SS H.2.6.13
Examine key concepts and influences of major belief systems on societies:
● Buddhism
● Christianity
● Confucianism
● Hinduism
● Judaism
● Islam
AR SS.2.SOC.6
Analyze how culture influences individuals using sources from multiple perspectives.
AR SS.2.SOC.7
Examine the role social institutions such as socio-economic status, education, belief systems, social patterns, and family play in society.
AR SS.2.SOC.8
Analyze key components of culture.
AR SS.2.SOC.9
Compare how cultures change and resist change.
AR SS.2.SOC.13
Analyze the social construction of groups and the interactions between groups and individuals in society
2016 California History Social Science Framework [See Full Text]
CA SS 6.3.1
Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity.
CA SS 6.3.2
Idenetify the sources of ethnical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importantly of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.7.1.2
Identify and explain the historical context of key people, regions, events, and ideas, including the roots of current issues. For example: The contributions of Mansa Musa, the roots of Abrahamic religions, the significance of political revolutions, the implications of the Atlantic Slave Trade, the rise of European Nationalism, and the rise of Communism.
2023 Connecticut Elementary and Secondary Social Studies Standards [See Full Text]
CT SS 6.Geo.5.b.
Compare the similarities and differences of cultural and environmental characteristics within and among regions (e.g., Abrahamic religions in Israel and Palestine, regional identity in India, Northern and Southern China).
2018 Delaware History Standards: K-12 [See Full Text]
DE SS HAS1 6-8a
Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
DE SS HAS1 9-12a
Students will analyze historical materials to trace the development of an idea or trend across space over a prolongued period of time in order to explain patterns of historical continuity and change.
DE SS HA2 6-8b
Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
DE SS HAS2 9-12b
Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.
DE SS HAS4 6-8b
Students will develop an understanding of ancient and medieval world history, and the continuing influence of major civilizations, including classical traditions, major religions, and great empires (1,000 BE-300 AD)
2023 Florida's State Academic Standards: Social Studies [See Full Text]
FL SS.6.W.2.9
Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area.
FL SS.912.S.4.1
Describe how individuals are affected by the different social groups to which they belong.
FL SS.912.S.4.2
Identify major characteristics of social groups familiar to the students.
FL SS.912.S.8.1
Describe traditions, roles, and expectations necessary for a community to continue.
Hawai'i Core Standards for Social Studies [See Full Text]
HI SS.6.3.14.1
Explain how religion and philosophy shaped European, Asian, and Middle Eastern societies during the classical period
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
ID SS 6-9.WG.1.1
Describe major aspects of the civilizations in regions throughout the world prior to European contact including government, religion/belief systems, arts/architecture, technology, physical geography, economics, and social order.
ID SS 6-9.WG.1.4
Investigate the historical origins, central beliefs, and spread of major religions and belief systems, including Judaism, Christianity, Islam, Sikhism, Hinduism, Buddhism, and Confucianism and Indigenous knowledge and belief systems.
ID SS 6-9.WH.1.10
Explain how religion and belief systems shaped the development of civilizations.
2022 Illinois Learning Standards for Social Science [See Full Text]
IL SS.9-12.G.15.
Explain how characteristics of culture and measures of development shape an individual's worldview.
IL SS.6-8.H.2.LC.
Explain how and why perspectives of people have changed over time.
IL SS.9-12.ANTH.1
Analyze the elements of culture and explain the factors that shape these elements differently around the world.
IL SS.6-8.H.2.LC.
Explain how and why perspectives of people have changed over time.
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN SS 6.H.2
Describe and compare the beliefs, the spread, and the influence of religions throughout Europe and Mesoamerica. Examples: Judaism, Christianity, Islam, native practices in Mesoamerica and Europe.
IN SS 7.H.2
Describe, compare, and contrast the historical origins, central beliefs, and spread of major religions. Examples: Hinduism, Buddhism, Sikhism, Judaism, Christianity, and Islam.
IN SS GHW.2.1
Map the development over time of world religions from their points of origin, and identify those that exhibit a high degree of local and/or international concentration.
IN SS WH2.2
Examine the development of Judaism and the civilization of Ancient Israel, including the origins of monotheism, the significance of the Exodus from Egypt, the Hebrew Bible and the Ten Commandments as the source of many moral and ethical traditions of Western civilization.
Iowa Social Studies Standards [See Full Text]
IA SS.6.13.
Identify what makes up a culture and examine how people acquire their cultural beliefs and value systems.
IA SS.6.14.
Explain how groups form in our society, and how groups, as well as the individuals within those groups, can influence each other.
IA SS-Soc.9-12.13.
Explain the formation of groups and the creation and development of societal norms and values.
IA SS-Soc.9-12.14.
Identify characteristics of groups, and the influences that groups and individuals have on each other.
2022 Kentucky Academic Standards: Social Studies [See Full Text]
KY SS 6.H.CH.2
Compare the origins and development of early world religions from River Valley Civilizations to Classical Empires 3500 BCE-600 CE.
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS WG.8
Analyze how people have modified or adapted to the environment locally, nationally, regionally, and globally.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8 H2.F2
Students understand historical aspects of unity and diversity in the community, the state, including Maine Native American communities, and the United States by identifying a variety of cultures through time, including comparisons of native and immigrant groups in the United States, and eastern and western societies in the world.
ME SS 9-12 H2.F1
Students understand historical aspects of unity and diversity in the United States, the world, and Native American communities by identifying and critiquing issues characterized by unity and diversity in the history of the United States and describing their effects, using primary and secondary sources.
ME SS 9-12 H2.F2
Students understand historical aspects of unity and diversity in the United States, the world, and Native American communities by identifying and analyzing major turning points in the history of Native Americans and various historical and recent immigrant groups in the United States, making use of primary and secondary sources.
2018 Massachusetts History and Social Science Framework [See Full Text]
MA SS 6.T3e.2.
Trace the migrations of the ancient Israelite tribes from Mesopotamia to the land called Canaan and explain the role of Abraham and Moses in Hebrew history.
MA SS 6.T3e.3.
Describe the history of ancient Israel and early Christianity.
MA SS WHI.T2.2.
Describe the central tenets of Hinduism, Judaism, Buddhism, Confucianism, Christianity, and Islam; create a timeline that shows when and where each religion or belief system began.
2019 Michigan K-12 Standards: Social Studies [See Full Text]
MI SS G4.1.3
Describe cultures of the region being studied, including the major languages and religions.
MI SS G4.1.4
Explain how culture influences the daily lives of people.
MI SS W3.2.1
Identify and describe the core beliefs of major world religions and belief systems, including Hinduism, Judaism, Buddhism, Christianity, Confucianism, Sikhism and Islam.
MI SS W3.2.2
Locate the geographical center of major religions and map the spread through 1500 CE.
Length: 60-120 minutes | Grades: 6-12 | Themes: Jewish peoplehood
Lesson Overview
Far more than a religious group, Jews come from many backgrounds, speak many languages, and express their identities in a wide range of ways: religious, cultural, secular, or somewhere in between. While Jewish identity cannot be easily defined by race, religion, or culture alone, shared history, texts, traditions, and the idea of “mishpacha” (family) connect Jews across time and place.
This lesson introduces students to the diversity and complexity of the Jewish people. Students will reflect on the communities they belong to and what gives them a sense of meaning and belonging. Through engagement with diverse Jewish voices, they will explore different expressions of Jewish identity. Using the metaphor of a pomegranate mosaic, students will first organize what they have learned about Jewish peoplehod, then create their own mosaic representing a community that matters to them.
Enduring Understanding
Communal identities are complex and multifaceted, offering membership and belonging while allowing for internal diversity.
The Jewish people are a joinable extended family, connected by a shared history, ancestral homeland, and central texts, yet are remarkably diverse.
Essential Questions
What does it mean to be a member of a community?
Who are the Jewish people?
Learning Objectives
Students will be able to develop an understanding of the Jewish people by comparing and discussing multiple voices and perspectives.
Students will be able to describe the features of communities to which they belong, using a mosaic as a metaphor.
Toolkit
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Jewish Peoplehood lesson plan
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Jewish Peoplehood slide deck
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Michael Twitty film
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What is Judaism? film
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Jewish Peoplehood handout
