Lessons

Where Will I Stake a Home? Jewish Culture and Identity in Diaspora 

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 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 SS8.2.4
Explain the cultural contributions of and tensions between groups in Wyoming, the United States, and the World (e.g., racial, ethnic, social and institutional).
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 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 SS12.2.4
Analyze and critique the conflicts resulting from cultural assimilation and cultural preservation in Wyoming, the United States, and the World (e.g., racial, ethnic, social, and institutional).
WY SS8.4.1
Describe how historical events impact the future (cause and effect) and how change spreads to other places (e.g., spread of industrial revolution or causes of the Civil War).
WY SS8.4.4
Identify historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace).
WY SS8.4.5
Identify relevant primary and secondary sources for research. Compare and contrast treatment of the same topic in several primary and secondary sources.
WY SS12.4.1
Describe patterns of change (cause and effect) and evaluate how past events impacted future events and the modern world.
WY SS12.4.4
Describe the historical interactions between and among individuals, groups, and/or institutions (e.g., family, neighborhood, political, economic, religious, social, cultural, and workplace) and their impact on significant historical events.
WY SS12.4.5
Using primary and secondary sources, apply historical research methods to interpret and evaluate important historical events from multiple perspectives.
WY SS8.5.3
Explain how communities’ current and past demographics, migrations, and settlement patterns influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns.
WY SS12.5.3.
Analyze, interpret, and evaluate how conflict, demographics, movement, trade, transportation, communication, and technology affect humans’ sense of place.
WY SS8.6.1
Use and evaluate multiple sources of information in diverse formats and media in order to address a question or solve a problem.
WY SS8.6.4
Use accurate, sufficient, and relevant information from primary and secondary sources to support writing.
WY SS12.6.1
Analyze, evaluate, and/or synthesize multiple sources of information in diverse formats and media in order to address a question or solve a problem.
WY SS12.6.4
Evaluate and integrate accurate, sufficient, and relevant information from primary and secondary sources to support writing.
2018 Wisconsin Standards for Social Studies [See Full Text]
WI SS.BH1.b.m
Summarize the role culture plays in personal and group behavior. Categorize factors that contribute to cooperation and conflict among peoples of a country and/or the world (i.e., culture, language, religion, political beliefs).
WI SS.Geog2.b.m
Analyze patterns of migration of various types (e.g., age, sex, ethnicity, race) in the community, state, country, and world.
2021 West Virginia Social Studies Curriculum Standards [See Full Text]
WV SS.6.21
Demonstrate an understanding of the causes, key events and outcomes of World War II. -Cite evidence of the human rights violations during times of war.
WV SS.7.17
Demonstrate an understanding of the ancient civilizations. -Identify the leaders and distinguish the basic principles and philosophies of the major religions in the world as they emerged and expanded.
WV SS.CS.21
Demonstrate an understanding of the events surrounding World War II. -Examine and evaluate the suffering and human cost of the propaganda and genocide of the Nazi Holocaust.
WV SS.G.7
Analyze the world and account for consequences of human/environment interactions depicting the geographic implications of world events (e.g., catastrophic environmental and climatic events, wars and conflict, ethnic cleansing and genocide).
WV SS.USC.27
Demonstrate an understanding of the events surrounding World War II. -Explore the causes and effects of World War II and describe the impact the war had on the world (e.g., failure of the Treaty of Versailles/League of Nations, militarism, nationalism, failure of appeasement). -Investigate the abuse of human rights during World War II (e.g., Japanese internment, Holocaust, stereotypes, propaganda).
WV SS.USC.27
Explain how migration of people and movement of goods and ideas can enrich cultures, but also create tensions.
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS 6.27
Evaluate the reasons for and the impact of the migration of people within, from and/or to one region or country within Asia over time.
DC SS 6.45
Analyze the reasons for and the consequences of the migration of people within, from and/or to one region or country within Europe over time, and assess the impact of migration on the region.
DC SS 8.66
Evaluate the ways in which countries and international organizations recognize and respond to indications that a country is at risk for genocide or mass atrocity.
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.
DC SS WH1.40
Evaluate the economic, political, religious, cultural and social impacts of migration and cultural diffusion in Africa, Asia, the Americas and Europe due to trade, military expansion and migration between 400-1200 CE.
DC SS WH1.46
Compare and contrast how states and empires in Asia, the Americas, Africa and Europe addressed issues of cultural diversity, religious diversity and conflict within their societies, including an analysis of the rise of Sikhism between 1000 CE and 1600 CE.
DC SS WH2.67
Analyze the history, causes and consequences of discrimination against religious minorities in Europe, Asia, Africa and Latin America, including antisemitism.
DC SS WH2.68
Evaluate the causes, course and consequences of the Holocaust, as well as Jewish, Romani, Slavic, disabled and/ or LGBTQ+ resistance to Nazism.
DC SS US2.44
Evaluate the reasons for the rise of fascism and Nazism in Europe and the scapegoating and genocide of historically marginalized peoples (including Jewish, Romani, Slavic, disabled and LGBTQ+ peoples) by Hitler, Mussolini and Franco.
DC SS US2.46
Assess the United States’ global commitment to universal human rights before, during and after World War II, including but not limited to its role during the Holocaust.
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.
SC SS 7.4.4.HS
Compare and contrast the dynamic physical and human conditions that lead to the creation of ethnic, gender, language,and religious landscapes of European societies.
SC SS HG.1.2. PR
Explain the cultural, economic, environmental, and political conditions and connections that contribute to human migration patterns.
SC SS HG.3.3.PR
Analyze and explain the conditions and connections that create ethnic, linguistic, and religious patterns at varying scales.
SC SS MWH.1.CO
Compare and contrast the major political, social, and belief systems and their spatial distribution in the early modern world.
SC SS MWH.4.CX
Contextualize World War II and the Holocaust within local and global economic, political, and social developments from 1919– 1950.
SC SS MWH.5.CX
Examine the Holocaust and its aftermath in providing the context for subsequent developments in international efforts to recognize and protect human rights.
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.1.12.CivicsHR.11.a:
Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.
NJ SS 6.1.12.HistoryUP.11.b:
Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.
NJ SS 6.2.8.CivicsPI.4.a:
Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.
NJ SS 6.2.8.HistoryCC.4.d:
Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.
NJ SS 6.2.12.CivicsPI.4.b:
Assess government responses to incidents of ethnic cleansing and genocide.
NJ SS 6.2.12.CivicsHR.4.a:
Analyze the motivations, causes, and consequences of the genocides of Armenians, Ukrainians, Jews in the Holocaust and assess the responses by individuals, groups, and governments and analyze large-scale atrocities including 20th century massacres in China.
NJ SS 6.2.12.GeoPP.5.a:
Use a variety of sources to explain the impact of migration on the way of life in the country of origin and the new country (e.g., social, economic, political structures).
NJ SS 6.2.12.CivicsHR.6.a:
Evaluate the effectiveness of responses by governments and international organizations to tensions resulting from ethnic, territorial, religious, and/or nationalist differences.
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 6.41.
Identify and compare the movement of key religions and philosophies over time.
NM SS 6.50.
Examine instances of conflict and oppression in Medieval times as well as responses to these violations.
NM SS 6.52.
Examine and explain how the perspectives and encounters between Christians, Muslims, and Jews impacted individuals and society.
NM SS 9-12.Geo.21.
Explain the causes, characteristics, and impact of human movement (migration, immigration, emigration) and settlement patterns at local, national, and global scales.
NM SS 9-12.Geo.32.
Analyze how the forces of cooperation and conflict within and among people, nations, and empires influence the division and control of Earth’s surface and resources.
NM SS 9-12.US.80.
Analyze the events that led to World War II, the major battles of the war, use of nuclear weapons, and the Holocaust, also known as Shoah.
NM SS 9-12.US.81.
Analyze the consequences of World War II, including the conferences of Allied leaders following the war and the development of human rights.
NM SS 9-12.WH.16.
Identify, evaluate, and explain the causes, characteristics, and impact of diffusion: the spread of ideas, beliefs, religions, cultural practices and traits, language, artifacts, methods, technologies, and diseases across space and over time.
NM SS 9-12.WH.20.
Identify patterns of continuity and change over time in world history, focusing on patterns both within and between historical eras.
NM SS 9-12.WH.30.
Examine historical events from the perspectives of diverse groups, including Indigenous peoples, national, regional, racial, ethnic, class, and gender, sexual orientation, and differently abled
NM SS 9-12.WH.34.
Analyze the complex relationship between dominant cultures and minority groups throughout world history, including but not limited to constructions of race, ethnicity, gender, sexual orientation, differently abled, nationality, class, religion, reactions, and long-term effects of oppression.
NM SS 9-12.WH.34.
Analyze the complex relationship between dominant cultures and minority groups throughout world history, including but not limited to constructions of race, ethnicity, gender, sexual orientation, differently abled, nationality, class, religion, reactions, and long-term effects of oppression.
NM SS 9-12.WH.35.
Compare and contrast the various origins (indigenous, forced, voluntary) of identity groups in world history.
NM SS 9-12.WH.37.
Examine the role colonization, assimilation, and syncretism play in the evolution of cultural, ethnic, racial, and religious identities and language.
NM SS 9-12.ECI.14.
Identify and analyze cultural, differently abled, ethnic, gender, sexual orientation, national, political, racial, and religious identities and related perceptions and behaviors by society of these identities.
NM SS 9-12.ECI.18.
Examine the impact of historical cultural, economic, political, religious, and social factors that resulted in unequal power relations among identity groups.
2016 New York Social Studies Framework [See Full Text]
NY SS 8.6c
The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and human atrocities, including the Holocaust, led to a call for an international organization to prevent future wars and the protection of human rights.
NY SS 8.8b
The postwar United States experienced increasing immigration, debates over immigration policy, and an increase in cultural diversity.
NY SS 9.2 b
Belief systems were often used to unify groups of people, and affected social order and gender roles.
NY SS 9.6 a
Internal tensions and challenges grew as disputes over authority and power arose between
NY SS 9.9 b
The Reformation challenged traditional religious authority, which prompted a counter reformation that led to a religiously fragmented Western Europe and political conflicts. This religious upheaval continued the marginalization of Jews in European society.
NY SS 10.5 e
Human atrocities and mass murders occurred in this time period.  Students will examine the Holocaust.
NY SS 10.7 c
Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.
NY SS 11.8 c
In response to World War II and the Holocaust, the United States played a major role in efforts to prevent such human suffering in the future.
NY SS 11.9 c
American strategic interests in the Middle East grew with the Cold War, the creation of the State of Israel, and the increased United States dependence on Middle Eastern oil. The continuing nature of the Arab-Israeli dispute has helped to define the contours of American policy in the Middle East.
2021 North Carolina K-12 Social Studies Standards [See Full Text]
NC SS 6.G.1.1
Explain how human and physical characteristics impacted migration and settlement in various regions in Africa, Asia, Europe and the Americas.
NC SS 7.B.1.3
Compare how individuals and groups respond to stereotypes, oppression, human rights violations, and genocide.
NC SS 7.G.1.1
Explain how push-pull factors of forced and voluntary migrations have affected societies around the world.
NC SS 7.H.1.2
Summarize the influence women, indigenous, racial, ethnic, political, and religious groups have had on historical events and current global issues.
NC SS 7.H.1.5
Explain how slavery, xenophobia, disenfranchisement, ethnocentrism, and intolerance have affected individuals and groups in modern world history.
2019 North Dakota Social Studies Content Standards [See Full Text]
ND SS G.6_12.2.3
Explain the patterns, causes, and consequences of major human migrations.
ND SS WH.6_12.1-6.E2.2
Explain how the relationship between religious and political bodies impacted the social, cultural, or economic developments of individuals.
ND SS WH.6_12.1-6.E3.1
Explain the causes and global effects of religious division.
ND SS WH.6_12.1-6.E4.1
Analyze the causes and global effects of the world wars.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 6.GH.8
Diffusion of agricultural practices and products, technology, cultural practices and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere.
OH SS 7.GH.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 impacted the Eastern Hemisphere.
OH SS 9-12.MWH.15
Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II.
OH SS 9-12.MWH.27
The rapid increase of global population, coupled with an increase in life expectancy and mass migrations have created societal and governmental challenges.
OH SS 9-12.CWI.10
Beliefs about civil and human rights vary among social and governmental systems.
OH SS 9-12.WG.8
Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).
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 6.3.4
Examine the impact of geography on migration and population distribution.
OK SS 7.4.4
Describe the reasons for emigration and immigration.
OK SS MWH.1.2
Analyze the influence of religious, political, and philosophical ideas on society.
OK SS MWH.6.4
Analyze the economic, social, and political conditions that resulted in World War II.
OK SS MWH.6.6
Examine the background, causes, series of events, and effects of the Holocaust.
OK SS MWH.7.2
Evaluate ongoing regional disputes of the Middle East.
OK SS USH.1.3
Analyze the impact of immigration on settlement patterns in American society and economic growth.
OK SS USH.5.3
Summarize America’s reactions to the events of the Shoah (Jewish Holocaust).
OK SS WG.2.3
Explain the push and pull theory of migration and its impact on human capital and demographic transitions, including the consequences of major voluntary and involuntary migrations.
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.5.4
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 building 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 AWH.5.6
Explain the expulsion/dispersion of the Jews to other lands (Diaspora) after the destruction of the second temple in Jerusalem in AD 70 and the renaming of the region by the Romans.
OK SS TOT.4.3
Analyze how the Nazi regime utilized and built on historical antisemitism to create a common enemy of the Jews in order to gain power.
OK SS TOT.5.5
Describe how Jewish immigration was restricted by various nations and explain how the Kindertransport saved the lives of Jewish children.
OK SS TOT.7.1
Explain the Shoah (Holocaust) as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators.
OK SS TOT.7.9
Examine the settlement patterns of Shoah (Holocaust) survivors after World War II, including immigration to the United States and other countries and the establishment of the modern State of Israel.
2024 Oregon Social Studies Standards [See Full Text]
OR SS 6/7.C.PI.4
Analyze the origins, purpose, and influence of diverse religions, philosophies, and legal systems on the development of modern governments and the concepts of individual, civil, and human rights, equality, equity, and justice over time and on multiple continents.
OR SS 6/7.G.HI.5
Identify and explain the consequences of cultural conflict, interaction, exchange, and/or fusion.
OR SS 6/7.H.CP.11
Investigate the historical origins and modern manifestations of anti-Judaism.
OR SS 6/7.H.CP.12
Identify the motivations and methods governments and other institutions use to create, reinforce, or address injustice and divisions in society.
OR SS 8.G.MM.4 Movement
Investigate the effects of migration on immigrants and the culture where they settle.
OR SS 8.H.CP.9
Use primary and secondary sources to evaluate how intersecting identities including, gender identity, sexual orientation, age, race, ethnicity, religion, physical and mental ability, and class affect the living histories and experiences of peoples, groups, and events.
OR SS HS.G.MM.2
Analyze recent voluntary and forced migration patterns to identify and understand the push and pull factors and their effect on people and places.
OR SS HS.G.MM.4
Investigate and analyze the migration and settlement patterns of human populations, including the removal and segregation of communities in past and in current societies globally.
OR SS HS.G.HI.7
Assess the effect of human settlement activities on the environmental and cultural characteristics of specific places and regions.
OR SS HS.US.CP.12
Examine how underrepresented groups, including those identifying by race, ethnicity, gender, sexual orientation, and religion viewed themselves and contributed to the identity of the United States in the world from 1865-present.
OR SS HS.WR.CP.14
Identify and explain the significance of the origins of antisemitism.
OR SS HS.WR.CP.14
Explain the significant events, public policies, and experiences of the Holocaust.
OR SS HS.WR.CP.17
Evaluate the international community’s responses to the persecution of Jews and other identity groups during the Holocaust.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.3.12.C
Evaluate how continuity and change has influenced United States history from 1890 to Present. • Belief Systems and Religions (e.g., 20th century movements, religions of recent immigrants)
PA SS 8.4.6.C
Identify and explain how continuity and change has affected belief systems, commerce and industry, innovations, settlement patterns, social organizations, transportation and women’s roles in world history.
PA SS 8.4.6.D
Explain how conflict and cooperation among social groups and organizations affected world history.
PA SS 8.4.6.D
Analyze the significance of individuals and groups who made major political and cultural contributions to world history before 1500.
PA SS 8.4.9.D
Analyze how conflict and cooperation among social groups and organizations impacted world history through 1500 in Africa, Americas, Asia and Europe.
PA SS 8.4.12.C
Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450.
PA SS 8.4.12.D
Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe.
2022 Rhode Island Social Studies Standards [See Full Text]
RI SS 6.6.1
Argue the impacts of the five major world religions on the development of societies and cultures through time
RI SS7.6.2
Argue the global impacts of the cause, course, and consequences of World War II
RI SSHS.USII.4.4
Argue the lasting effects of the causes, results, and response to the Holocaust
RI SSHS.WHI.3.6
Argue the Roman Empire’s influence on the spread of Judaism and the development of the Christian religion
RI SSHS.WHII.6.4
Argue how the events of World War II, and atrocities associated with the Holocaust and other crimes against humanity, led to lasting social, political, and economic impacts globally
2023 South Dakota Social Studies Standards [See Full Text]
SD SS 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. HC
SD SS 9-12.WH.2E
The student explains the major historical events, cultural features, and stories of the ancient Hebrews, including the origins and role of the Tanakh. H
SD SS 9-12.WH.8M
The student explains the physical, moral, psychological, and political effects of World War II and the emergence of the United States and the Soviet Union as superpowers. H
SD SS 9-12.WH.8O
The student explains the founding of the modern state of Israel and subsequent events in the Middle East. H
2017 Tennessee Social Studies Standards [See Full Text]
TN SS 6.21
Describe the development of the ancient Israelites, and explain the reasons for their movements from Mesopotamia to Canaan (later called Israel), from Canaan to Egypt, and from Egypt back to Canaan.
TN SS 6.23
Identify the importance of Saul as the first king of Israel, David as the second king who founded Jerusalem as the capital, and Solomon as the third king who built the first temple.
TN SS 6.24
Summarize the breakup of the Kingdom of Israel, Babylonian captivity, and the return of the Jews to their homeland under the Persian Empire.
TN SS 6.60
Explain the expulsion of the Jews from their homeland by the Romans, which began the Jewish diaspora.
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 CI.11
Analyze the lasting impact of history on contemporary issues (e.g., Treaty of Versailles, Cold War, ethnic cleansing, urbanization, human rights, immigration, modern medicine).
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 US.47
Analyze the response of the U.S. to the plight of European Jews before the start of the war, the U.S. liberation of concentration camps during the war, and the immigration of Holocaust survivors after the war.
TN SS WG.28
Analyze how cultural characteristics (e.g., ethnicity, gender roles, identity, language, religion) link and/or divide regions or societies.
TN SS WG.37
Define and give examples of economic, social, political, and environmental push and pull factors
TN SS WG.38
Define and give examples of voluntary, forced, interregional, and intraregional migration patterns.
TN SS WG.39
Analyze past and present trends in human migration and the role of intervening obstacles and opportunities (e.g., economic, social, political, and environmental).
TN SS WG.40
Describe the impact and challenges of migration on both the sending and receiving countries.
TN SS W.18
Describe the rise of anti-Semitism in Europe during this time period.
TN SS W.49
Describe the persecution of Jews and other targeted groups in Europe leading up to World War II, and explain why many people were unable to leave and their efforts to resist persecution.
TN SS W.50
Explain the state-sponsored mass murder of the Jews in Nazi-controlled lands, and describe the varied experiences of Holocaust survivors and victims.
TN SS W.55
Explain the origins and significance of the establishment of the State of Israel, and describe the reactions by surrounding Arab countries to the United Nations’ decision to establish Israel.
2017 Tennessee Social Studies Standards [See Full Text]
TN SS AH.09
Describe the diffusion of Judaism, and analyze its religious, social, and legal contributions.
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.18.C.9c
Government. The student understands the concepts of limited and unlimited governments. The student is expected to: (C) identify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.
TX SS §113.41.D.7C
History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: analyze major issues of World War II, including the Holocaust, the internment of Japanese Americans as a result of Executive Order 9066, and the development of atomic weapons;
TX SS §113.42.D.1B
History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions;
TX SS §113.42.D.1C
(1) History. The student understands traditional historical points of reference in world history. The student is expected to: (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of major world religions and their impact on Asia, Africa, and Europe and the Mongol invasions and their impact on Europe, China, India, and Southwest Asia;
TX SS §113.42.D.1F
(1) History. The student understands traditional historical points of reference in world history. The student is expected to: (F) identify major causes and describe the major effects of the following important turning points in world history from 1914 to the present: the world wars and their impact on political, economic, and social systems; communist revolutions and their impact on the Cold War; independence movements; and globalization.
TX SS §113.42.D.3A
History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome;
TX SS §113.42.D.4D
History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: (D) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;
TX SS §113.42.D.12C
History. The student understands the causes and impact of World War II. The student is expected to: (C) explain the major causes and events of World War II, including the German invasions of Poland and the Soviet Union, the Holocaust, the attack on Pearl Harbor, the Normandy landings, and the dropping of the atomic bombs.
TX SS §113.42.D.22B
Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (B) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Sikhism;
TX SS 113.18.C.13d
Culture. The student understands the similarities and differences within and among cultures in various world societies. The student is expected to: (D) identify and explain examples of conflict and cooperation between and among cultures.
TX SS 113.B.C.23C
Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (C) identify ways conflicts between people from various racial, ethnic, and religious groups were addressed;
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 civ- ilizations, colonization, imperialism, and independence movements.
UT SS WG Standard 2.2
Students will explain push and pull factors causing voluntary and invol- untary migration and the consequences created by the movement of people.
UT SS WG Standard 2.3
Students will investigate the effects of significant patterns of human movement that shape urban and rural environments over time, such as mass urbanization, immigration, and the movement of refugees.
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 patterns in the development and diffusion and syncretism of world religions and philosophies, includ- ing Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam.
UT SS WH Standard 3.5
Students will identify patterns in the diffusion of technology, writing, religion, political systems, and other elements of civilization, using case studies such as the Chinese impact on Japan, the Arab impact on Mali, the Byzantine impact on Russia, the Roman impact on Europe, and the Olmec impact on later American civilizations.
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.Geo.7.9-12.
Analyze the reciprocal nature of how his- torical events and the spatial diffusion of ideas, technolo- gies, and cultural practices have influenced migration patterns and the distribution of human population.
VT SS D2.His.1.6-8.
Analyze connections among events and developments in broader historical contexts.
VT SS D2.His.14.6-8.
Explain multiple causes and effects of events and developments in the past.
VT SS D2.His.14.9-12.
Analyze multiple and complex causes and effects of events in the past.
2023 Virginia History and Social Studies Standards of Learning [See Full Text]
VA SS USII.3d
The student will apply history and social science skills to understand how industrialization changed life in rural and urban America after the Civil War by explaining the events, factors, and motivations that caused individuals and groups to migrate to the United States towards the end of the 19th century.
VA SS WG.13b
The student will apply history and social science skills to understand population and migration by analyzing the causes, impacts, and responses related to migration.
VA SS WHI.2c
The student will apply history and social science skills to describe early societies in the Fertile Crescent by describing the development of the Israelites and the origins, beliefs, traditions, customs, persecution, and spread of Judaism .
VA SS WHI.11c
The student will apply history and social science skills to analyze the conflict and cooperation between the papacy and European monarchs by tracing the causes and course of the Crusades and the effects on the Christian, Muslim, and Jewish populations in Europe and territorial claims.
VA SS WHII.9d
The student will apply history and social science skills to understand World War II by describing key causes, events, victims, and impacts of the Holocaust, including antisemitism, the rise of the Nazi Party, Kristallnacht, the establishment of ghettos, concentration and death camps, mobile killing squads, rescue, Jewish resistance, and liberation.
VA SS USII.3h
The student will apply history and social science skills to understand the major causes and events of World War II and the effects of America’s role by h. examining the causes and consequences of the Holocaust including, but not limited to Jewish life before the Holocaust, antisemitism, the rise of the Nazi Party, Nuremberg Laws, persecution of Jews and other targeted groups, resistance efforts, the United States’ response, and the Nuremberg Trials.
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS H2.6-8.1
Explain and analyze how individuals, move- ments, cultural and ethnic groups, and technology from past civilizations have shaped world history.
WA SS G1.9-10.2
Explain the causes and effects of voluntary and involuntary migration in the world.
WA SS H1.11-12.2
Design questions generated about individuals and groups that assess how the significance of their actions changes over time and is shaped by the histori- cal context. The following themes and developments help to define eras in United States history and are suggested eras for 11th/12th grade: • World War II, the Cold War, and international relations (1939-1991)
WA SS H2.9-10.2
Summarize how cultures and cultural and eth- nic groups have shaped world history (1450-present).
WA SS H2.9-10.4
Analyze multiple and complex causes and effects of events in world history (1450-present).
2021 Montana Content Standards for Social Studies for K-12 [See Full Text]
MT SS.G.6-8.5
Explain the role and impact of spatial patterns of settlement and movement in shaping societies and cultures, including Indigenous cultures
MT SS.G.9-12.5
Evaluate the impact of human settlement activities on the environmental, political, and cultural characteristics of specific places and regions
MT SS.G.6-8.6
Identify how the historical and contemporary movement of people, goods, and ideas from one area can impact change, conflict, and cooperation in other areas
MT SS.G.6-8.6
Analyze how the historical events relate to one another and are shaped by historical context, including societies in the Americas.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:CV:6:2.2:
Identify and illustrate the heritage that early settlers brought to the development and establishment of American democracy, e.g., political, legal, philosophical, or religious traditions. (Themes: E: Cultural Development, Interaction, and Change)
NH SS:CV:6:3.3:
Discuss the reasons for conflicts between and among countries and peoples, e.g. , natural resources or religion. (Themes: A: Conflict and Cooperation, D: Material Wants and Needs, E: Cultural Development, Interaction, and Change)
NH SS:GE:6:4.2:
Know the types and historical patterns of human migration, e.g., ethnic cleansing, overcoming physical barriers, or famine. (Themes: A: Conflict and Cooperation, C: People, Places and Environment, I: Patterns of Social and Political Interaction)
NH SS:WH:8:1.3:
Explore the use and abuse of power that results in mass murder and genocide, e.g., Carthage by Rome, the conquest of Aztecs, or the Holocaust. (Themes: A: Conflict and Cooperation, F: Global Transformation, I: Patterns of Social and Political Interaction)
NH SS:WH:6:3.1:
Differentiate the spread of world religions, e.g., Judaism, Christianity, or Islam. (Themes: E: Cultural Development, Interaction, and Change, J: Human Expression and Communication)
NH SS:WH:6:5.3:
Explain the impact of ethnic and religious groups on the development and stability of empires and nation-states, e.g., the Ancient Persia, the Ottoman Empire, or Nigeria. (Themes: B: Civic Ideals, Practices, and Engagement, F: Global Transformation, J: Human Expression and Communication)
NH SS:WH:6:5.3:
Evaluate the influence of religion on political systems, e.g., priestesses in Sumeria, Hinduism in Southeast Asia, or Islam in Africa.1E: Cultural Development, Interaction, and Change. (Themes: E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction, J: Human Expression and Communication)
NH SS:WH:12:2.3:
Assess the impact of migrations of peoples on the receiving societies, e.g., Chinese to Southeast Asia, Europeans to Latin America, or formerly colonized peoples to Europe. (Themes: F: Global Transformation, I: Patterns of Social and Political Interaction)
NH SS:WH:12:3.1:
Describe how people’s differences in religion have often led to conflict in regions of the world, e.g., the Roman Empire, the Holy Land, or the Indian subcontinent. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, J: Human Expression and Communication)
NH SS:WH:12:5.3:
Analyze struggles for cultural continuity by Diaspora communities, e.g., ethnic Chinese, Jews, or Roma (gypsies). (Themes: E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction)
2018 Nevada Academic Content Standards for Social Studies [See Full Text]
NV SS.6-8.EWC.13.
Examine instances of conflict, oppression, human rights violations, and genocide across the ancient world as well as responses to these violations.
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.19.
Analyze 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.WGGS.13.
Examine instances of conflict, oppression, human rights violations, and genocide, as well as responses to these violations.
NV SS.9-12.WH.14.
Examine occurrences of and reactions to oppression, human rights violations, and genocide.
NV SS.9-12.WH.23.
Analyze the complex relationship between dominant cultures and minority groups throughout world history, including but not limited to: causes of (race, ethnicity, gender, nationality, class and/or religion), reactions to, and long-term effects of oppression.
2019 Nebraska Social Studies Standards [See Full Text]
NE SS 6.1.1.c
Communicate the various ways governmental decisions have impacted people, places, and history.
NE SS 6.4.1.a
Examine the impact of people, events, and ideas, including various cultures and ethnic groups, on the world.
NE SS 7.3.4.b
Develop a logical process to describe how cultural diffusion occurs and how the diffusion of ideas impacts cultures.
NE SS 7.4.1.a
Analyze the impact of people, events, and ideas, including various cultures and ethnic groups, on the world.
NE SS 7.4.4.b
Identify the cause and effect relationships among historical events in the world and relevant contemporary issues. For example: migrations,
NE SS HS.3.4.a (US)
Compare trends in human migration, urbanization, and demographic composition at a local, national, and global scale over time and short-term and long-term causes and effects. For example: migration push and pull factors
NE SS HS.4.1.c (US)
Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States.
NE SS HS.4.1.a (WLD)
Evaluate the cause and effect of historical events in the world
NE SS HS.4.1.c (WLD)
Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the world.
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS B6-8.GEO.1.CC.
Evaluate historical solutions to problems within and among world regions in order to draw conclusions about current and future decisions.
MO SS 6-8.GEO.1.PC.C
Compare and contrast the human characteristics within and among contemporary and historic regions over time.
MO SS 6-8.WH.1.G.B
Describe the impact of human settlement activities on the environmental and cultural characteristics of world regions prior to c. 1450.
MO SS 9-12.WH.1.G.B
Analyze how the physical and human characteristics of world regions post c. 1450 connect to changing identity and culture.
Hawai'i Core Standards for Social Studies [See Full Text]
HI SS.6.2.6.2
Describe cultural and political structures in classical western societies
HI SS.6.3.14.1
Explain how religion and philosophy shaped European, Asian, and Middle Eastern societies during the classical period
HI SS.6.6.19.2
Describe encounters between Christians, Muslims, and Jews during the Crusades
HI SS.US.1.16.1
Analyze reasons groups migrated to and within the United States
HI SS.WH.6.17.4
Explain the significance of the Holocaust and other atrocities in WWII and subsequent war crimes tribunals
HI SS.US.1.16.1
Analyze reasons groups migrated to and within the United States
HI SS.ES.5.1
Explain issues concerning immigrants from eastern Europe, Africa, and the Middle East
HI SS.CA.5.3
Explain causes and resolutions of cultural conflict (e.g., tribal, national, ethnic, religious, racial)
HI SS.CA.5.3
Explain causes and resolutions of cultural conflict (e.g., tribal, national, ethnic, religious, racial)
HI SS.12G.4.2
Assess the impact of human migration on physical and human systems (e.g., effects on ecosystems, resource use, and economic development; effects on population characteristics such as religion and average age)/
HI SS.G.S.2.1
Compare conflicts based on ethnic, racial, and/or religious intolerance
HI SS.PSG.1.3
Explain the importance of fundamental political documents (e.g., Magna Carta, English Bill of Rights, Declaration of Independence, U.S.Constitution, Articles of Confederation, Virginia Plan) to the American system of government
HI SS.PSG.1.4
Investigate issues in which the fundamental values and principles of American democracy may be in conflict (e.g., majority rule and minority rights, liberty and equality, individual rights and the common good, privacy and the public's right to know)
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
ID 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 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 6-9.WH.1.10
Explain how religion and belief systems shaped the development of civilizations.
ID 6-9.WH.1.11
Discuss how religion, belief systems, economics, and politics influenced social behavior and were used to maintain social order.
ID 6-9.WH.1.12
Examine why the diversity of religion and belief systems across cultural, social, political, and economic institutions have been sources of conflict.
ID 6-9.WH.2.2
Identify the main reasons for major migrations of people.
ID 6-9.WH.4.1
Describe the role of government in historical human migration, such as push and pull factors.
ID 6-9.WH.5.1
Explain the political, economic, religious, or cultural causes of conflicts in various civilizations and their consequences.
ID 6-9.WH.5.2
Identify and compare major modern world conflicts and explain their global consequences and impacts including European colonialism, World War I, World War II, the Cold War, and decolonialism movements.
ID 6-9.WH.5.4
Analyze the causes, events, and consequences of the Holocaust while exploring the impacts of discrimination and prejudice.
ID 6-9.WH.6.1
Synthesize evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and/ or images to interpret historical events.
ID 6-12.US1.25
Analyze the religious, political, and economic motives of immigrants who came to North America between 1820-1860.
ID 6-12.US1.44
Analyze the religious, political, and economic motives of 19th-century immigrants who came to North America.
ID 6-12.HT1.2
Explain how events and developments in the past stem from multiple causes and have multiple effects.
ID 9-12.US2.2
Evaluate Progressivism’s impact on circumstances and policies. These may include: • Immigration tension
ID 9-12.US2.10
Evaluate the social tensions of the era, including: • Immigration
ID 9-12.US2.16
Analyze American participation in the international response to the Holocaust.
2022 Illinois Learning Standards for Social Science [See Full Text]
IL SS.9-12.IS.5.
Gather and evaluate information from multiple primary and secondary sources that reflect the perspectives and experiences of multiple groups, including marginalized groups.
IL SS.6-8.CV.3.LC.
Identify the means used by individuals and groups to either maintain or change powers and protect, grant, or deny rights of individuals and communities in societies.
IL SS. 9-12.G.10.
Analyze how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of the human population.
IL SS.6-8.H.1.MdC.
Analyze connections and disconnections among events and developments in broader historical contexts and identify the effects of events on groups of people who have been marginalized.
IL SS.9-12.H.8.
Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
IL SS.9-12.REL.5.
Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people experience membership in intersecting communities.
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN 6.H.2
Describe and compare the beliefs, the spread, and the influence of religions throughout Europe and Mesoamerica.
IN 7.H.2
Describe, compare, and contrast the historical origins, central beliefs, and spread of major religions. (E)
IN 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 GHW.3.2
Identify and describe the push-pull factors that resulted in the migration of human population over time, and detect changes in these factors. (E)
IN GHW.7.2
Analyze the physical and human factors involved in conflicts and violence related to nationalist, racial, ethnic, religious, economic, political, and/or resource issues in various parts of the world, over time. Assess the human and physical environmental consequences of the conflicts identified for study. (E)
IN USH.5.3
Describe Hitler’s “final solution” policy, and explain the Allied responses to the Holocaust and war crimes. (E)
IN WH.2.1
Review the development and fundamental beliefs of major world religions and philosophies, including Hinduism, Buddhism, Sikhism, Judaism, Christianity, and Islam. (E)
IN WH.2.2
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.
IN ES.2.2
Students explain the reasons for various racial/ethnic groups’ presence in the U.S.
IN WG.4.3
Hypothesize about the impact of push factors and pull factors on human migration in selected regions and about changes in these factors over time.
IN WG.4.4
Evaluate the impact of human migration on physical and human systems. (economic, government, environment, individuals, society, and culture)
IN WG.4.6
Map the distribution patterns of the world’s major religions and identify cultural features associated with each.
Iowa Social Studies Standards [See Full Text]
IA SS.6.20.
Analyze connections among historical events and developments in various geographic and cultural contexts.
IA SS.7.21.
Evaluate the push and pull factors involved in human population movement and patterns.
IA SS-Geo.9-12.19.
Analyze the reciprocal relationship between historical events and the spatial diffusion of ideas, technologies, cultural practices and the distribution of human population.
IA SS-WH.9-12.17.
Evaluate the consequences of human made and natural catastrophes on global trade, politics, and human migration.
IA SS-WH.9-12.19.
Explain the influence of human migrations on patterns of settlement and culture.
2020 Kansas History, Government, and Social Studies Standards [See Full Text]
KS SS 6-8.4.3
The student will investigate and connect continuity and change to a contemporary issue.
KS SS 6-8.4.1
The student will recognize and evaluate continuity and change over time.
KS SS 6-8.4.1
The student will recognize and evaluate continuity and change over time.
KS SS 6-8.5.2
The student will analyze the context and draw conclusions about dynamic relationships.
KS SS 6-8.5.2
The student will analyze the context and draw conclusions about dynamic relationships.
KS SS 6-8.4.1
The student will recognize and evaluate continuity and change over time.
KS SS 6-8.5.1
The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
KS SS 6-8.1.1
The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
KS SS 6-8.2.1
The student will recognize and evaluate the rights and responsibilities of people living in societies.
KS SS 6-8.1.1
The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
KS SS 6-8.2.1
The student will recognize and evaluate the rights and responsibilities of people living in societies.
2022 Kentucky Academic Standards: Social Studies [See Full Text]
KY SS 6.G.MM.1
Compare how human and environmental characteristics of a region influenced the movement of people, goods and ideas during the rise of River Valley Civilizations and Classical Empires between 3500 BCE-600 CE.
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.
KY SS 7.G.MM.1
Analyze the push and pull factors that influenced movement, voluntary migration and forced migration in the societies and empires of Afro-Eurasia and the Americas between 600-1600.
KY SS HS.WH.CH.2
Explain continuities and changes within the religion, ideology, science and arts of empires and nation-states in multiple global regions between 1300-1750.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8 1.F2
Identifying major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world.
ME SS 6-8 2.F1
Explaining how both unity and diversity have played and continue to play important roles in the history of Maine and the United States.
ME SS 6-8 2.F2
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 6-8 2.F3
Identifying major turning points and events in the history of Maine Native Americans and various historical and recent immigrant groups in Maine, the United States, and other cultures in the world.
ME SS 9-12 1.F2
Analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the United States and the implications for the present and future.
ME SS 9-12 2.D2
Making use of primary and secondary sources, identifying and analyzing major turning points and events in the history of world cultures as it pertains to various historical and recent migrant groups.
2020 Maryland State Standards and Frameworks in Social Studies [See Full Text]
MD SS 6-7 S1
Students shall inquire about the people of the United States and the world using a historically grounded, multidisciplinary approach in order to recognize multiple narratives and acknowledge the diversity and commonality of the human experience.
MD SS 6-7 S3
Students shall inquire about the role of culture, technology, and the environment in the location, distribution, and impact of human activities using geographic tools and spatial thinking in order to demonstrate a significance of place.
MD SS 6-7 S5
Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world.
MD SS 6-7 S5
Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world.
2018 Massachusetts History and Social Science Framework [See Full Text]
MA SS 6.T2.7
Explain the ways in which complex societies interact and spread from one region to another (e.g., by trade, cultural or linguistic exchanges, migration, religious conversion, conquest, or colonization).
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 USI.T6.4
Using primary source images, data, and documents, describe the causes of the immigration of Germans, the Irish, Italians, Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and the major roles of these immigrants in industrialization and the building of railroads.
MA SS USII.T3.6
Describe the Allied response to the persecution of the Jews by the Nazis before, during, and after the war.
MA SS WHI.T1.1
Explain different ways in which societies interact across regions (e.g., trade; cultural, religious, linguistic, and technological exchange and diffusion; migration; exploration; diplomatic alliances; colonization and conquests).
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.
MA SS WHII.T5.7
Explain the background for the establishment of the modern state of Israel in 1948, and subsequent military and political conflicts.
MA SS WHI.T5.1
Describe the expulsion of Jews and Muslims from the Iberian Peninsula after the Treaty of Granada (1492), the rise of Spanish and Portuguese Kingdoms, the Spanish Inquisition, and the Spanish expeditions to conquer and Christianize the Americas and the Philippines, and Portuguese conflicts with Muslim states.
2019 Michigan K-12 Standards: Social Studies [See Full Text]
MI SS G4.1.1
Define culture and describe examples of cultural change through dif- fusion, including what has diffused, why and where it has spread, and positive and negative consequences of the change.
MI SS G4.1.3
Describe cultures of the region being studied, including the major languages and religions.
MI SS G4.3.3
Explain the patterns, causes, and consequences of major human migrations.
MI SS W3.2.2
Locate the geographical center of major religions and map the spread through 1500 CE.
MI SS G4.3.3
Explain the patterns, causes, and consequences of major human migrations.
MI SS 4.1.1
Growth and Interactions of World Religions – analyze the significance of the growth of and interactions between world religions.
MI SS 5.1.2
Diffusion of World Religions – evaluate the impact of the diffusion of world religions and belief systems on social, political, cultural, and economic systems.
MI SS 7.2.6
Case Studies of Genocide – analyze the development, enactment, and con- sequences of, as well as the international community’s responses to, the Holocaust (or Shoah), Armenian Genocide, and at least one other genocide.
MI SS 7.2.4
Responses to Genocide – investigate the responses to Hitler’s “Final Solu- tion” policy by the Allies, the U.S. government, international organizations, and individuals.
2021 Minnesota K-12 Academic Standards in Social Studies [See Full Text]
MN SS 7.4.18.3
Analyze connections between World War II, Fascism and the Holocaust. Identify the relationship between individuals’ experiences of these events and broader historical contexts.
MN SS 8.3.15.1
Explain patterns of demographic changes and cultural diffusion from a local to global scale.
MN SS 8.4.19.2
Describe varieties of spiritual and religious beliefs and practices in the contemporary world, including but not limited to Shamanism/Animism, Hinduism, Jainism, Buddhism, Sikhism, Judaism, Christianity, Islam, Indigenous religious traditions in Africa and the Americas and African diasporic religions.
MN SS 8.4.20.1
Use primary and secondary sources to analyze how individuals, groups and societies around the world have been affected by genocide, the Holocaust and mass violence, including communities resettled in Minnesota.
MN SS 9.3.15.1
Compare and describe the spatial distribution of significant cultural and/or ethnic groups in the United States and the world and how these patterns are changing.
MN SS 9.3.15.3
Explain migration patterns, including forced migration and displacement, in the modern era at a range of scales from local to global.
MN SS 9.4.18.14
U.S. History Era 7: U.S. and the World. Analyze the connections between nationalism, Fascism, World War II and the Holocaust on a global scale and in the United States.
MN SS 9.4.19.2
World History Era 2: Cities, Societies and Empires (2,500 BCE– 800 CE). Analyze the emergence, development and impact of multiple religions and philosophies from at least three different regions, including but not limited toShamanism/Animism, Hinduism, Jainism, Buddhism, Sikhism, Judaism, Christianity, Islam, Indigenous religious traditions in Africa and the Americas and African diasporic religions.
MN SS 9.4.21.6
World History Era 6: The New Global Era (1900–Present). Describe and evaluate different responses to the Holocaust and other genocides and human rights violations.
MN SS 9.5.23.6
Describe and analyze examples of how religions develop and change over time in response to differing social, historical and political contexts, including but not limited to Shamanism/Animism, Hinduism, Jainism, Buddhism, Sikhism, Judaism, Christianity, Islam, Indigenous religious traditions in Africa and the Americas and African diasporic religions.
2022 Mississippi Standards for the Social Studies [See Full Text]
MS 6.6
Describe the characteristics and causes of human population changes and migration.
MS 6.16
Formulate an understanding of the cultural regions of the world.
MS SS 7.7
Examine the developments of early world religions and philosophies.
MS SS 7C.1
Examine the development of ancient civilizations: • Egypt • Imperial China • India • Greece • Rome • Sub-Saharan Africa
MS SS WH 9
Compare and contrast the causes, effects, and significant events of World War II.
MS SS USH 2
Analyze industrialization and its impact on the United States in the late 19th and early 20th century.
MS SS USH 7
Examine the nation’s role in World War II and the impact on domestic and international affairs.
MS SS ITG.4
Analyze the implications of varying demographic structures within human populations on Earth.
MS SS AWG. 5
Interpret the characteristics and processes of human population and migration on Earth.
MS SS AAS.1
Examine African culture and narratives leading up to the slave trade (e.g., Mansa Musa, slavery in Africa) and the influence of African culture in the social, political, and economic development of slavery in the United States for both the enslaved and the colonists.
MS SS AWG. 6
Examine the characteristics and factors that contribute to the development of culture.
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS 7.10m
Describe push and pull factors for immigration to the United States in the early to mid-1800s, and explain how migration within and to the United States affected rural and urban areas.
LA SS 8.9b
Explain the causes and effects of immigration to the United States during the late 1800s and early 1900s, and compare and contrast experiences of immigrants.
LA SS 8.14g
Explain the causes and consequences of the Holocaust, including antisemitism, Nuremberg Laws restricting civil rights, resistance efforts, experiences of people including Anne Frank, concentration camp system, liberation of camps by the Allies, and Nuremberg trials.
LA SS US.11c
Explain push and pull factors for immigration to the United States in the late nineteenth and early twentieth century and analyze the immigrant experience, including assimilation, challenges, and contributions.
LA SS WH.11c
Analyze how civic ideals such as freedom, liberty, and equal justice have influenced world governments from 1300 to 2010.
LA SS WH.26
Analyze the causes and effects of the movement of people, culture, religion, goods, diseases, and technologies through established systems of connection.
2024 Alaska Social Studies Standards [See Full Text]
AK SS.7.1.16.1
Investigate how cultural diffusion occurs and causes complex societies to interact and spread from one region to another.
AK SS.7.3.7.1
Evaluate the social, economic, and cultural structures of civilizations and their impact on modern societies.
AK SS.7.4.23.2
Globalization and exploration consequences
AK SS.9‐12.19.1
Geography. Human populations: spacial patterns and movement
AK SS.USH.3.19.1
Effects of immigration
AK SS.USH.4.23.2
Holocaust Impacts in the US
AK SS.WH.4.21.2
Holocaust and genocide
2018 Arizona History and Social Science Standards [See Full Text]
AZ SS 6.SP1.2
Analyze connections among events and developments in various geographic and cultural contexts.
AZ SS 6.SP1.3
Classify a series of historical events and developments as examples of change and/or continuity.
AZ SS 6.SP1.4
Evaluate the significance of past events and their effect on students’ lives and society.
AZ SS 7.SP1.4
Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are historically significant.
AZ SS 7.H4.1
Evaluate how the diversity of a society impacts its social and political norms.
AZ SS 7.H4.2
Evaluate the changing patterns of class, ethnic, racial, and gender structures and relations; consider immigration, migration, and social mobility.
AZ SS HS.G3.1
Analyze the reciprocal nature of how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.
2022 Arkansas Social Studies Standards [See Full Text]
G.1.6.8
Determine how environmental and cultural characteristics affected the distribution and movement of people, goods, and ideas in various regions of the world.
H.2.6.13
Examine key concepts and influences of major belief systems on societies:
2016 California History Social Science Framework [See Full Text]
CA SS 6.3
Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
CA SS 7.6.6
Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.
CA SS 10.9.6
Students analyze the international developments in the post-World World War II world.
CA SS 11.2
Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
CA SS 11.3.4
Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.6.1.1
Gather, organize, synthesize, and critique information, from multiple and diverse perspectives, to determine if it is sufficient to answer historical questions about the Western Hemisphere. For example: Indigenous People, Latinos, African Americans, Asian Americans, Hawaiian/Pacific Islander, LGBTQ, and religious minorities and differing opinions within such groups.
CO SS.6.HS.1.2
Explain how people, cultures, and ideas interact and are interconnected in the Western Hemisphere and how they have impacted modern times.
CO SS.HS.1.1
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
CO SS.HS.1.2
Examine and evaluate how the United States was involved in and responded to international events over the course of history. Including but not limited to: the World Wars, the Holocaust, the Nuremburg trials, Cold War policies, Berlin Airlift, Korean War, Vietnam War, and the genocides in Bosnia and Darfur.
CO SS.HS.1.3a
Evaluate continuity and change over the course of world history. For example: the Holocaust perpetrated by the fascist German Nazi Party (National Socialist German Workers Party) and its collaborators.
CO SS.HS.1.3d
Examine and evaluate issues of unity and diversity in world history from the Renaissance to the present. For example: Migration and immigration (e.g., rapid global population growth).
CO SS.HS.1.3e
Evaluate the historical development and impact of philosophical and political movements and belief systems. Including but not limited to: the development and expansion of Judaism, Christianity, Islam, Hinduism, Buddhism, Sikhism, and Taoism.
CO SS.HS.2.2b
Analyze, interpret, and predict the influences of migration and the distribution of human populations based on reciprocal patterns. For example: Historical events, the spatial diffusion of ideas, technologies, and cultural practices.
CO SS.HS.2.2e
Research and interpret viewpoints from diverse groups. Including but not limited to: religious minorities’ perspectives on issues that shape policies and programs for resource use and sustainability.
CO SS.HS.2.3c
Explain how migration of people and movement of goods and ideas can contribute to and enrich cultures, but also create tensions.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.7.1.2 a
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.
CO SS.8.2.1b
Identify the spatial distribution of cultural groups and human migration patterns.
CO SS.8.2.2a
Analyze the push and pull factors that shaped immigration to and migration within the early United States. For example: Economic opportunities, religious refuge, and forced migration.
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).
CT SS 7.Geo.10.a.
Analyze how cultural characteristics vary among regions and shape diversity of local communities (e.g., cultural centers, diasporas, cultural universals, taboos, linguistics).
CT SS 8.His.5.a.
Analyze the perspectives of immigrant groups and their reasons for moving to and within the United States (e.g., German, Irish, Scandinavian, Chinese, Jewish).
2023 Connecticut Elementary and Secondary Social Studies Standards [See Full Text]
CT SS 7.Inq.2.a
Apply disciplinary knowledge and practices to demonstrate an understanding of world regional studies content.
CT SS MW.His.1.f.
Investigate the ways in which antisemitic beliefs and other discriminatory policies in Europe led to the persecution and murder of millions of Jews as well as Roma, disabled people, LGBTQ+ individuals, and political prisoners during the Holocaust (e.g., Nuremberg Race Laws, Final Solution, Aktion T4).
CT SS MW.Inq.2.a
Apply Disciplinary Concepts and Tools

Length: 60-120 minutes | Grades: 6-12 | Themes: home and homeland

Lesson Overview

Since 70 CE, when Jews were exiled from ancient Israel by the Roman Empire, Jewish communities have lived across the globe in what is known as the diaspora. For nearly two thousand years, Jews have migrated from place to place preserving their traditions, adapting to new environments, and contributing to the cultures around them. Throughout this long history, Jews have often lived as minorities, sometimes welcomed and integrated, other times treated with suspicion or hostility. Despite facing violence, displacement, and exclusion, Jewish communities have remained resilient and creative, maintaining a shared identity while embracing local influences.

In this lesson, students will explore the history and experience of the Jewish diaspora. Through poetry, short films, and thoughtful discussion, students will consider what it means to belong, to adapt, and to carry a sense of identity across different places. They will also create their own poems reflecting on the idea of “home” and their personal connections to place, memory, and community.

Enduring Understanding

The Jewish diaspora is a consequence of exile from the Land of Israel and Jews have experienced multiple forced exiles in the past 2,000 years.

In a diaspora, communities experience otherness yet also demonstrate resilience and cultural adaptation.

Essential Questions

What is the Jewish diaspora?

What challenges and opportunities does living in the diaspora present?

How have Jewish people been othered while living in the diaspora?

How have Jewish people had to demonstrate resilience in the diaspora?

Learning Objectives

Students will be able to develop an understanding of the consequences of the diaspora for Jewish people, emphasizing their relationship to each other, non-Jewish communities, and their ancestral homeland.

Students will be able to describe the relationship between diaspora, otherness, resilience, and cultural exchange.

Toolkit

Procedures

1

Personal Reflection

Students reflect on emotional, cultural, and historical significance of the idea of “home.” 

2

Art Exploration

Students use art to investigate how Jewish identity has been shaped by global dispersion.

3

Collaborative Analysis

Students examine one Sephardic Jewish family’s journey through multiple diasporas.

4

Making Connections

Students use various media sources to explore the effects of diaspora.

5

Creative Writing

Students craft poems about different diasporic experiences.

Access all Jewish Diaspora lesson materials.

Lesson
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