Lessons
23 Souls, Big and Little: Early Jewish Arrivals in North America
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 SS12.2.4
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.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.3.6.A
Identify and explain the political and
cultural contributions of individuals
and groups to United States history
from Beginnings to 1824.
PA SS 8.3.6.C
Explain how continuity and change has
influenced United States history from
Beginnings to 1824.
PA SS 8.3.6.D
Identify and explain conflict and among social groups and organizations in United States history from Beginnings to 1824.
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.
2023 South Dakota Social Studies Standards [See Full Text]
SD SS 9-12.USH.6.D
The student explains the status and effects of each of the following in colonial society, and the
extents to which these were the exception in history: private property, free enterprise,
education, local self-government, and religious freedom. HCE
SD SS 9-12.C.3.I
The student explains the status and effects of each of the following in colonial society, and the extents to which these were the exception in history: HC
̵ private property
̵ free enterprise
̵ education
̵ local self-government
̵ religious freedom
2017 Tennessee Social Studies Standards [See Full Text]
TN SS 8.03
Explain the founding and development of the Massachusetts Bay Colony, including the significance of:
• Anne Hutchinson
• Role of theocracy
• Salem Witch Trials
• Town meetings
TN SS 8.04
Explain the motivation for and the founding of the Rhode Island and Connecticut Colonies, including the roles of Roger Williams and Thomas Hooker.
TN SS WG.37
Define and give examples of economic, social, political, and environmental push and pull
factors.
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.20.c.23.a
identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
TX SS 113.20.c.23.d
analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
2022 Utah Core State Standards for Social Studies: 7-12 [See Full Text]
UT SS WG Standard 2.2:
Students will explain push and pull factors causing voluntary and involuntary migration and the consequences created by the movement of people.
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 historical events and the spatial diffusion of ideas, technologies, 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.1.9-12.
Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as 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 VUS.2.b
describing European settlement in the Americas; the Great Awakening; the character, practices, and growth of religious toleration; and the free exercise of religion
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS H2.6-8.6
Explain and analyze how cultures and cultural and ethnic groups have contributed to United States history (1763-1877).
WA SS G1.9-10.2
Explain the causes and effects of voluntary and involuntary migration in the world.
WA SS H1.9-10.2
Assess how historical events and developments
were shaped by unique circumstances of time and
place as well as broader historical contexts.
WA SS H1.11-12.1
Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS 7.16
Compare the economic, religious and political motives that led to the establishment of early, distinct European colonies in the Americas.
DC SS 7.19
Compare the motivations of different groups who settled in the 13 British colonies, and analyze the impact of these differences on the political, demographic, religious and social features of the colonies.
2021 West Virginia Social Studies Curriculum Standards [See Full Text]
WV SS.US.18
Demonstrate an understanding of the European settlement of North America.
WV SS.USC.20
Demonstrate an understanding of the European settlement of North America.
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS 9-12 WH.1.GS.A
Analyze laws, policies, and processes to determine how governmental
systems affect individuals and groups in society in world history prior
to post c. 1450.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
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.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 9-12WG.8
Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).
2021 North Carolina K-12 Social Studies Standards [See Full Text]
NC SS 7.G.1.1
Explain how push-pull factors of forced and voluntary migrations have affected societies around the world.
NC SS WH.G.1.1
Explain the reasons for and effects of immigration, forced migration, slavery, and settlement on empires, societies, and indigenous populations around the world, now and in the past.
2016 New York Social Studies Framework [See Full Text]
NY SS 11.1
COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 8.40
Compare and contrast reasons why people moved to—and left—the Thirteen Colonies.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:HI:6:5.4
Describe similarities and differences in
the immigrant experience for various ethnic groups,
e.g., the English or Chinese.
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.
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.
For example: invasions, conquests, laws, public works,
religious tolerance, censorship, hierarchy
2022 Mississippi Standards for the Social Studies [See Full Text]
MS SS 8.1
Examine major aspects of the
development of the United States from
Exploration to 1754.
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
ID SS 6-9.WH.4.1
Describe the role of government in historical human migration, such as push and pull factors.
2022 Illinois Learning Standards for Social Science [See Full Text]
IL SS 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.7
Identify and analyze the role of individuals, groups, and institutions in people's struggle for safety, freedom, equality,
and justice.
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.
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN SS 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)
Iowa Social Studies Standards [See Full Text]
IA SS.8.19
Explain how push and pull factors contributed to immigration and migration in early American history.
IA SS.8.20
Explain how global interconnections influenced early American history.
2022 Kentucky Academic Standards: Social Studies [See Full Text]
KY SS 8.H.CH.1
Explain the role changing political, social and economic perspectives had on the lives of diverse groups of people in the Colonial Era.
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS 6.1
Explain ideas, events, and developments in the history of the United States of America from 1580 to 1791 and how they progressed, changed, or remained the same over time.
LA SS 6.2
Analyze connections between ideas, events, and developments in U.S. history within their global context from 1580 to 1791.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8 H2.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 H2.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 6-8 H2.D3
Describing 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 H2.F.1
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.F.2
Identifying and analyzing major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United States, making use of primary and secondary sources. *
2020 Maryland State Standards and Frameworks in Social Studies [See Full Text]
MD SS 6-8 USH.S1
Analyzing the factors causing European migration to North America.
MD SS 6-8 USH.S2
Comparing the economic, political, social, religious and ethnic composition of colonial regions of New England, the mid-Atlantic, the Chesapeake, and the South
2018 Massachusetts History and Social Science Framework [See Full Text]
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 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.
2021 Minnesota K-12 Academic Standards in Social Studies [See Full Text]
MN SS 9.4.4.16.3
Identify the varied economic, political and religious motives of free and indentured European immigrants who settled in North America.
2024 Alabama Course of Study: Social Studies [See Full Text]
AL SS 2
Compare and contrast the reasons for British, French, and Spanish colonization in North America as well as why individuals migrated to the colonies, including mercantilism, religious persecution, poverty, oppression, and new opportunities.
AL SS 5b
Describe the contributions of colonists in bringing about religious change in colonial society.
Examples: Anne Hutchinson, Bartolomé de Las Casas, John Winthrop, Roger Williams
AL SS 4c
4c Predict causes and consequences of human migration, including push and pull factors.
AL SS 9a
Explain the causes and effects of the migration of various ethnic groups to the United States.
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 or over a prolonged period of time in order to explain patterns of historical continuity and change.
DE SS HAS4 6-8a
Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
-- Three worlds meet (Beginnings to 1620)
-- Colonization and Settlement (1585-1763)
-- Revolution and the New Nation (1754-1820s)
-- Expansion and Reform (1801-1861)
-- Civil War and Reconstruction (1850-1877)
DE SS HAS4 9-12b
Students will develop an understanding of recent and modern world history and its connections to United States history, including:
-- Intensified hemispheric interactions (1,000-1,500 AD)
-- Explorations, contact, and interactions across the world (1450-1770)
-- Revolutions, ideologies, and technological change (1750-1914)
-- The 20th Century world (1900-present)
2023 Connecticut Elementary and Secondary Social Studies Standards [See Full Text]
CT SS 8.His.1.a.
Explain the events and developments that led to the establishment of colonies in the Atlantic and Pacific Worlds (e.g., desire for religious liberty, natural resources, economic opportunities, technological advancements).
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).
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.HS.1.2
Analyze the complexity of events throughout United States history. For example: The Civil Rights Movement (e.g., Double V Campaign, the Voting Rights Act of 1965, and the Stonewall Riots); migration, immigration, and displacement (e.g., immigration and citizenship legislation, Japanese American incarceration, and debates over tribal sovereignty); landmark court cases (e.g., Keyes v. School District #1 Denver, Brown v. Board of Education, and Obergefell v. Hodges), and the war on terror (e.g., 9/11, Afghanistan and Iraq wars, Middle Eastern discrimination, and the evolution of U.S. counterterrorism efforts).
2022 Arkansas Social Studies Standards [See Full Text]
AR SS G.1.5.6
Examine reasons for population shifts in early America and the effects on various regions:
● European immigration and colonization
● Diseases in both colonial and Indigenous populations
● Indentured servitude
● Transatlantic slave trade
AR SS H.3.7.2
Examine economic, political, and religious reasons for European exploration in the Americas:
● Trade and trade routes
● Wealth
● Colonies for empire expansion
● Religious influence and freedom
2024 Alaska Social Studies Standards [See Full Text]
AK SS.7.4.23.2
Explore the cultural and
societal implications of cultural
diffusion.
AK SS.8.3.2.1
Identify and analyze primary
sources to understand the unique
perspectives of different groups in
Colonial America.
AK SS.8.3.23.1
Investigate the interactions
and conflicts between people in
Colonial America.
AK SS.9‐12.19.1
Explain the causes, characteristics, and impact of human
movement (migration, immigration, emigration) and settlement
patterns at the local, national, and global scales.
Length: 60-120 minutes | Grades: 6-12 | Themes: immigration, diaspora
Lesson Overview
Jewish people have been living permanently in North America since 1654, when the first group of Sephardic Jews arrived from Brazil. They were refugees, forced to flee after the Portuguese took control of a former Dutch colony and banned both Jews and Protestants. These early Jewish settlers were descendants of Jews who had been expelled from Spain and Portugal generations earlier, continuing a long search for a place to live and worship freely. Over the course of the 17th and 18th centuries, more Jewish families made their way to North America, establishing communities, building synagogues, and creating livelihoods, especially in growing port cities like New York, NY and Newport, RI.
This lesson invites students to explore the stories of some of the first Jewish communities in North America, while also asking bigger questions about how we remember the past. Students will look closely at how monuments shape our understanding of history and reflect the values of the society that creates them. Through discussion and creative thinking, they’ll consider whether early Jewish arrivals should be honored with a monument, and if so, what kind of story that monument should tell to matter today.
Enduring Understanding
In the 17th century, the first Jews–of Sephardic background–arrived in North America in order to escape religious persecution.
North America has served as a refuge for Jews seeking opportunities to practice Judaism openly, for more than a century prior to the establishment of the United States.
Essential Questions
What did colonial North America look like and who was inhabiting it?
When did the first Jews arrive in North America and what were the circumstances that brought them here?
Learning Objectives
Students will be able to explain the global forces that brought about the arrival of the first Jews to colonial North America, focused on the “push-pull” factors surrounding their migration.
Students will be able to compare the conditions that the earliest Jews in North America experienced relative to the conditions that they were seeking to escape through their migration.
Toolkit
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Early Jewish Arrivals lesson plan
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Early Jewish Arrivals slide deck
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Early Jewish Arrivals handout
