Lessons
To Bigotry No Sanction: Antisemitism in the United States
State standards
Results
2014 Wyoming Social Studies Content and Performance Standards [See Full Text]
WY SS12.1.1
Analyze unique freedoms, rights, and responsibilities of living in a democratic society and explain their interrelationships.
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).
2018 Wisconsin Standards for Social Studies [See Full Text]
WI SS.BH1.b.m
Analyze how culture, ethnicity, race, age, religion,gender, and social class affect a person's self-image and identity and interactions with others.
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.BH1.b.m
Compare and contrast the political, social, and economic status of marginalized groups both historically and in the present, both in the United States and worldwide.
2021 West Virginia Social Studies Curriculum Standards [See Full Text]
WV SS.CS.1
Evaluate, then defend, the importance of the fundamental democratic values and
principles of U.S. constitutional democracy in a global context including conflicts between
individuals, communities and nations.
WV SS.US.1
Evaluate, then defend, the importance of the fundamental democratic values and
principles of U.S. constitutional democracy. Consider conflicts between individuals, communities and nations, liberty and equality, individual rights and the common good, majority rule and minority rights, and the rule of law vs. ethics (e.g., civil disobedience).
WV SS.USC.2
Evaluate, then defend the importance of the fundamental democratic values and
principles of U.S. constitutional democracy in a global context including conflicts between
individuals, communities and nations:
-liberty and equality
-individual rights and the common good
-majority rule and minority rights
-the rule of law and ethics (e.g., civil disobedience)
-patriotism
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS 8.4
Analyze the historical and philosophical influences on the creation of the American government, including the role of race,
gender, religion and socioeconomic status.
DC SS GC.1
Analyze major tensions within the United States’ constitutional democracy: majority rule and individual rights, liberty and
security, state and national authority in a federal system, civil disobedience and the rule of law and the relationship between
religion and government.
DC SS GC.2
Analyze the foundational principles of democratic societies, including respect for individual civil and political rights, fair and
competitive elections, and the equal exercise of power by the governed over their government.
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS G1.11-12.2
Analyze interactions and conflicts between var-
ious cultures in the United States.
WA SS H1.9-10.3
Design questions generated about individuals
and groups that assess how the significance of their
actions changes over time.
The following themes and developments help to define eras
in world history and are suggested eras for 9/10th grade:
• Challenges to democracy and human rights (1945-
present)
WA SS H2.11-12.4
Analyze how cultural identity can promote
unity and division.
WA SS H4.11-12.3
Analyze how current events today are rooted
in past events.
2021 Montana Content Standards for Social Studies for K-12 [See Full Text]
MT SS.CG.6-8.1
Explain a variety of forms of government from the past or
present
MT SS.CG.6-8.5
Identify events and leaders that ensure that key United States
principles of equality and civil rights are applied to various
groups, including American Indians
MT SS.CG.9-12.10
Analyze historical, contemporary, and emerging means of
changing societies, promoting the common good, and protecting
rights
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.GS.A
Using a geographic lens, analyze the laws and governmental systems of a place in order to determine their affect on individuals and groups in society.
MO SS 6-8.AH.1.PC.B
Using an American history lens, examine the origins and impact of social structures and stratification on societies and relationships between peoples.
MO SS 9-12.AH.1.PC.B
Using a United States’ historical lens, examine the origins and impact of social structures and stratification on societies and relationships between peoples.
MO SS 9-12.GV.1.GS.A
Analyze laws, policies, and processes to determine how governmental systems affect individuals and groups in society.
2021 Minnesota K-12 Academic Standards in Social Studies [See Full Text]
MN SS 6.5.23.1
Identify and explain how discrimination based on race,
gender, economic, ableism and social group identity affects
the history, health, growth and/or current experiences of
residents of Minnesota.
MN SS 9.1.2.1
Analyze the foundational ideas of the United States
government embedded in founding era documents: natural
rights philosophy, social contract, civic virtue, popular
sovereignty, constitutionalism, representative democracy,
political factions, federalism and individual rights.
MN SS 9.4.19.12
U.S. History Era 6: Migration, Imperialism and Inequality.
Identify patterns, intersections and causes of stratification,
including racial, class, gender, citizenship status and/or
religion, that lead to social inequalities. Identify their impact
on both individuals and groups in the United States and across
the world.
2019 Nebraska Social Studies Standards [See Full Text]
NE SS 6.1.1.d
Investigate important government principles.
For example: democracy, rule of law, justice, equality, toleration
NE SS 8.1.1.e
Describe how important government principles are shown
in American government.
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.c (WLD)
Evaluate the impact of people, events, and
ideas, including various cultures and ethnic groups, on the world.
2018 Nevada Academic Content Standards for Social Studies [See Full Text]
NV SS.6-8.EWC.24.
Compare a current global issue to a historical event from an ancient civilization in order to propose a solution
based upon past outcomes.
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.6-8.WGGS.15.
Interpret current events from a variety of cultural perspectives.
NV SS.6-8.WGGS.20.
Explore instances of oppression in the modern world as well as individual and group resistance movements for
social justice which have developed in response.
NV SS.6-8.EUSH.24.
Analyze the ways in which dominant cultures have oppressed groups through institutionalized discrimination within U.S. history.
NV SS.6-8.EUSH.25.
Evaluate the impact of individuals and reform movements on the struggle for greater civil rights and liberties throughout early U.S. history.
NV SS.6-8.EUSH.33.
Compare a current national issue to a historical event from early U.S. history in order to propose a solution based upon past outcomes.
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.
NV SS.9-12.US.13.
Investigate the causes and effects of diverse ideologies on politics, society, and culture.
NV SS.9-12.US.14.
Evaluate the impact of individuals and reform movements on the struggle for greater civil rights and liberties.
NV SS.9-12.US.26.
Examine how and why diverse groups have been denied equality and opportunity, both institutionally and
informally.
NV SS.9-12.US.27.
Analyze how resistance movements organized and responded to oppression and infringement of civil liberties, and
evaluate the impact of the responses.
NV SS.9-12.US.28.
Examine how American culture is influenced and shaped by diverse groups and individuals.
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.1.12.HistoryCA.3.b:
Use primary sources representing multiple perspectives to explain the
impact of immigration on American society and the economy and the various responses to
increased immigration.
NJ SS 6.1.12.CivicsDP.4.b:
Analyze how ideas found in key documents contributed to demanding
equality for all (i.e., the Declaration of Independence, the Seneca Falls Declaration of
Sentiments and Resolutions, the Emancipation Proclamation, and the Gettysburg Address).
NJ SS 6.1.12.CivicsHR.8.a:
Analyze primary and secondary sources to explain how social
intolerance, xenophobia, and fear of anarchism led to restrictive immigration and refugee
laws, and the violation of the human rights of individuals and groups.
NJ SS 6.1.12.HistorySE.14.a:
Explore the various ways women, racial and ethnic minorities, the
LGBTQ community, and individuals with disabilities have contributed to the American
economy, politics and society.
NJ SS 6.1.12.HistorySE.14.b:
Use a variety of sources from diverse perspective to analyze the social,
economic and political contributions of marginalized and underrepresented groups and/or
individuals.
NJ SS 6.1.12.HistoryCC.14.d:
Evaluate the role of religion on cultural and social norms, public
opinion, and political decisions.
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.
2016 New York Social Studies Framework [See Full Text]
NY SS 11.10 b
Individuals, diverse groups, and organizations have sought to bring about change in American society through a variety of methods.
NY SS 12.G2d
The definition of civil rights has broadened over the course of United States history,
and the number of people and groups legally ensured of these rights has also expanded.
However, the degree to which rights extend equally and fairly to all (e.g., race, class, gender,
2021 North Carolina K-12 Social Studies Standards [See Full Text]
NC SS 7.B.1.2
Explain how values and beliefs affect human rights, justice, and equality for different groups of people.
NC SS 7.B.1.3
Compare how individuals and groups respond to stereotypes, oppression, human rights
violations, and genocide.
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.
NC SS 8.C&G.1.1
Summarize the democratic ideals outlined in the founding documents of the state and national government.
NC SS 8.C&G.1.5
Compare access to democratic rights and freedoms of various indigenous, religious, racial, gender, ability and identity groups in North Carolina and the nation.
NC SS 8.C&G.2.1
Summarize the strategies and societal reforms used to address discrimination and oppression in North Carolina and the nation.
NC SS 8.C&G.2.1
Explain how recovery, resistance, and resilience to inequities, injustices, discrimination, prejudice, and bias have shaped the history of North Carolina and the nation.
2019 North Dakota Social Studies Content Standards [See Full Text]
ND SS C.6_12.2.1
Differentiate/compare forms and origins
of governments.
ND SS G.6_12.3.4
Identify factors that contribute to conflict
and cooperation between cultural groups from
multiple perspectives.
ND SS US.6_12.1-6.E4.5
Compare and contrast how
different groups competed for equality and the
effectiveness of various movements.
ND SS SOC.6_12.1-2.D4.1
Explain common patterns of
social inequality and the impact on groups.
ND SS SOC.6_12.1-2.D4.1
Explain individual, group, and social
responses to inequality.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 6.G.10
Governments can be categorized as monarchies, theocracies,
dictatorships or democracies, but categories may overlap and
labels may not accurately represent how governments function.
The extent of citizens’ liberties and responsibilities varies
according to limits on governmental authority.
OH SS 8.GH.18
Cultural biases, stereotypes and prejudices had social, political
and economic consequences for minority groups and the
population as a whole.
OH SS 9-12.AG.15
Historically, the United States has struggled with majority rule
and the extension of minority rights. As a result of this
struggle, the government has increasingly extended civil rights
to marginalized groups and broadened opportunities for
participation.
OH SS 9-12.CWI.8
Beliefs about civil and human rights vary among social and
governmental systems.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
OK SS 7.5.3
Examine major religions of the world, including their belief systems and influence on contemporary
societies.
OK SS MWH.6.6
Examine the background, causes, series of events, and effects of the Holocaust.
OK SS USH.5.3
Summarize America’s reactions to the events of the Shoah (Jewish Holocaust).
OK SS USG.6.4
Analyze the civil rights and civil liberties affirmed and guaranteed by the Bill of Rights.
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.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.
OK SS TOT.11.1
Describe how Holocaust denial has helped contribute to the creation of contemporary propaganda
against the State of Israel and the Jewish people.
OK SS TOT 11.3
Examine how antisemitism may be expressed as hatred toward Jewish people, rhetorical,
and physical manifestations directed toward a person, their property, or Jewish community institutions.
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.C.PI.5
Examine the origins, purposes, and effects of constitutions,
laws, treaties, and international agreements, including the
treatment of historically underrepresented groups and
individuals.
OR SS 6/7.C.IR.8
Evaluate the effectiveness of different methods of resistance
available in pluralistic democracies to combat
misinformation, indifference, and discrimination.
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.C.CE.14
Evaluate the historical and contemporary means of
attempting to create more inclusive societies, including the
importance of advocacy and activism related to the
expansion of justice, equality, and equity for historically
underrepresented individuals and groups.
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.C.DP.12
Using primary sources from multiple perspectives, identify
and explain historical and contemporary efforts to narrow
discrepancies between foundational ideas and values of
American democracy and the realities of American political
and civic life for traditionally underrepresented groups.
OR SS HS.C.DP.14
Identify and analyze the existence and perpetuation of
discrimination and inequity in the local, state, national, or
global context.
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.US.CP.16
Assess the role and consequences of antisemitism in
the United States.
OR SS HS.WR.CP.14
Identify and explain the significance of the origins of
antisemitism.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.3.9.D
Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914.
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 8.3.12.C
Identify and evalueate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present.
2022 Rhode Island Social Studies Standards [See Full Text]
RI SS8.6.4
Argue the impacts individuals and
groups have made towards securing
civil rights in the United States
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 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.
SC SS USG.1.IP
Investigate and communicate the importance of constitutional principles and fundamental values and apply them in abstract and real world situations.
2023 South Dakota Social Studies Standards [See Full Text]
SD SS 9-12.USH.3
The student demonstrates understanding of the modern way of life by comparing the following
in history to prior eras. HCE
̵ ability to believe and act on one’s beliefs without fear of arrest or worse
SD SS 9-12.USH.5C
The student explains how racism is the belief that some people are superior or inferior to
others based on race, racial characteristics, or ancestry, how racism arises from a failure to
recognize the equal dignity and value of each human being, and how racism manifests itself
through the voluntary acts of individual people, both private words and actions and public
speech and actions, such as laws and regulations. H
SD SS 9-12.C.2
The student demonstrates understanding of the modern way of life by comparing the following in
history to prior eras. HC ̵ believing and acting on one’s beliefs without fear of arrest or worse
SD SS 9-12.C.7C
The student explains how the First Amendment guarantees that individuals can practice their
religious beliefs without fear of persecution by the government. C
SD SS 9-12.C.18G
The student explains the extent to which the enduring things in American history are its
founding claims for the inherent dignity of each person, limited self-government, and the rule
of law; and the extent to which these principles have been responsible for ending moral
wrongs, both in America and throughout the world. C
SD SS 9-12.C.18G
The student explains the roles played by the principles of the Declaration of Independence, the
self-governing republic established by the Constitution, and the sacrifices of millions of
Americans in creating the opportunity for all Americans to enjoy degrees of freedom, security,
and prosperity unmatched in human history. C
2017 Tennessee Social Studies Standards [See Full Text]
TN SS CI.03
Analyze how cultural characteristics (e.g., language, religion, ethnicity, gender roles) link,
divide, and/or define regions.
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 CI.23
Analyze types, patterns, and attitudes regarding discrimination.
TN SS S.29
Identify common patterns of social inequality (i.e., privilege, poverty, power, race, ethnicity,
class, gender).
TN SS S.29
Analyze effects of social inequality on groups and individuals (e.g., life chances, social
problems, achievement, education, inter- and intra- group conflict among groups and
individuals).
2022 Utah Core State Standards for Social Studies: Elementary [See Full Text]
UT SS 6.4.3
Determine how human rights and responsibilities around the
world have developed over time, and identify ways individuals
and organizations work to protect rights considered essential
for all humans.
UT SS U.S. I Standard 5.3
Students will use case studies to document the expansion of demo-
cratic principles and rights over time.
UT SS U.S. II Standard 4.3
Students will identify the civil rights objectives held by various groups, assess the strategies used, and evaluate the success of the various civil rights movements in reaching their objectives, paying
specific attention to American Indian, women, and other racial and
ethnic minorities.
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.His.1.6-8.
Analyze
connections among events
and developments in broader
historical contexts.
VT SS D2.Soc.16.9-12.
Interpret the effects of inequality
on groups and individuals.
VT SS D2.Rel.8.9-12:
Interpret how beliefs, behaviors,
and experiences of belonging to various communi-
ties affect and are affected by other social, political,
and cultural forces.
2023 Virginia History and Social Studies Standards of Learning [See Full Text]
VA SS CE.1e
The student will apply history and social science skills to explain the foundations of the American constitutional democracy by
explaining the fundamental concepts of the U.S. government including, but not limited to due process, equal justice under the law, equal protection, elections and a representative government, limited government, right to private property, rule of law, Supremacy Clause, and separation of powers.
VA SS GOVT.2f
The student will apply history and social science skills to describe the concept of democracy by
recognizing the freedom of the individual.
2018 Massachusetts History and Social Science Framework [See Full Text]
MA SS USII.T3.6
Describe the Allied response to the persecution of the Jews by the Nazis before, during, and
after the war.
WHII.T4.9
Evaluate the economic, social, and political conditions that allowed the rise of Hitler, Mussolini,
and Stalin in their respective countries, and how each dictator repressed dissention and
persecuted minorities. c. the rise of anti-Semitism and racist ideologies in Europe during the last decades of 19th and early 20th centuries
WHII.T4.13
Describe the Holocaust, including its roots in Christian anti-Semitism, 19th century ideas about
race and nation, and the Nazi dehumanization and planned extermination of the Jews and
persecution of LGBT and Gypsy/Roma people.
2020 Maryland State Standards and Frameworks in Social Studies [See Full Text]
MD SS 8 USH.S2
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.
MS SS 9-12 USH.S2
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.
MS SS 9-12 USH.S2
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.
2022 Arkansas Social Studies Standards [See Full Text]
AR SS H.2.6.13
Examine key concepts and influences of major belief systems on societies:
● Buddhism
● Christianity
● Confucianism
● Hinduism
● Judaism
● Islam
AR SS C.1.6.3
Compare ways in which various civilizations foster social responsibility and civic virtues.
AR SS H.5.8.5
Investigate the impact of Progressive Era reformers and ideas: Booker T. Washington vs. ●W.E.B. DuBois on civil rights
● John Dewey on education
● Jane Addams on social work
● Rise of religious liberalism, Social Darwinism, and the eugenics movement
Teacher Note: When teaching the long-term impact of Social Darwinism and eugenics, teachers should seek to build a connection to the Holocaust, as these
philosophies, which taught racialized categories, were later used by the Nazis to justify extermination of racial groups they considered “inferior.
”
AR SS H.5.8.7
Evaluate the effects of key political issues of the 1910s and 1920s:
● Nativism and cultural assimilation: (e.g., Emergency Quota Act, Sacco and Vanzetti)
● Racial discrimination and civil rights: (e.g., continued presence of Ku Klux Klan, founding of NAACP, Elaine Race Massacre, Tulsa Race Massacre)
● Indigenous rights: (e.g., Indian Citizenship Act, United States vs. Winans)
● Rise of Communism/Marxism: (e.g., First Red Scare, J. Edgar Hoover)
AR SS C.3.CIV.8
Examine the amendments to the U.S. Constitution in order to determine how the roles of citizens and the federal and state governments have changed over
● Bill of Rights
● Incorporation of states’ rights into government
● Due process
● Citizenship and equal protection (14th Amendment)
● Voting rights (e.g., 15th Amendment, 19th Amendment, 24th Amendment, 26th Amendment)
AR SS C.4.USG.4
Analyze various federal laws, policies, and rulings concerning civil rights of individuals and groups.
Teacher Note: This may include:
● Civil Rights Act of 1964 and 1968
● Voting Rights Act of 1965
● Immigration Act of 1965
● Individuals with Disabilities Education Act of 1975
● Americans with Disabilities Act of 1990
● Indian Child Welfare Act
● Tribal Self-Governance Act
● Equal Pay Act of 1963
● Title IX
AR SS H.5.8.7
Evaluate the effects of key political issues of the 1910s and 1920s:
● Nativism and cultural assimilation: (e.g., Emergency Quota Act, Sacco and Vanzetti)
● Racial discrimination and civil rights: (e.g., continued presence of Ku Klux Klan, founding of NAACP, Elaine Race Massacre, Tulsa Race Massacre)
● Indigenous rights: (e.g., Indian Citizenship Act, United States vs. Winans)
● Rise of Communism/Marxism: (e.g., First Red Scare, J. Edgar Hoover)
AR SS H.5.USH.11
Examine the social, economic, and political results and implications of World War II nationally, including the end of American isolationism, the Yalta Conference
and its global implications, and cultural changes in the U.S. (e.g., baby boom, women in workforce, desegregation of armed forces).
Teacher Note: A post-World War II connection to the Holocaust may be included here with the U.S. efforts to assist Jewish refugees and displaced persons,
including changes to U.S. immigration policies and passage of the Displaced Persons Act of 1948.
AR SS H.6.WH.23
Analyze the causes and long-term effects of the Holocaust, including European antisemitism and 19th-century ideas about race and racial identity, Nazi
dehumanization tactics, the state-sponsored persecution and attempted annihilation of Jews and other groups, and its effects on Zionism and the establishment
of the modern state of Israel.
AR SS H.6.WH.31
Analyze short- and long-term causes and effects of the following on humanity:
● Disease
● Famine
● Genocide
● Loss of natural resources
● Terrorism
2016 California History Social Science Framework [See Full Text]
CA SS 6.3.5
Discuss how Judaism survived and developed despite the continuing
dispersion of much of the Jewish population from Jerusalem and the rest
of Israel after the destruction of the second Temple in A.D. 70.
CA SS 8.1.2
Analyze the philosophy of government expressed in the Declaration of
Independence, with an emphasis on government as a means of securing
individual rights (e.g., key phrases such as “all men are created equal, that
they are endowed by their Creator with certain unalienable Rights”).
CA SS 10.8.5
Analyze the Nazi policy of pursuing racial purity, especially against the
European Jews; its transformation into the Final Solution; and the
Holocaust that resulted in the murder of six million Jewish civilians.
CA SS 11.1.1
Describe the Enlightenment and the rise of democratic ideas as the
context in which the nation was founded.
CA SS 11.1.2
Analyze the ideological origins of the American Revolution, the
Founding Fathers’ philosophy of divinely bestowed unalienable natural
rights, the debates on the drafting and ratification of the Constitution,
and the addition of the Bill of Rights.
CA SS 11.3.1
Describe the contributions of various religious groups to American civic
principles and social reform movements (e.g., civil and human rights,
individual responsibility and the work ethic, antimonarchy and self-rule,
worker protection, family-centered communities).
CA SS 11.3.3
Cite incidences of religious intolerance in the United States (e.g.,
persecution of Mormons, anti-Catholic sentiment, anti-Semitism).
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.
CA SS 12.1.3
Explain how the U.S. Constitution reflects a balance between the
classical republican concern with promotion of the public good and the
classical liberal concern with protecting individual rights; and discuss
how the basic premises of liberal constitutionalism and democracy are
joined in the Declaration of Independence as “self-evident truths.”
CA SS 12.2.1
Discuss the meaning and importance of each of the rights guaranteed
under the Bill of Rights and how each is secured (e.g., freedom of
religion, speech, press, assembly, petition, privacy).
CA SS 12.3.1
Explain how civil society provides opportunities for individuals to
associate for social, cultural, religious, economic, and political purposes.
CA SS 12.3.3
Discuss the historical role of religion and religious diversity.
CA SS 12.10
Students formulate questions about and defend their analyses of tensions
within our constitutional democracy and the importance of maintaining
a balance between the following concepts: majority rule and individual
rights; liberty and equality; state and national authority in a federal
system; civil disobedience and the rule of law; freedom of the press and
the right to a fair trial; the relationship of religion and government.
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.6.4.2
Explain how the development and features of systems of government in the Western Hemisphere relate to their citizens.
CO SS.8.1.2d
Evaluate the impact of various gender, age, race, ethnicity, religion, and class during this time period and the impact of these demographic groups on the events of
the time period.
CO SS.8.1.2f
Analyze ideas that are critical to the understanding of early United States history.
CO SS.8.4.1a
Describe major political and/or social changes that affected the definition of citizenship, expanded or restricted the rights of citizens, and how those changes
impacted women, Indigenous Peoples, African Americans, Latinos, Asian Americans, LGBTQ, religious minorities, and people living in annexed territories.
CO SS.8.4.1e
Analyze primary sources supporting democratic freedoms and the founding of our government and explain how they provide for both continuity and change.
Including but not limited to: the Declaration of Independence, the Constitution, Bill of Rights, and the Declaration of Sentiments.
CO SS.HS.1.2d
Examine and evaluate issues of unity and diversity from Reconstruction to present.
CO SS.HS.1.2g
Analyze how opposing perspectives, compromise, and cooperation have shaped national unity and diversity. For example: The rights and contributions of diverse groups and individuals, including and ethnic and religious minorities.
2022 Colorado Academic Standards: Social Studies [See Full Text]
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.
CO SS.HS.4.2a
Describe the origins, purposes, and limitations of government, and include the contribution of key philosophers and American historical figures of diverse
backgrounds.
CO SS.HS.4.2d
Explain the principles of a democracy and analyze how competing democratic values are balanced. For example: Freedom and security, individual rights and
common good, general welfare, and rights and responsibilities.
CO SS.HS.4.3d
Analyze how individual rights have been affected over time by court decisions, legislative debates at various levels of government, or by the advocacy of individuals
and groups.
2023 Connecticut Elementary and Secondary Social Studies Standards [See Full Text]
CT SS 7.Civ.1.a.
Identify the powers and responsibilities of individuals, groups, and media in addressing
human rights issues in both governmental and nongovernmental contexts (e.g., Universal
Declaration of Human Rights, International Refugee Assistance, United States Border
Security, United Nations).
CT SS 8.Civ.3.a.
Examine the origin, purpose, and impact of the founding documents (e.g., popular
sovereignty, republicanism, separation of powers, enfranchisement, liberty).
CT SS 8.Civ.8.a.
Analyze how the ideas and principles within the Bill of Rights influence the social and political
system in the United States.
CT SS 8.His.16.a.
Evaluate the US Constitution and Bill of Rights to determine if the goals of the American
Revolution, as stated in the Declaration of Independence, were realized.
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).
CT SS MW.Civ.12.a.
Investigate how different groups have struggled to gain freedom, equality, and social
justice at the national and international levels (e.g., Nelson Mandela, Ho Chi Minh, Kwame
Nkrumah, Indian National Congress).
CT SS US.Civ.12.a
Analyze how people in the Progressive Era used and challenged laws to advance social,
political, economic, and environmental reforms (e.g., Populist Party, B’nai B’rith, National
Woman Suffrage Movement, Sierra Club, Niagara Movement, Socialist Party of America).
CT SS US.His.16.c.
Develop arguments about the juxtaposition between the United States’ founding ideals and
actions of the Federal government during World War II using evidence from multiple relevant
sources (e.g., Japanese-American Internment, Holocaust intervention, Braceros Program, Fair
Employment Practices Act, segregated regiments, women in the military).
CT SS US.His.1.e
Evaluate the United States government’s complex responses to the Holocaust while
recognizing the history of antisemitism in both historical and contemporary contexts (e.g.,
Voyage of the St. Louis, lack of response to the Final Solution, Nuremberg Trials).
CT SS US.Civ.5.b.
Evaluate the effectiveness of individuals, groups, and institutions in addressing issues of
civil rights and justice in the post-World War II era (e.g., disability, education, environmental
justice, LGBTQ+ rights, poverty, racial and gender equity, voting access).
CT SS CG.Civ.4.c.
Explain how the United States Constitution has been adapted and interpreted in response
to societal changes in both historical and contemporary contexts (e.g., amendments, Mar-
bury v. Madison, Brown v. Board of Education, Tinker v. DesMoines, Obergefell v. Hodges).
CT SS CG.Civ.5.a.
Evaluate the relationship between law-making, enforcement, and interpretation in balancing
the rights of the individual with the well being of society (e.g., Bill of Rights, Supreme Court
cases).
CT SS CG.Civ.2.e.
Analyze the rights and responsibilities of individuals in the United States (e.g., 4th
Amendment, trial by jury, jury service, interacting with law enforcement, voting).
2018 Delaware History Standards: K-12 [See Full Text]
DE SS 1.9-12a
Students will analyze the ways in which the structure and purposes of different governments around the world reflect differing ideologies, cultures, values, and histories.
DE SS 2.6-8a
Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.
DE SS 2.6-8b
Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.
DE SS 1.6-8a
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 1.9-12a
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 4.6-8a
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 4.9-12a
Students will develop an understanding of modern United States history, its connections to both Delaware and world history, including:
-- Civil War and Reconstruction (1850-1877)
-- Development of an industrialized nation (1870-1900)
-- Emergence of modern America (1890-1930)
-- Great Depression and World War II (1929-1945)
-- Postwar United States (1945-early 1970s)
-- Contemporary United States (1968-present)
DE SS 4.9-12b
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 Florida's State Academic Standards: Social Studies [See Full Text]
FL SS.68.HE.1.1
Examine the Holocaust as the planned and systematic state-sponsored persecution and murder of European
Jews by Nazi Germany and its collaborators between 1933 and 1945.
• Students will describe the basic beliefs of Judaism and trace the origins and history of Jews in
Europe.
• Students will analyze how antisemitism led to and contributed to the Holocaust.
• Students will identify examples of antisemitism (e.g., making mendacious, dehumanizing,
demonizing or stereotypical allegations about Jews; demonizing Israel by using the symbols and
images associated with classic antisemitism to characterize Israel or Israelis).
FL SS.6.W.1.3
Interpret primary and secondary sources.
FL SS.7.CG.1.1
Analyze the influences of ancient Greece, ancient Rome and the Judeo-Christian tradition on America’s constitutional republic.
FL SS.7.CG.1.2
Trace the principles underlying America’s founding ideas on law and government.
• Students will recognize principles contained in the founding documents (e.g., due process of law,
equality of mankind, limited government, natural rights, the rule of law).
• Students will explain why religious liberty is a protected right.
FL SS.8.A.4.18
Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida,
explaining their contributions to Florida's and America's society and culture during the Territorial Period.
FL SS.8.CG.2.5
Analyze how the Bill of Rights guarantees civil rights and liberties to citizens.
• Students will explain the meaning and purpose of each amendment in the Bill of Rights.
• Students will describe how the Bill of Rights affects citizens and government.
FL SS.912.A.4.9
Compare how the war impacted German Americans, Asian Americans, African Americans, Hispanic Americans, Jewish Americans, Native Americans, women and dissenters in the United States.
FL SS.912.A.6.3
Analyze the impact of the Holocaust during World War II on Jews as well as other groups.
FL SS.912.CG.1.1
Examine how intellectual influences in primary documents contributed to the ideas in the Declaration of
Independence, the U.S. Constitution and the Bill of Rights.
• Students will recognize the influence of the Judeo-Christian tradition.
FL SS.912.CG.2.6
Explain how the principles contained in foundational documents contributed to the expansion of civil rights
and liberties over time.
FL SS.912.W.1.3
Interpret and evaluate primary and secondary sources.
FL SS.912.W.2.13
Explain how Western civilization arose from a synthesis of classical Greco-Roman
civilization, Judeo-Christian influence, and the cultures of northern European peoples promoting a cultural unity in Europe.
FL SS.912.W.7.8
Explain the causes, events, and effects of the Holocaust (1933-1945) including its roots in the long tradition of antisemitism, 19th century ideas about race and nation, and Nazi dehumanization of the Jews and other victims.
FL SS.912.HE.1.1
Define the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945.
• Students will explain why the Holocaust is history’s most extreme example of antisemitism.
FL SS.912.HE.1.2
Analyze how the Nazi regime utilized and built on historical antisemitism to create a common enemy of the
Jews.
• Students will explain the origins of antisemitism and trace it from the Ancient World through the
twenty-first century (e.g., Pagan, Christian, Muslim, Middle Ages, Modern era).
• Students will explain the political, social and economic applications of antisemitism that led to the
organized pogroms against Jewish people.
• Students will examine propaganda (e.g., the Protocols of the Elders of Zion; The Poisonous
Mushroom) that was and still is utilized against Jewish people both in Europe and around the
world.
FL SS.912.HE.3.4
Explain why it is important for current and future generations to learn from the Holocaust.
• Students will describe the contributions of the Jews (e.g., arts, culture, medicine, sciences) to the United States and the world.
FL SS.912.HE.3.5
Recognize that antisemitism includes a certain perception of the Jewish people, which may be expressed as hatred toward Jewish people, rhetorical and physical manifestations of antisemitism directed toward a person or his or her property or toward Jewish community institutions or religious facilities.
2023 Georgia Standards of Excellence: Social Studies [See Full Text]
GA SS CT7FDP
Identifies fundamental principles of constitutional law (e.g., popular sovereignty, limited government, separation of powers, checks and balances, judicial review, equal protection of the law, due process of law, majority rule with minority rights).
Hawai'i Core Standards for Social Studies [See Full Text]
HI SS.WH.6.17.4
Explain the significance of the
Holocaust and other atrocities in WWII
and subsequent war crimes tribunals
HI SS.WH.8.7.2
Analyze human rights violations and
propose solutions to them
HI SS.AP.4.1
Analyze issues of diversity, prejudice, and discrimination in America
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)
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
ID 6-9.WG.5.4
Discuss present conflicts between cultural groups and nation-states in
regions throughout the world.
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.4.2
Analyze the various political systems that shaped civilizations throughout the
world, including the City-State, Monarchy, Republic, Nation-State, or
Democracy.
ID 6-9.WH.4.3
Analyze and evaluate the global expansion of liberty and democracy through
revolution and reform movements.
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.5.3
Explain why people unite for political, economic, and humanitarian reasons.
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.US1.51
Describe the impact of geographic expansion on the political, legal, and
social rights of women, African Americans, Asians, Indigenous peoples, and
European immigrants.
ID 9-12.US2.16
Analyze American participation in the international response to the
Holocaust.
ID 9-12.US2.46
Evaluate the progress of civil rights and immigration issues in recent United
States history.
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.IS.5.LC.
Analyze how a
problem can manifest itself, identify
the individuals and communities
impacted by a problem, and address
the challenges and opportunities faced
by those trying to take action toward
solutions.
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.6-8.CV.4.LC.
Analyze the relationships among
democratic principles, civic virtues, special interests,
and perspectives to the ideas and principles contained
in the constitutions, laws, treaties, and international
agreements of the United States and other countries.
IL SS.6-8.CV.3.MdC.
Analyze the origins, purposes, and
processes connected to maintaining or changing
powers and how individuals and societies protect,
grant, or deny rights.
IL SS.6-8.CV.2.MCa.
Analyze how the application of laws and
the protection, granting, or denial of individual and collective
rights have impacted participation and powers of various
groups of people.
IL SS 6-8.CV.3.MC.
Explain how granting rights for individuals or
communities does not reduce the ability of other individuals
or communities to exercise the same rights and evaluate how
efforts to maintain systems or initiate change within societies
have worked for or against the benefit or oppression of
multiple groups.
IL SS.9-12.CV.5.
Analyze civic dispositions, democratic principles,
constitutional rights, and human rights and their impact on personal
interests and multiple perspectives.
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.
IL SS.9-12.REL.8.
Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
IN USH.7.6
Identify the problems confronting different minorities during this period of economic and
social change, and describe the solutions to these problems. (E)
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN WH.6.5
Examine the causes, course, and effects of the Holocaust, including accounts of camp
inmates, survivors, liberators, and perpetrators, and summarize world responses, including
the Nuremberg Trials. (E)
Iowa Social Studies Standards [See Full Text]
IA SS.7.14.
Examine what causes inequalities and how they exist within a society.
IA SS.7.24.
Analyze connections among historical events and developments in contemporary global issues.
IA SS-Soc.9-12.15.
Distinguish patterns and causes of
stratification that lead to social inequalities, and their
impact on both individuals and groups.
IA SS-US.9-12.25.
Analyze how regional, racial, ethnic and gender perspectives influenced American history and
culture.
2020 Kansas History, Government, and Social Studies Standards [See Full Text]
KS SS 6-8.2.3
The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
KS SS 6-8.2.1
The student will recognize and evaluate the rights and responsibilities of
people living in societies.
KS SS 6-8.5.1
The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
KS SS 6-8.2.3
The student will investigate and connect the rights and responsibilities of
individuals with contemporary issues.
KS SS 6-8.5.1
The student will recognize and evaluate dynamic relationships that impact
lives in communities, states, and nations.
2022 Kentucky Academic Standards: Social Studies [See Full Text]
KY SS 8.C.CV.1
Analyze the impact of the democratic principles of equality before the law, inalienable
rights, consent of the governed and the right to alter or abolish the government in the
United States from the Colonial Era to Reconstruction from 1600-1877.
KY SS HS.UH.CH.1
Examine the ways diverse groups viewed themselves and contributed to the identity of
the United States in the world from 1877-present.
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS 8.14a
Explain the rise and spread of militarism and totalitarianism internationally, examining the similarities
and differences between the ideologies of Imperial Japan, fascist Italy and Nazi Germany, and the
communist Soviet Union, as well as the origins and effects of violence and mass murder in the 1930s and
1940s as demonstrated by the Nanjing Massacre, the Holodomor, the Holocaust, and treatment of
political opponents and prisoners of war during World War II.
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 C.10b
Analyze the rights enumerated in the Bill of Rights and their application to historical and current issues.
LA SS US.7g
Evaluate how the U.S. Constitution and Bill of Rights seek to prevent tyranny and protect individual
liberty and freedom, including through representation, limited government, separation of powers, and
checks and balances.
LA SS US.15k
Analyze the Holocaust, including the suspension of basic civil rights by the Third Reich, concentration
camp system, antisemitism, persecution of Jews and non-Jews, Jewish and non-Jewish resistance, the
role played by the United States in liberating Nazi concentration camps, immigration of Holocaust
survivors, and the Nuremberg trials.
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.12
Describe various systems, laws, and policies of governance across world history in the period from 1300
to 2010 and their methods of maintaining power, including absolutism, communism, democracy, imperialism,
fascism, theocracies, monarchism, and republicanism.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8 1.D3
Analyze examples of democratic ideals and constitutional
principles that include the rule of law, legitimate power, and
common good.
ME SS 6-8 3.F1
Explaining basic civic aspects of historical
and/or current issues that involve unity and
diversity in Maine, the United States, and other
nations.
ME SS 6-8 3.D2
Analyzing the political structures, political power, and
political perspectives of the diverse historic and current cultures
of the United States and the world.
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 1.F3
Tracing the history of democratic ideals and
constitutional principles and their importance in the
history of the United States and 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 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 1.F3
Tracing and critiquing the roots and evolution of
democratic ideals and constitutional principles in the
history of the United States using historical sources.
ME SS 9-12 2.F2
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 1.D3
Tracing and critiquing the roots and evolution of
democratic ideals and constitutional principles in the history
of the world using historical sources.
2019 Michigan K-12 Standards: Social Studies [See Full Text]
MI SS F1.1
Identify the core ideals of American society as reflected in the documents
below, and analyze the ways that American society moved toward and/or away from
its core ideals:
• the Bill of Rights.
MI SS 8.3.4
Civil Rights Expanded – evaluate the major accomplishments and setbacks in
securing civil rights and liberties for all Americans over the 20th century.
MI SS 2.1.2
Identify and analyze various Democratic Values of the United States as
found in the Declaration of Independence.
MI SS 4.3.1
Identify and explain personal rights, political rights, and economic
rights as well as how these rights might conflict.
MI SS 6.4.1
Explain and evaluate how people, individually or collectively, seek to
bring the United States closer to its Democratic Values.
2018 Arizona History and Social Science Standards [See Full Text]
AZ SS 6.C2.1
Analyze the beliefs, experiences, perspectives, and values that underlie points of view regarding civic issues in the time period and regions studied.
AZ SS 6.C4.1
Explain challenges and opportunities people and groups face when solving local, regional, and/or global problems.
AZ SS 6.H4.1
Describe how different group identities such as racial, ethnic, class, gender, regional, and immigrant/migration status emerged and contributed to societal and regional development, characteristics, and interactions over time.
AZ SS 7.C2.1
Explain how revolutions and other changes in government impact citizens’ rights.
AZ SS 7.C4.4
Explain challenges people face and opportunities they create in addressing local, regional, and global problems at various times and places. Apply a range of deliberative and democratic procedures to make decisions and act in local, regional, and global communities.
AZ SS 7.H3.3
Trace how individual rights, freedoms, and responsibilities have evolved over time.
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.
8.C1.1
Analyze ideas and principles contained in the founding documents of the United States, including the Declaration of Independence and
Constitution, and explain how they influence society and political systems.
AZ SS 8.C4.5
Analyze how a specific problem can manifest itself at the local, regional, and global levels, identifying its characteristics and causes, and the
challenges and opportunities faced by those trying to address the problem. Apply a range of deliberative and democratic procedures to take
action and solve the problem.
AZ SS 8.H3.4
Investigate a significant historical topic from United States History that has significance to an issue or topic today.
AZ SS HS.C1.1
Explain the significance of civic virtues to a well-functioning constitutional republic.
AZ SS HS.C2.3
Evaluate the evolution of ideals and rights established in historical documents, legislation, executive actions, and court cases.
AZ SS HS.C4.5
Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems,
instances of such problems in multiple contexts, and challenges and opportunities faced by those trying to address these problems over
time and place.
AZ SS HS.C4.6
Assess options for action to address local, regional, and global problems by engaging in self- reflection, strategy identification, and complex causal reasoning.
AZ SS HS.H4.1
Examine how historically marginalized groups have affected change on political and social institutions.
2024 Alaska Social Studies Standards [See Full Text]
AK SS.6‐8.4.3
Reflect on the connection of historical knowledge to contemporary challenges, fostering an understanding of how the past informs the present.
AK SS.6.4.7.1
Describe the roles of political, civil, and economic organizations in shaping people’s lives.
AK SS.7.1.10.1
Describe the roles of political, civil, and economic organizations in shaping people’s lives.
AK SS.7.2.8.1
Assess how people address public problems through the use of rules and laws.
AK SS.7.3.10.1
Identify rights and responsibilities of citizens and noncitizens within different forms of government.
AK SS.8.5.6.1
Define the fundamental principles of democracy, including popular sovereignty, rule of law, and individual rights.
AK SS.8.5.10.1
Explore the rights and responsibilities of people in a representative democracy.
AK SS.8.7.5.1
Engage in collaborative discussions about the ongoing struggle for civil rights, equal justice, and the responsibilities of citizenship in a diverse society.
AK SS.9‐12.6.7
Formulate an informed opinion and engage in productive discourse on how we balance individual liberties and public good.
AK SS.9‐12.6.1
Explain the philosophies, ideals, processes, and documents that the Constitution was based upon to create a representative democracy.
AK SS.9‐12.8.4
Discuss the methods used to change societies, promote the common good, and protect civil and human rights.
AK SS.9‐12.10.7
Recognize historic inequalities in the United States and Alaska and evaluate proposed solutions to correct them.
AK SS.USH.6.21.1
Investigate how identity groups and society address chronic inequity through individual actions; individual champions; social movements; and local community, national, and global advocacy.
AK SS.6.4.10.1
Describe the roles and responsibilities of people in the United States.
AK SS.8.4.5.1
Reflect on the principles of democracy and civic responsibility that emerged from the American Revolution and the early years of the New Republic and their relevance to contemporary society.
https://www.alabamaachieves.org/wp-content/uploads/2025/01/AS_20250110_2024-Alabama-Course-of-Study-Social-Studies_V1.0.pdf [See Full Text]
AL SS 18a
Identify and describe ways citizens work together to influence the government and solve
problems.
AL SS 3c
Explain why the 1920s comprised a period of significant social conflict as manifested by the Scopes
trial, growth of the Ku Klux Klan, rise of nativist thinking, the Red Scare, and antisemitism.
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 9-12.ECI.18.
Examine the role assimilation plays in the loss of cultural, ethnic, racial, and religious identities
and language.
NM SS 7.72.
Identify how stereotyping influences social perspectives about members of a group.
NM SS 8.46.
Identify and analyze cultural, differently abled, ethnic, gender, national, political, racial, and religious
identities and related perceptions and behaviors by society of these identities.
NM SS 9-12.Civ.39.
Evaluate how fundamental U.S. principles have been interpreted over time and how they
currently shape policy debates.
NM SS 9-12.US.135.
Examine contemporary civil and human rights struggles and successes.
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.36.
Examine the impact of historical cultural, economic, political, religious, and social factors that
resulted in unequal power relations among identity groups.
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.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:HI:8:1.3:
Examine how religion has influenced
the political life of the nation
NH SS:HI:12:1.2:
Analyze how religion has influenced the political life of the nation, e.g., the separation of
church and state in early New Hampshire or the rise of the Moral Majority. (Themes: A: Conflict and
Cooperation, E: Cultural Development, Interaction, and Change, J: Human Expression and Communication)
NH SS:CV:6:1.1:
Apply the ideals and principles of the
American system of government to historic and
contemporary examples, e.g. , individual rights
and responsibilities, minority rights, or equality of
opportunity and equal protection under the law.
(Themes: B: Civic Ideals, Practices, and
Engagement, H: Individualism, Equality and
Authority)
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:HI:8:1.3:
SS:HI:8:1.3: Examine how religion has influenced
the political life of the nation
NH SS:HI:6:5.1:
Explain the impact ethnic and religious
groups have had on the development of the United
States, e.g., the Irish or the Mormons. (Themes:
E: Cultural Development, Interaction, and Change,
I: Patterns of Social and Political Interaction, J:
Human Expression and Communication)
NH SS:HI:12:1.2:
Analyze how religion has influenced the political life of the nation, e.g., the separation of
church and state in early New Hampshire or the rise of the Moral Majority. (Themes: A: Conflict and
Cooperation, E: Cultural Development, Interaction, and Change, J: Human Expression and Communication)
NH SS:HI:12:5.3:
Explore attitudes toward diversity held by and groups and individuals, e.g., antebellum
Southerners or Eleanor Roosevelt. (Themes: E: Cultural Development, Interaction, and Change, H:
Individualism, Equality and Authority, I: Patterns of Social and Political Interaction)
Length: 60-120 minutes | Grades: 6-12 | Themes: antisemitism, democratic values
Lesson Overview
In 1790, President George Washington promised the Jewish community in Newport, R.I., that the new nation would give “to bigotry no sanction.” Yet throughout United States history, many groups, including Jews, have faced discrimination and hate. While Jews have found opportunity in America, antisemitism has remained, fueled by harmful myths that paint them as racially different or dangerously powerful. In the late 19th and early 20th centuries, as Jewish immigrants arrived in large numbers, antisemitic ideas spread through media and public events.
In this lesson, students explore the history of antisemitism in the United States, with a focus on the late 19th and 20th centuries. By analyzing primary sources, they will uncover how antisemitic ideas spread, and finish by writing a renewed 21st century promise against bigotry.
Enduring Understanding
Bigotry has been a persistent feature of life in the United States, with adverse consequences for multiple communities.
Antisemitism is a conspiratorial way of thinking and a form of bigotry that targets Jewish people by claiming that Jews are racially different, inferior, and prone to amassing power in ways that are destructive for non-Jewish communities.
Essential Questions
Has the United States given “bigotry no sanction” throughout its history?
What is antisemitism?
What is the history of antisemitism in the United States?
Learning Objectives
Students will be able to define antisemitism and analyze multiple primary sources in order to evaluate the way it has appeared throughout U.S. history.
Students will be able to craft an original statement, articulating a “new promise” in the 21st century directed towards benefiting communities that experience persecution.
Toolkit
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Antisemitism in the United States lesson plan
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Antisemitism in the United States slide deck
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Antisemitism Uncovered Video: Myth of Power
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Antisemitism in the United States Station 1
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Antisemitism in the United States Station 2
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Antisemitism in the United States Station 3
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Antisemitism in the United States handout
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Swastika: Symbol of Hate video
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Public Rallies handout
