Lessons
Having the Right to Not Agree: Honoring Civil Discourse and Dissent
State standards
Results
2014 Wyoming Social Studies Content and Performance Standards [See Full Text]
WY SS8.2.2
Examine and
evaluate how human
expression (e.g., language,
literature, arts, architecture,
traditions, beliefs, and
spirituality) contributes to
the development and
transmission of culture.
WY SS12.2.2
Analyze human
experience and cultural
expression (e.g., language,
literature, arts, traditions,
beliefs, spirituality, values,
and behavior) and illustrate
integrated views of a
specific culture.
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.18.C.17a
Culture. The student understands the relationships among religion, philosophy, and culture. The
student is expected to:
(A) explain the relationship among religious ideas, philosophical ideas, and cultures; and
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 §113.43.17B
Culture. The student understands the distribution, patterns, and characteristics of different cultures.
The student is expected to:
and customs that make specific regions of the world distinctive;
(B) describe central ideas and spatial distribution of major religious traditions, including
Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism;
TX SS §113.44.D.15
Citizenship. The student understands the importance of the expression of different points of view
in a constitutional republic.
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 6.2.2
Summarize key tenets of the major world religions (includ-
ing Buddhism, Christianity, Confucianism, Hinduism, Islam,
Judaism, Sikhism, Taoism).
UT SS WG Standard 3.5
Students will explain how the basic tenets of world religions affect the
daily lives of people.
UT SS WH Standard 2.1
Students will identify and explain 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 U.S. GOV Standard 2.1
Students will use historic and modern case studies, including
Supreme Court cases, amendment initiatives, and legislation to
trace the application of civil liberties, civil rights, and responsibil-
ities spelled out in the Constitution, the Bill of Rights, and other
amendments.
UT SS U.S. GOV Standard 2.3
Students will explain the purpose and importance of fulfilling
civic responsibilities, including serving on juries; voting; serving
on boards, councils, and commissions; remaining well-informed;
contacting elected officials; and other duties associated with
active citizenship.
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.Civ.7.6-8.
Apply civic
virtues and democratic princi-
ples in school and community
settings.
VT SS D2.Civ.7.9-12.
Apply
civic virtues and democratic
principles when working with
others.
2023 Virginia History and Social Studies Standards of Learning [See Full Text]
VA SS CEh
The student will apply history and social science skills to the content by engaging and communicating as a civil and informed individual with persons with different perspectives.
VA SS CE.6d
The student will apply history and social science skills to define citizenship by d. examining how civic participation can address community needs and serve the public good, including the importance of volunteering, staying informed about current issues, and respecting differing beliefs in a diverse society.
VA SS CE.7
The student will apply history and social science skills that exhibit effective and respectful participation in civic life including, but not limited to civility, trustworthiness and honesty, courtesy, respect for the rights of others, personal responsibility, military service, self-reliance, hard work, respect for the law, patriotism, and service in one’s community.
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 WHII.1b
The student will apply history and social science skills to analyze the political, cultural, geographic, and economic conditions in the world around 1500 A.D. by
describing the beliefs, sacred writings, traditions, customs, and growth of major religions including, but not limited to Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism
.
2019 Washington Social Studies Learning Standards [See Full Text]
WA SS C1.11-12.3
Apply civic virtues and democratic principles
when working with others.
WA SS C4.9-10.3
Describe the impact and the appropriate roles
of personal interests and perspectives on the applica-
tion of civic virtues, democratic principles, constitution-
al rights, and human rights.
WA SS C4.11-12.3
Evaluate the impact and the appropriate roles
of personal interests and perspectives on the applica-
tion of civic virtues, democratic principles, constitution-
al rights, and human rights.
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS WH1.22
Compare and contrast the tenets of various belief systems that developed in ancient empires and how they spread,
including Christianity, Islam, Buddhism, Judaism, Hinduism and Confucianism.
2021 West Virginia Social Studies Curriculum Standards [See Full Text]
WV SS.6.5
Examine and analyze various acts of patriotism and civil discourse in response to events
throughout United States history (e.g., support of American military during wartime, Vietnam
protests, Civil Rights, respect for the flag and response of Americans to 9/11).
2018 Wisconsin Standards for Social Studies [See Full Text]
WI SS.BH1.b.m
Provide examples of diplomacy, pluralism, and consensus building (between individuals, groups, and institutions).
2018 Nevada Academic Content Standards for Social Studies [See Full Text]
NV SS.6-8.WGGS.16.
Investigate cultural developments within and across human societies with attention to belief systems, philosophies, ideologies, and the arts.
NV SS.9-12.WH.20.
Investigate the evolutions of belief systems, religions, philosophies, and ideologies across human societies.
NV SS.9-12.WH.25.
Investigate and apply the successful principles used by groups and nations in order to create communities of
respect, equity, and diversity.
NV SS.9-12.WH.29.
Analyze how various political and religious philosophies have influenced government institutions and policies.
NV SS.9-12.US.28.
Examine how American culture is influenced and shaped by diverse groups and individuals.
NV SS.9-12.US.29.
Investigate and apply the successful principles used by groups in U.S. history in order to create communities of
respect, equity, and diversity.
NV SS.9-12.CE.25.
Investigate ways that citizens can utilize civic action to create communities of respect, equity, and diversity at the
local, state, and national level.
2019 Nebraska Social Studies Standards [See Full Text]
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 7.1.2.a
Examine ways in which individuals and groups participate
in the political process in different regions of the globe.
For example: recognize multiple perspectives on issues,
NE SS 8.1.2.c
Demonstrate civic engagement.
For example: communicating through civil discourse
NE SS HS.1.2.c (US)
Engage and reflect on participation in civic activities.
For example: discussing current issues
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.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:CV:6:4.1:
Evaluate those characteristics that
promote good citizenship, e.g., individual
responsibility or respect for the rights and decisions
of others. (Themes: A: Conflict and Cooperation, B:
Civic Ideals, Practices, and Engagement)
NH SS:CV:12:4.3:
Explain why the preservation of liberty requires the participation of knowledgeable and
engaged citizens, e.g., writing letters to the editor or participating in town meetings. (Themes: B: Civic
Ideals, Practices, and Engagement)
NH SS:HI:12:5.5:
Analyze how religious ideas of morality have impacted social change, e.g., the
Abolitionist Movement or the debate over legalized abortion. (Themes: A: Conflict and Cooperation, E:
Cultural Development, Interaction, and Change, J: Human Expression and Communication)
NH SS:WH:12:5.2:
Examine the role and impact of religious ideas on daily life and social norms, e.g., of passage, personal morality, or dietary practices. (Themes: E: Cultural Development, Interaction, and
Change, A0: Human Expression and Communication)
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.1.12.HistoryCC.3.a:
Evaluate the role of religion, music, literature, and media in shaping
contemporary American culture over different time periods.
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 6.2.8.CivicsDP.3.a:
Compare and contrast the American legal system with the legal systems
of classical civilizations and determine the extent to which these early systems influenced our
current legal system (e.g., Babylonian Code of Hammurabi, Roman Justinian Code, Israelite
Jewish Law).
NJ SS 6.2.8.HistoryUP.3.c:
Compare and contrast the tenets of various world religions that
developed in or around this time period (i.e., Buddhism, Christianity, Confucianism,
Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their
responses to the current challenges of globalization.
NJ SS 6.3.8.CivicsPD.3:
Construct a claim as to why it is important for democracy that individuals
are informed by facts, aware of diverse viewpoints, and willing to take action on public issues.
2022 New Mexico Social Studies Standards [See Full Text]
NM SS 9-12.Civ.34.
Apply civic dispositions and democratic principles when working with others.
NM SS 9-12.Civ.37.
Participate in civil discourse to promote greater understanding around historical, contemporary, and
future opportunities and obstacles.
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.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.
2016 New York Social Studies Framework [See Full Text]
NY SS 6.4b
Belief systems and religions are based on sets of mutually held values.
NY SS 9.2 a
Belief systems developed beliefs and practices to address questions of origin, the
requirements to live a good life, and the nature of the afterlife.
NY SS 12.G3a
Citizens should be informed about rights and freedoms, and committed to balancing personal liberties with a social responsibility to others.
2021 North Carolina K-12 Social Studies Standards [See Full Text]
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 8.B.1.2
Explain how cultural values, practices and the interactions of various indigenous, religious, and racial groups have influenced the development of North Carolina and the nation.
NC SS 8.H.1.2
Summarize how debate, negotiation, compromise, and cooperation have been used in the history of North Carolina and the nation.
2019 North Dakota Social Studies Content Standards [See Full Text]
ND SS C.6_12.4.5
Demonstrate active participation in civic
life.
ND SS G.6_12.3.1
Describe the differences and similarities
among cultures around the world.
ND SS WH.6_12.1-6.E1.2
Describe the belief systems or
religions of early civilizations.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 7.GS.16
Analyzing individual and group perspectives is essential to
understanding historic and contemporary issues. Opportunities
for civic engagement exist for students to connect real-world
issues and events to classroom learning.
OH SS 9-12.AG.4
The processes of persuasion, compromise, consensus building
and negotiation contribute to the democratic process.
OH SS 9-12.CWI.5
Individuals can identify, assess and evaluate world events,
engage in deliberative civil debate and influence public
processes to address global issues.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
OK SS 6.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems.
OK SS 7.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems.
OK SS 7.5.3
Examine major religions of the world, including their belief systems and influence on contemporary
societies.
OK SS 8.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world
problems.
OK SS 8.4.6
Define civic virtue and explain the individual’s duties and responsibilities.
OK SS MWH.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world
problems.
OK SS MWH.1.2
Analyze the influence of religious, political, and philosophical ideas on society.
OK SS USH.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world
problems.
OK SS USG.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world
problems.
OK SS USG.2.1
Evaluate the extent to which historical ideals and principles of human nature and authority have
shaped America as a constitutional republic.
OK SS USG.6.7
Analyze how the First Amendment has been used to protect religious freedom through Supreme Court decisions.
OK SS WG.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems.
OK SS AWH.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world
problems.
OK SS AWH.5.3
Examine Judaism and its primary beliefs (e.g., monotheism, Ten Commandments, emphasis on
ritual, individual worth and responsibility, adherence to moral obligations) and the role of the Hebrew sacred
texts.
OK SS TOT.1.1
Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world
problems.
2024 Oregon Social Studies Standards [See Full Text]
OR SS 6/7.H.CP.10
Identify and explain the consequences of cultural conflict,
interaction, exchange, and/or fusion.
OR SS 6/7.H.CP.10
Compare and contrast the central tenets and cultural
practices of Hinduism, Judaism, Buddhism, Taoism,
Christianity, and Islam.
OR SS HS.C.IR.9
Describe the civic behaviors that promote and strengthen
a pluralistic democracy.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.1.6.C
Explain the fundamentals of historical
interpretation.
• Multiple points of view
PA SS 8.4.9.C
Analyze 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
before 1500.
2022 Rhode Island Social Studies Standards [See Full Text]
RI SS6.6.1
Argue the impacts of the five major world religions on the development of
societies and cultures through time
RI SS6.6.2
Argue the influences of other belief systems throughout the ancient world
on society and culture
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 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 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 7.SS.5.G
The student explains the influence of historical ideas on the colonists, especially within their
colleges and leading families, including: HC
̵ Jewish and Christian views of a deity and of human beings
SD SS 7.SS.9.I
The student explains the importance of the Constitutional practice of free speech, the free
press, and civil dialogue in representative self-government. C
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.USH.10J
The student explains the importance of free speech, the free press, and civil dialogue in
representative self-government. C
SD SS 9-12.C.3E
The student explains the influence of Jewish and Christian views of a deity and of human
beings on the colonists. HC
SD SS 9-12.C.7H
The student explains the importance of unlimited free speech, freedom of the press, and civil
dialogue in representative self-government. C
SD SS 9-12.C.13I
The student explains the outcomes and effects of recent Supreme Court cases: C
SD SS 9-12.C.16E
The student identifies the ways in which citizens engage in politics beyond voting, including
through political parties, interest groups, meeting with elected officials, petitions, attending
public meetings and hearings, writing, speaking, and assembling. C
2017 Tennessee Social Studies Standards [See Full Text]
TN SS 6.22
Describe the origins and central features of Judaism:
• Key Person(s): Abraham, Moses
• Sacred Texts: The Tanakh (i.e., Hebrew Bible)
• Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and
personal responsibility
TN SS 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 GC.31
Describe what should be reasonably expected from any citizen or resident of the U.S., and
explain why it is important for the well-being of the nation, including:
• Being informed on civic issues
• Respecting the rights of others
2017 Tennessee Social Studies Standards [See Full Text]
TN SS AH.08
Describe the origins and central features of Judaism and its distinctions from other early
religious traditions:
• Key Person(s): Abraham, Moses
• Sacred Texts: The Tanakh (Hebrew Bible)
• Basic Beliefs: monotheism, Ten Commandments, emphasis on individual worth and
personal responsibility
TN SS AH.09
Describe the diffusion of Judaism, and analyze its religious, social, and legal contributions.
2021 Montana Content Standards for Social Studies for K-12 [See Full Text]
MT SS.CG.9-12.4
Apply civic virtues and democratic principles when working with
others
MT SS.H.9-12.7
Analyze how historical, cultural, social, political, ideological, and
economic contexts shape people's perspectives
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS 6-8.AH.1.GS.A
Analyze laws, policies, and processes to determine how governmental
systems affect individuals and groups in society in American history
prior to c. 1870.
MO SS 9-12.GV.1.GS.B
Distinguish the powers and responsibilities of citizens and
institutions to address and solve problems.
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.2.LC.
Describe the origins and purposes and
impact of governing documents and policies (e.g.,
U.S. Constitution, Illinois Constitution, laws, treaties,
and international agreements) and synthesize their
application and impacts on multiple groups of people
with how they have changed over time.
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.4.MdC.
Analyze and synthesize ideas and
principles contained in the founding and governing
documents and practices of the United States, U.S.
territories, and tribal nations within the United
States.
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.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.G.14.
Explain how a person's identity (e.g., race, ethnicity, gender, sexuality, spirituality/religion, ability status,
socioeconomic group) shapes and is shaped by worldview.
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.
2016 California History Social Science Framework [See Full Text]
CA SS 6.3.2
Identify the sources of the ethical teachings and central beliefs of
Judaism (the Hebrew Bible, the Commentaries): belief in God,
observance of law, practice of the concepts of righteousness and justice,
and importance of study; and describe how the ideas of the Hebrew
traditions are reflected in the moral and ethical traditions of Western
civilization.
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 11.3.5
Describe the principles of religious liberty found in the Establishment
and Free Exercise clauses of the First Amendment, including the debate
on the issue of separation of church and state.
CA SS 11.10.2
Examine and analyze the key events, policies, and court cases in the
evolution of civil rights, including Dred Scott v. Sandford, Plessy v.
Ferguson, Brown v. Board of Education, Regents of the University of
California v. Bakke, and California Proposition 209.
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 12.2.4
Understand the obligations of civic-mindedness, including voting, being
informed on civic issues, volunteering and performing public service,
and serving in the military or alternative service.
CA SS 12.3.2
Explain how civil society makes it possible for people, individually or in
association with others, to bring their influence to bear on government
in ways other than voting and elections.
CA SS 12.5.1
Understand the changing interpretations of the Bill of Rights over time,
including interpretations of the basic freedoms (religion, speech, press,
petition, and assembly) articulated in the First Amendment and the due
process and equal-protection-of-the-law clauses of the Fourteenth
Amendment.
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.6.4.1
Examine civic participation within different governmental systems of the Western Hemisphere.
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.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.8.1.2d
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.8.4.1e
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.8.4.1f
Examine ways members of society may effectively and civilly voice opinions, monitor government, and bring about change on a local, state, and national level, and
which could have global implications.
CO SS.8.4.2f
Explain how the state and federal courts’ power of judicial review is reflected in the United States’ form of constitutional government.
CO SS.HS.1.2f
Evaluate the historical development and impact of political thought, theory, and actions.
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.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.4.1a
Research and discuss current issues to participate in civil discourse.
CO SS.HS.4.2b
Identify the structure, function, and roles of current members of local, state, and national governments. Including but not limited to: understanding the three
branches of government at each level of government.
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 8.Civ.4.a.
Explain the evolving powers and limits of the three branches of government as defined in the
United States Constitution and subsequent federal court rulings, legislation, and executive
action (e.g., Alien and Sedition Acts, Marbury v. Madison, Treaty of San Lorenzo).
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 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).
2018 Delaware History Standards: K-12 [See Full Text]
DE SS 1.6-8a
Students will understand why governments have the authority to make, enforce, and interpret laws and regulations, such as levying taxes, conducting foreign policy, and providing for national defense.
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 2.6-8b
Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
DE SS 2.9-12b
Students will examine and analyze primary and secondary sources in order to differentiate between historical facts and historical interpretations.
DE SS 4.6-8a
Students will develop an understanding of ancient and medieval world history, and the continuing influence of major civilizations, including:
-- The beginnings of human society
-- Early civilizations and pastoral peoples (4,000-1,000 BC)
-- Classical traditions, major religions, and great empires (1,000 BC--300 AD)
-- Expanding zones of exchange and encounter (300-1,000 AD)
--Intensified hemispheric interactions (1,000-1,500 AD)
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.6.W.2.9
Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of
others in the geographic area.
FL SS.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.3.11
Analyze the effects of landmark Supreme Court decisions on law, liberty and the interpretation of the U.S.
Constitution.
FL SS.912.CG.3.11
Evaluate how landmark Supreme Court decisions affect law, liberty and the interpretation of the U.S.
Constitution.
FL SS.912.W.1.3
Interpret and evaluate primary and secondary sources.
SS.912.W.3.2
Compare the major beliefs and principles of Judaism, Christianity, and Islam.
2023 Georgia Standards of Excellence: Social Studies [See Full Text]
GA SS6G10.b
Identify the major religions in Europe: Judaism, Christianity, and Islam.
GA SS7G8.b
Describe the diversity of religions within Southwest Asian (Middle Eastern) ethnic groups (e.g., Arabs, Persians, and Kurds).
Hawai'i Core Standards for Social Studies [See Full Text]
HI SS.6.3.14.1
Explain how religion and philosophy shaped European, Asian, and Middle Eastern societies during the classical period
HI SS.PID.3.17.1
Explain the significance and impact of landmark Supreme Court cases in American history
HI SS.PID.3.7.2
Assess the importance of exercising the rights and responsibilities of citizenship in a democracy
HI SS.CA.4.1
Compare the beliefs, symbols, and practices of various religions
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.3.2
Describe the importance of civic dispositions or virtues to the preservation and improvement of civil society and government
2024 Idaho Content Standards K-12 Social Studies [See Full Text]
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.WG.5.5
Describe the costs and benefits of global connections including trading,
seeking solutions to mutual problems, learning from technological advances,
acquiring new perspectives, and benefiting from developments in culture.
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.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 9-12.GOV.9
Analyze how the Bill of Rights limits the powers of the government and
ensures individual rights.
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 6.CIV.4
Describe and give examples of individual rights guaranteed by the Bill of Rights. (E)
IN 6.CIV.13
Explain the role citizens have in making decisions and rules within the community, state,
and nation.
● Examples: Voicing opinions in a positive way.
IN 7.H.2
Describe, compare, and contrast the historical origins, central beliefs, and spread of major
religions. (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.
2020 Kansas History, Government, and Social Studies Standards [See Full Text]
KS SS 6-8.3.1
The student will recognize and evaluate how societies are shaped by the
identities, beliefs, and practices of individuals and groups.
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 7.H.CO.1
Explain how religion influenced state-building, trade and cultural interactions between
600-1600.
KY SS HS.C.RR.1
Evaluate the civic responsibilities of individuals within a society.
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS 6.11a
Analyze the historical and religious factors that influenced the development of government in the
United States, including those from ancient Greece; the Roman Republic; the Judeo-Christian tradition;
English rule of law and the Magna Carta; Enlightenment philosophies; and the Great Awakening.
LA SS C.8d
Analyze the foundational documents and ideas of the United States government and its formation,
including Magna Carta, the Mayflower Compact, Enlightenment philosophies, English Bill of Rights,
Declaration of Independence, the Articles of the Confederation, the Constitution of the United States of
America and the Bill of Rights, and the Federalist papers, and their role and importance in the origin and
development of the nation.
LA SS C.9f
Evaluate the reasoning for Supreme Court decisions and their political, social, and economic effects.
LA SS C.10b
Analyze the rights enumerated in the Bill of Rights and their application to historical and current issues.
LA SS US.18g
Compare the judicial philosophies of Supreme Court justices of the twentieth and twenty-first centuries,
including those of Antonin Scalia and Ruth Bader Ginsberg
LA SS WH.11a
Analyze how various religious philosophies have influenced government institutions and policies from
1300 to 2010.
LA SS WH.11c
Analyze how civic ideals such as freedom, liberty, and equal justice have influenced world governments
from 1300 to 2010.
2019 Maine Social Studies Standards [See Full Text]
ME SS 6-8 2.F2
Describing how the powers of government are
limited to protect individual rights and minority
rights as described in the United States
Constitution and the Bill of Rights.
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 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.
2020 Maryland State Standards and Frameworks in Social Studies [See Full Text]
MD SS 8 USH.S1
Students shall inquire about the historical development of the fundamental concepts and processes of
authority, power, and influence with particular emphasis on civic reasoning in order to become informed,
responsible citizens, engage in the political process, and contribute to society.
MS SS 9-12 USH.S1
Students shall inquire about the historical development of the fundamental concepts and processes of
authority, power, and influence with particular emphasis on civic reasoning in order to become informed,
responsible citizens, engage in the political process, and contribute to society.
2018 Massachusetts History and Social Science Framework [See Full Text]
MA SS 6.T3e.3
Describe the history of ancient Israel and early Christianity.
MA SS WHI.T2.2
Describe the central tenets of Hinduism, Judaism, Buddhism, Confucianism, Christianity, and
Islam; create a timeline that shows when and where each religion or belief system began.
2019 Michigan K-12 Standards: Social Studies [See Full Text]
MI SS G4.1.3
Describe cultures of the region being studied, including the major languages and religions.
MI SS W3.2.1
Identify and describe the core beliefs of major world religions and be-
lief systems, including Hinduism, Judaism, Buddhism, Christianity, Confucianism,
Sikhism and Islam.
MI SS 6.3.1
Explain the personal dispositions that contribute to knowledgeable and
engaged participation in civic communities.
MI SS 6.3.2
Explain how informed members of society influence civic life.
2021 Minnesota K-12 Academic Standards in Social Studies [See Full Text]
MN SS 7.1.1.1
Participate in civil discourse on issues in the contemporary
United States and evaluate arguments, including identifying
pros and cons.
MN SS 8.1.1.1
Participate in civil discourse on contemporary global issues in
the world and evaluate arguments, including identifying pros
and cons.
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 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 9.5.23.6
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 SS 6.13
Examine the challenges of civic
engagement in the contemporary
world.
MS SS 7.7
Examine the developments of early
world religions and philosophies.
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 17
Explain key rights included in the Bill of Rights and provide examples of how citizens
exercise these rights in today’s society.
AL SS 18
Analyze how an individual’s civic participation can influence government, politics, and
society.
AL SS 8a
Identify the central tenets of Judaism, and compare Judaism to the polytheistic religions of other
Mediterranean ancient civilizations.
AL SS 2c
Compare the arguments of Federalists and Anti-Federalists regarding ratification of the
United States Constitution, and explain how the Bill of Rights represented a compromise
between fundamental liberties and the powers of government.
AL SS 3
Analyze the major features and structural organization of the Constitution of the United States and the
Bill of Rights.
AL SS 6
Summarize the functions and duties of the judicial branch, including the power of judicial review and
interpretation of laws.
AL SS 6d
Explain how landmark United States Supreme Court cases have shaped the constitutional
interpretation and expansion of civil liberties and civil rights.
2022 Arkansas Social Studies Standards [See Full Text]
AR SS C.1.6.3
Compare ways in which various civilizations foster social responsibility and civic virtues.
AR SS C.1.6.6
Evaluate the function and effects of rules, laws and treaties on civilizations by using historical documents. This may include the Code of Hammurabi, the Torah,
the Twelve Tables, Law of Manu, Ancient Mayan law, Tang Code, and Justinian Code.
AR SS C.1.7.5
Evaluate various ways early historical figures fostered American citizenship and civic virtues.
AR SS C.1.7.8
Examine historical developments that contributed to the rise of civic virtues in the United States, including colonial self-government and individual liberties.
Some notable developments that contributed to the rise of self-government include:
● Mayflower Compact
● Colonial charters
● House of Burgesses (Virginia)
● Great Awakening
● Salutary neglect
● Trial of John Peter Zenger
● Influence of the Iroquoi Confederacy/Six Nations
AR SS C.3.CIV.1
Evaluate rights and responsibilities of citizens in the United States using the Bill of Rights and various Supreme Court decisions.
● Free exercise of religion (Kennedy vs. Bremerton School District)
● Freedom of speech (Brandenburg vs. Ohio)
● Freedom of press (New York Times vs. United States)
● Freedom of assembly (Bates vs. Little Rock)
Teacher Note: Other significant rights may include:
● Rights of students (Tinker vs. Des Moines)
● Right against self-incrimination (Miranda vs. Arizona)
● Right against unreasonable search or seizure (Katz vs. United States)
● Presumption of innocence (Coffin vs. United States)
● 14th Amendment (Gitlow vs. New York)
When addressing responsibilities, key topics may include:
● Obeying the law
● Respecting rights of others
● Paying taxes
● Staying informed
● Military service
● Serving as juror
● Voting
AR SS C.4.USG.2
Explain ways the U.S. Constitution and U.S. Supreme Court decisions have defined, recognized, and protected or not protected civil liberties, due process, and
equal protection from governmental intrusion over time.
Teacher Note: Specific Supreme Court decisions may include:
● Dred Scott vs. Sandford
● Plessy vs. Ferguson
● Korematsu vs. United States
● Brown vs. Board of Education
● Tinker vs. Des Moines
● Miranda vs. Arizona
● New Jersey vs. TLO
● Goss vs. Lopez
● Loving vs. Virginia
● Kennedy vs. Bremerton School District
AR SS H.6.WH.35
Analyze ways historical contexts continue to shape people’s perspectives.
Length: 60-120 minutes | Grades: 6-12 | Themes: Jewish values, democratic values
Lesson Overview
Dissent is a core part of democratic life in the United States, though it can create tension and be difficult to navigate. Without constructive ways to manage disagreement, it can lead to division, but it remains essential to communal life. In Jewish tradition, dissent is deeply valued, especially in religious and intellectual contexts, where debate and differing views are preserved, such as in the Talmud. This lesson explores the Jewish approach to dissent, focusing on the tradition of recording minority opinions in Talmudic texts.
In this lesson, students explore the Jewish value of dissent, focusing on the Talmudic tradition of preserving dissenting opinions, and consider the challenges and importance of free speech in today’s America. They will also learn about the 1977 Supreme Court case, National Socialist Party of America v. Village of Skokie and practice annotation and comparative analysis throughout the lesson.
Enduring Understanding
Dissent and discourse are deeply held Jewish values and also part of democratic life.
Free speech has been tested by those who wish to use this right to promote antisemitic, racist, and hateful ideas.
Essential Questions
What is the value of civil discourse in society?
Why do Jewish people value dissent?
Learning Objectives
Students will be able to identify dissent as a Jewish value and a value in American democratic life.
Students will be able to demonstrate an ability to critically engage with text through annotation and comparative thought.
Toolkit
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Honoring Civil Discourse and Dissent lesson plan
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Honoring Civil Discourse and Dissent slide deck
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Video of Olivia Gross
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High School Law Revew Socialist Party of America v. Village of Skokie worksheet
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Honoring Civil Discourse and Dissent handout
Procedures
Access all Honoring Civil Discourse and Dissent lesson materials.
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