Lessons
My Spirit Yearns for You: Jewish Connections to the Land of Israel
State standards
Results
2014 Wyoming Social Studies Content and Performance Standards [See Full Text]
WY SS8.4.1
Describe how historical events impact the future (cause and effect) and how change spreads to other places (e.g., spread of industrial revolution or causes of the Civil War).
WY SS12.4.1
Describe patterns of change (cause and effect) and evaluate how past events impacted future events and the modern world.
WY SS8.5.3
Explain how communities’ current and past demographics, migrations, and settlement patterns
influence place (e.g., culture, needs, and political and economic systems) and use this analysis to predict future settlement patterns.
WY SS12.5.3
Analyze, interpret, and evaluate how conflict, demographics, movement, trade, transportation, communication, and technology affect humans’ sense of place.
2024 Oregon Social Studies Standards [See Full Text]
OR SS 6/7.H.CH.3
Describe the key features and developments of independently formed civilizations and cultures between the Neolithic and 900 CE.
OR SS HS.WR.CH.1
Use primary and secondary resources to analyze the
development of political identity associated with the
nation-state and nationalism.
2003 Pennsylvania Academic Standards for History [See Full Text]
PA SS 8.4.6.A
Identify and explain how individuals and groups made significant political and cultural contributions to world history.
PA SS 8.4.6.B
Identify and explain important documents, material artifacts and historic sites in world history.
PA SS 8.4.6.C
Identify and explain how continuity
and change has affected belief systems,
commerce and industry, innovations,
settlement patterns, social
organizations, transportation and
women’s roles in world history.
PA SS 8.4.6.D
Explain how conflict and cooperation
among social groups and organizations
affected world history.
PA SS 8.4.9.A
Analyze the significance of individuals and groups who made major politicla and cultural contributions to world history before 1500.
PA SS 8.4.9.B
Analyze historical documents matieral artifacts and historic sites important to world history before 1500.
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.
PA SS 8.4.9.D
Analyze how conflict and cooperation
among social groups and organizations
impacted world history through 1500
in Africa, Americas, Asia and Europe.
PA SS 8.4.12.C
Evaluate how continuity and change
throughout history has impacted
belief systems and religions,
commerce and industry, innovations,
settlement patterns, social
organization, transportation and roles
of women since 1450.
PA SS 8.4.12.D
Evaluate how conflict and
cooperation among social groups and
organizations impacted world history
from 1450 to Present in Africa,
Americas, Asia and Europe.
2022 Rhode Island Social Studies Standards [See Full Text]
RI SS6.4.1
Rise of empires and urban-based societies
RI SS6.6.1
Argue the impacts of the five major
world religions on the development of
societies and cultures through time
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.
This indicator was designed to promote inquiry into the development, basic tenets, and impact of Buddhism, Christianity, Confucianism, Daoism, Hinduism, Islam, and Judaism in relation to place and time.
SC SS OT.1.3
Create a comparative analysis of Old Testament cultures from distinct geographic regions, including Sumerian, Egyptian, Hebrew, and Babylonian.
2023 South Dakota Social Studies Standards [See Full Text]
SD SS 6.SS.3.B
The student locates on a map and describes the features of the Middle East’s geography, including:
̵ Major Geographic Features: Arabian Peninsula, Persian Gulf, Euphrates River, Tigris River, Sea of Galilee, Jordan River, Caspian Sea, Arabian Sea, Red Sea, Black Sea, Strait of Hormuz, Gulf of Oman
̵ Major Countries (Cities): Iran (Tehran), Iraq (Baghdad), Israel (Jerusalem, Tel Aviv), Jordan, Lebanon, Saudi Arabia (Riyadh, Mecca), Syria (Damascus), Turkey (Istanbul, Ankara), United Arab Emirates (Dubai), Yemen
SD SS 9-12.WH.2.E
The student explains the major historical events, cultural features, and stories of the ancient Hebrews, including the origins and role of the Tanakh. H
SD SS 9-12.WH.8.F
The student explains the growing international role of the Middle East during the 20th Century,
including the fall of the Ottoman Empire and rise of a secular Turkish state, the Balfour
Declaration, the Palestine Mandate, and the importance of oil fields. H
SD SS 9-12.WH.8.O
The student explains the founding of the modern state of Israel and subsequent events in the Middle East. H
SD SS 9-12.WG.2.B
Middle East
̵ Major Geographic Features: Black Sea, Mediterranean Sea, Caspian Sea, Red Sea,
Indian Ocean, Arabian Peninsula, Persian Gulf, Euphrates River, Tigris River, Sea of
Galilee, Jordan River, Strait of Hormuz, Gulf of Oman
̵ Major Countries (Cities): Armenia, Azerbaijan, Cyprus, Georgia, Iran (Tehran), Iraq
(Baghdad, Mosul), Israel (Jerusalem, Tel Aviv), Jordan, Kuwait, Lebanon (Beruit),
Qatar, Saudi Arabia (Riyadh, Mecca), Syria (Damascus), Turkey (Istanbul, Ankara),
United Arab Emirates (Dubai), Yemen
2017 Tennessee Social Studies Standards [See Full Text]
TN SS 6.21
Describe the development of the ancient Israelites, and explain the reasons for their
movements from Mesopotamia to Canaan (later called Israel), from Canaan to Egypt, and
from Egypt back to Canaan.
TN SS 6.23
Identify the importance of Saul as the first king of Israel, David as the second king who
founded Jerusalem as the capital, and Solomon as the third king who built the first temple.
TN SS 6.24
Summarize the breakup of the Kingdom of Israel, Babylonian captivity, and the return of the
Jews to their homeland under the Persian Empire.
TN SS 6.60
Explain the expulsion of the Jews from their homeland by the Romans, which began the
Jewish diaspora.
Texas Essential Knowledge and Skills: Social Studies [See Full Text]
TX SS 113.18.c.1.a
Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade
TX SS 113.18.c.1.b
analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions
TX SS 113.18.c.2.a
identify and describe the historical influence of individuals or groups on various contemporary societies
TX SS 113.18.c.3.b
explain ways in which human migration influences the character of places and regions
TX SS 113.42.d.3.a
describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome
TX SS 113.42.d.13.f
discuss factors contributing to the Arab-Israeli conflict, including the rejection of the existence of the state of Israel by the Arab League and a majority of Arab nations
2022 Utah Core State Standards for Social Studies: 7-12 [See Full Text]
UT SS WG Standard 3.3
Students will identify how culture influences sense of place, point of
view and perspective, and the relative value placed upon people and
places.
UT SS U.S. II Standard 7.6
Students will use historical events and trends associated with American policies toward Israel and Middle Eastern nations and groups to make suggestions for current policies.
2014 College, Career and Civil Life C3 Framework for Social Studies Standards (Vermont) [See Full Text]
VT SS D2.Geo.4.6-8.
Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
VT SS D2.Geo.6.6-8.
Explain how the physical and human characteristics of places and regions are connected to human identities and cultures.
VT SS D2.His.1.6-8.
Analyze connections among events and developments in broader historical contexts.
VT SS D2.His.1.9-12.
Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
2023 Virginia History and Social Studies Standards of Learning [See Full Text]
VA SS WG.8.c
The student will analyze the characteristics of the regions of North Africa and Southwest Asia by analyzing cultural influences and landscapes
VA SS WHI.2
describing the development of the Israelites and the origins, beliefs, traditions, customs, persecution, and spread of Judaism
VA SS WHII.9.e
examining the effects of the war, with emphasis on the terms of the peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, the creation of international cooperative organizations, the Universal Declaration of Human Rights (1948), and the creation and defense of the modern state of Israel
VA SS VUS.14.f
analyzing the Holocaust, beginning with the history and role of antisemitism in the persecution of Jews, the persecutions of other targeted groups, challenges related to the immigration of Jews, Hitler’s “Final Solution,” liberation, postwar trials, postwar immigration to the United States, and the creation of the modern state of Israel
2023 Washington, D.C. K-12 Social Studies Standards [See Full Text]
DC SS 6.29
Analyze at least one cultural element of a country located in Asia (e.g., art, literature, music, dance, cuisine, philosophy, religious or political thought), including its local significance and influence on other societies.
DC SS WH1.17
Analyze how early religions and belief systems shaped the political, legal, economic and social structure of states in Africa, Asia and the Americas between 10,000 BCE and 500 BCE.
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.7.17
Demonstrate an understanding of the ancient civilizations.
-Identify the leaders and distinguish the basic principles and philosophies of the major religions in the world as they emerged and expanded.
-Identify the contributions and influences of ancient civilizations and categorize the factors that led to their fall (e.g., philosophy, architecture, civics, literature, the arts, science and mathematics).
2018 Wisconsin Standards for Social Studies [See Full Text]
WI SS.Geog4.a.m
Explain how place-based identities can change places over time.
Investigate how placebased identity results from the characteristics of a place and can sometimes result in stereotypes of people from a specific place.
Describe students’ perceptions of a place that are based on indirect sources (e.g., television, movies), versus on direct sources (e.g., residing in a place, visiting a place).
WI SS.Geog4.a.h
Evaluate the effect of culture on a place over time.
Analyze how physical and human characteristics interact to give a place meaning and significance (e.g., Panama Canal, Chunnel) and shape culture.
Explain how and why placebased identities can shape
events at various scales (e.g., neighborhood, regional identity).
Explain how and why people view places and regions differently as a function of their ideology, race, ethnicity, language, gender, age, religion, politics, social class, and economic status.
WI SS.Hist2.a.m
Explain patterns of continuity over time in the community, the state, the United States, and the world.
WI SS.Hist2.b.m
Explain patterns of change over time in the community, the state, the United States, and the world.
WI SS.Hist2.c.m
Analyze how the historical context influenced the process or nature of the continuity or change that took place.
WI SS.Hist2.a.h
Evaluate a variety of primary and secondary sources to apply knowledge of major eras, enduring themes, turning points, and historical influences to analyze the patterns of continuity in the community, the state, the United States, and the world.
WI SS.Hist2.b.h
Evaluate a variety of primary and secondary sources to apply knowledge of major eras, enduring themes, turning points, and historical influences to analyze the patterns of change in the community, the state, the United States and the world.
WI SS.Hist2.c.h
Evaluate how the historical context influenced the process or nature of the continuity or change that took place.
2016 Missouri Priority Standards for Leveraging Learning in Social Studies [See Full Text]
MO SS 6-8.GEO.1.PC.B
Explain how the physical and human characteristics of places and
regions connect to human identities and cultures.
2019 Oklahoma Academic Standards Social Studies [See Full Text]
OK SS 7.8.6
Describe how political, economic, and cultural forces (e.g., civil wars, terrorism, genocide, ethnic separatism) have challenged political arrangements (e.g., political status of Taiwan to China, the Shoah [Jewish Holocaust], the division of Sudan and South Sudan).
OK SS MWH.6.6.D
Summarize world responses to the Holocaust, including Christian opposition, the Nuremberg Trials, and the move to establish a Jewish homeland
OK SS MWH.7.2.A
Describe the creation of the modern State of Israel, including the rationale for its establishment, the Zionist movement, and increased migration of European Jews to the British Mandate for Palestine.
OK SS AWH.2.1
Locate on a historical map the Tigris and Euphrates Rivers, identifying Sumer, Babylon, and Assyria as successive civilizations and explaining why the region is referred to as the Fertile Crescent, including a comparison of major empires (e.g., Akkad, Babylon, Assyria, Israel and Judah, Persian Empire).
OK SS AWH.5.1
Locate on a historical map of the Mediterranean, the kingdoms of the Hittites and ancient Israel.
OK SS AWH.5.2
Trace the Biblical account of Hebrew migrations from Mesopotamia to Canaan and their later sojourn in Egypt, explaining the role of Abraham and Moses, as recorded in the Book of Exodus.
OK SS AWH.5.4
Describe the Hebrew Bible’s account of the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David’s founding of Jerusalem in 1000 BC and the building of the first temple by Solomon.
OK SS AWH.5.5
Examine the Assyrian and Babylonian conquests of Israel and Judah, the Babylonian Exile, the return to Israel, and the establishment of the Maccabean and Herodian dynasties.
OK SS AWH.5.6
Explain the expulsion/dispersion of the Jews to other lands (Diaspora) after the destruction of the second temple in Jerusalem in AD 70 and the renaming of the region by the Romans.
2018 Ohio's Learning Standards Social Studies [See Full Text]
OH SS 6HS.2
Early civilizations (India, Egypt, China and Mesopotamia) had unique governments, economic systems, social structures, religions, technologies and agricultural practices and products.
The cultural practices and products of these early civilizations can be used to help understand the Eastern Hemisphere today
OH SS 6GS.7
Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today.
OH SS 6GS.8
Diffusion of agricultural practices and products, technology, cultural practices and major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism) impacted the Eastern Hemisphere.
OH SS 9-12MWH.19
Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East.
2021 North Carolina K-12 Social Studies Standards [See Full Text]
NC SS 6.H.1.2
Explain the enduring impact of the achievements of ancient civilizations in Africa, Asia, Europe, and the Americas in terms of the relevance of present-day society.
2016 New York Social Studies Framework [See Full Text]
NY SS 10.7 c
Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.
NY SS 11.9 c
American strategic interests in the Middle East grew with the Cold War, the creation of the State of Israel, and the increased United States dependence on Middle Eastern oil. The continuing nature of the Arab-Israeli define the contours of American policy in the Middle East.
2020 New Jersey Student Learning Standards: Social Studies [See Full Text]
NJ SS 6.1.12.HistorySE.12.b
Use a variety of sources to explain how the Arab-Israeli conflict
influenced American foreign policy.
2006 K-12 Social Studies New Hampshire Curriculum Framework [See Full Text]
NH SS:GE:12:2.1
Discuss the changing meaning and significance of place, e.g., London as a Roman outpost in Britain or as the center of a global empire in the 1800s.
NH SS:GE:12:2.5
Recognize that places and regions serve as symbols for individuals and societies, e.g., Mecca or Salt Lake City.
NH SS:WH:12:3.1
Describe how people’s differences in religion have often led to conflict in regions of the world, e.g., the Roman Empire, the Holy Land, or the Indian subcontinent.
2018 Nevada Academic Content Standards for Social Studies [See Full Text]
NV SS.6-8.EWC.14.
Describe the factors that shape identity - including institutions, religion, language, social class, geography, culture, and society in ancient civilizations.
2019 Nebraska Social Studies Standards [See Full Text]
NE SS HS.3.2.b
Examine the importance of places and regions to individual and social identity and how identities change over space and time.
2022 Mississippi Standards for the Social Studies [See Full Text]
MS SS 6.5
Evaluate how places gain meaning.
MS SS 7.7
Examine the developments of early
world religions and philosophies.
MS SS WH 10
Analyze the period of post-World War II recovery and realignment, emphasizing the social, economic, and political effects of the Cold War.
Cold War
2022 Illinois Learning Standards for Social Science [See Full Text]
IL SS. 9-12.G.10
Analyze how historical events and the diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of the human population.
IL SS.6-8.H.1.MC
Evaluate the significance
of historical events to multiple groups
and the relationship to modern-day
movements and events.
2023 Indiana Academic Standards for Social Studies [See Full Text]
IN SS 6.H.2
Describe and compare the beliefs, the spread, and the influence of religions throughout Europe and Mesoamerica.
● Examples: Judaism, Christianity, Islam, native practices in Mesoamerica and Europe.
IN SS GHW.7.2
Analyze the physical and human factors involved in conflicts and violence related to nationalist, racial, ethnic, religious, economic, political, and/or resource issues in various parts of the world, over time. Assess the human and physical environmental consequences of the conflicts identified for study. (E)
● Examples: Indian subcontinent: British vs. Muslims vs. Hindus (1800-present);
Northern Ireland: Protestants vs. Catholics (1900s); Southwest Asia: Iranians vs.Iraqi Shiites vs. Sunnis; Israelis vs. Palestinians vs. Arabs (1900s-present); Africa: tribal conflicts in Rwanda, Nigeria, and Sudan (1900s-present); Europe: the creation of new nations from the former Austro-Hungarian and Russian Empires (1914-present); World War II and the Holocaust (1933-1945).
IN SS WH.1.4
Examine the development and characteristics of early empires, such as Assyria, Persia, Israel, Minoan, and Zhou.
IN SS WH.2.2
Examine the development of Judaism and the civilization of Ancient Israel, including the origins of monotheism, the significance of the Exodus from Egypt, the Hebrew Bible and the Ten Commandments as the source of many moral and ethical traditions of Western civilization.
IN SS WH.6.8
Explain the origins of the modern State of Israel and the ongoing conflict with Palestine and the Arab World.
Iowa Social Studies Standards [See Full Text]
IA SS.7.24
Analyze connections among historical events and developments in contemporary global issues.
2020 Kansas History, Government, and Social Studies Standards [See Full Text]
KS SS 6-8.1.1
The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
KS SS 6-8.1.2
The student will analyze the context and draw conclusions about choices and consequences.
KS SS 6-8.1.3
The student will investigate and connect examples of choices and consequences with contemporary issues.
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 6-8.3.2
The student will analyze context and draw conclusions about how societies are shaped by the identities, beliefs, and practices of individuals and groups.
KS SS 6-8.3.3
The student will investigate and connect how societies are shaped by the identities, beliefs, and practices of individuals and groups with contemporary issues
KS SS 6-8.4.1
The student will recognize and evaluate continuity and change over time.
KS SS 6-8.4.2
The student will analyze the context and draw conclusions about continuity and change.
KS SS 6-8.4.3
The student will investigate and connect continuity and change to a contemporary issue.
KS SS 6-8.5.1
The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
KS SS 6-8.5.2
The student will analyze the context and draw conclusions about dynamic relationships.
KS SS 6-8.5.3
The student will investigate and connect dynamic relationships to contemporary issues.
KS SS 9-12.1.1
The student will recognize and evaluate significant choices and consequences that have impacted our lives and futures.
KS SS 9-12.1.2
The student will analyze the context and draw conclusions about choices and consequences.
KS SS 9-12.1.3
The student will investigate and connect examples of choices and consequences with contemporary issues.
KS SS 9-12.3.1
The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.
KS SS 9-12.3.2
The student will analyze context and draw conclusions about how societies are shaped by the identities, beliefs, and practices of individuals and groups.
KS SS 9-12.3.3
The student will investigate and connect how societies are shaped by the identities, beliefs, and practices of individuals and groups with contemporary issues
KS SS 9-12.4.1
The student will recognize and evaluate continuity and change over time.
KS SS 9-12.4.2
The student will analyze the context and draw conclusions about continuity and change.
KS SS 9-12.4.3
The student will investigate and connect continuity and change to a contemporary issue.
KS SS 9.12.5.1
The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.
KS SS 9-12.5.2
The student will analyze the context and draw conclusions about dynamic relationships.
KS SS 9-12.5.3
The student will investigate and connect dynamic relationships to contemporary issues.
2022 K-12 Louisiana Student Standards for Social Studies [See Full Text]
LA SS WH.14
Analyze the causes of decolonization, methods of gaining independence, and geopolitical impacts of new nation-states from 1945 to 2010.
2019 Maine Social Studies Standards [See Full Text]
ME SS 9-12 H1.D2
Analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the world and the implications for the present and future.
ME SS 9-12 H2.D1
Making use of primary and secondary sources, identifying and analyzing major turning points and events in the history of world cultures as it pertains to various historical and recent migrant groups. *
2020 Maryland State Standards and Frameworks in Social Studies [See Full Text]
MD SS 6-7 U4.S1
Evaluating how religions influenced human communities and the formation of societies and empires.
MD SS 6-7 U4.S3
Assessing the long-term consequences (boundary disputes, civil war, economic underdevelopment, rise of dictators) of colonialism on the development of newly formed states in Africa, Asia, and the Middle East.
MD SS 6-7 U7.S4
Students will explore the local, regional, and global relationships that have defined Jerusalem as a place by:
• Describing the significance of the Holy Land to Christians, Muslims, and Jews.
• Analyzing the impact of physical geography, nationalism, World War I and II, and the actions of international organizations, the Holocaust, and the founding of Israel on Jerusalem.
• Assessing the effectiveness of regional conflicts, violence, and peace negotiations on the settlement of the Israeli-Palestinian conflict.
• Determining how ongoing attempts at cooperation and peace continue to define and redefine Jerusalem as a place.
MD SS 9-12 MWH.S7
Explaining how the mandate system altered patterns of European colonial rule in Africa and the Middle East and contributed to the rise of Zionism, pan‐Arabism and pan-Africanism and other nationalist struggles for independence
2018 Massachusetts History and Social Science Framework [See Full Text]
MA SS 6.T3e
Ancient Israel, Palestine, c. 2000 BCE–70 CE
MA SS WHII.T5 7
Explain the background for the establishment of the modern state of Israel in 1948, and subsequent military and political conflicts.
a. the growth of Zionism, and 19th and early 20th century immigration by Eastern
European Jews to Palestine
b. anti-Semitism and the Holocaust
c. the United Nations (UN) vote in 1947 to partition the western part of the
Palestine Mandate into two independent countries
d. Palestinian loss of land and the creation of refugees by Israeli military action
e. the rejection of surrounding Arab countries of the UN decision and the invasion of Israel by Arab countries
f. the various wars between Israel and neighboring Arab states since 1947, (e.g., the Six Day War and the Yom Kippur War)
g. the diverse mix of cultures (e.g., Jews, Palestinians, and Arabs of Christian, Jewish, Muslim, and Druze backgrounds) in the region in the late 20th and early 21st centuries
h. attempts to secure peace between Palestinians and Israelis, including the proposal of a two-state solution
2019 Michigan K-12 Standards: Social Studies [See Full Text]
MI SS 6 – G2.2.3
Explain how culture and experience influence people’s perceptions of
places and regions.
MI SS 7 – W3.2.2
Locate the geographical center of major religions and map the spread
through 1500 CE.
MI SS 7.2.5
Revolution, Decolonization, and Democratization – evaluate the causes and consequences of revolutionary and independence movements in different world regions.
2021 Minnesota K-12 Academic Standards in Social Studies [See Full Text]
MN SS 8.3.3.8.1
Describe the impact of nationalist movements in the 20th century on contemporary geopolitics in Southwest Asia and North Africa.
For example: Turkish War of Independence, Israeli and Palestinian territorial dispute, various nationalist parties, “Arab Spring”
MN SS 9.4.3.11.6
Compare and contrast the development and results of state building and nationalism in the 19th century. (The Age of Revolutions: 1750—1922)
For example: Mexico, Germany, Japan, Zionism.
MN SS 9.4.3.14.1
Analyze the causes and consequences of the long-term unrest in the Middle East. (The New Global Era: 1989 to Present)
For example: Israeli-Palestinian territorial dispute, Shia-Sunni tensions, competing power structures (secular versus religious, dictatorship versus democracy, Western versus traditional)
2024 Alabama Course of Study: Social Studies [See Full Text]
AL SS 8
Explain the geographic and cultural development of ancient Israel.
AL SS 8a
Identify the central tenets of Judaism, and compare Judaism to the polytheistic religions of other Mediterranean ancient civilizations.
AL SS 8c
Outline the multiple exiles of the Jewish people and their return to Israel, from the establishment of the nation through the Roman destruction of Jerusalem in 70 AD/CE. Examples: Assyrian Exile, Babylonian Captivity
AL SS 14a
Describe the efforts of people under colonial rule to establish their independence and resistance to these efforts, including the Zionist movement. Examples: Algerian War, David Ben-Gurion, Ho Chi Minh, Mahatma Gandhi, Mau Mau Rebellion, Suez Crisis
AL SS 7a
Identify major religions, their places of origin, and areas of expansion.
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.WH.7.17.3
Analyze the role of the United Nations on
state-building and negotiation of conflicts
after WWII
2023 Georgia Standards of Excellence: Social Studies [See Full Text]
GA SS7H2.b
Explain the historical factors contributing to the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, antisemitism, the development of Zionism in Europe, and the aftermath of the Holocaust
GA SS7H2.c
Describe how land and religion plays a role in continuing conflicts in the Middle East (i.e. the Palestinian-Israeli conflict, the division between Sunni and Shia Muslims, and Kurdish nationalism)
2023 Florida's State Academic Standards: Social Studies [See Full Text]
FL SS.912.W.8.6
Explain the 20th century background for the establishment of the modern state of Israel in 1948, including the Zionist movement led by Theodor Herzl, and the ongoing military and political conflicts between Israel
and the Arab-Muslim world.
2018 Delaware History Standards: K-12 [See Full Text]
DE SS HAS1 6-8a
Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
DE SS HAS1 9-12a
Students will analyze historical materials to trace the development of an idea or trend across space or over a prolonged period of time in order to explain patterns of historical continuity and change.
DE SS HAS4 6-8b
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 Connecticut Elementary and Secondary Social Studies Standards [See Full Text]
CT SS 6.Geo.2.b.
Explain the relationship between the locations of places and regional characteristics using maps and other representations (e.g., religious centers, Nile River flooding, sea level rise in Venice, New Northwest Passage).
CT SS 6.Geo.5.b
Compare the similarities and differences of cultural and environmental characteristics within and among regions (e.g., Abrahamic religions in Israel and Palestine, regional identity in India, Northern and Southern China).
CT SS MW.Civ.14.b.
Analyze historical and contemporary examples of the formation, dissolution or restructuring of governments (e.g., Soviet Union, Israel, Republic of Iran, Zaire, Cuban Revolution, Sandinista National Liberation Front).
2022 Colorado Academic Standards: Social Studies [See Full Text]
CO SS.7.1.2
Identify and explain the historical context of key people, regions, events, and ideas, including the roots of current issues. For example: The contributions of Mansa Musa, the roots of Abrahamic religions, the significance of political revolutions, the implications of the Atlantic Slave Trade, the rise of European Nationalism, and
the rise of Communism.
2016 California History Social Science Framework [See Full Text]
CA SS 6.3
Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
CA SS 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 10.9.6
Understand how the forces of nationalism developed in the Middle East,
how the Holocaust affected world opinion regarding the need for a
Jewish state, and the significance and effects of the location and
establishment of Israel on world affairs.
2022 Arkansas Social Studies Standards [See Full Text]
AZ 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.
2018 Arizona History and Social Science Standards [See Full Text]
AZ SS 6.H3.1
Analyze the impact of religious, government, and civic groups over time.
AZ SS 6.H3.2
Generate questions to examine the similarities and differences between major world religions and the role of religion in the formation of
regions and their cultural, political, economic, and social identity.
Key world religions such as Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Shintoism, Sikhism, and Taoism
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.G2.1
Explain how cultural demographic patterns, economic decisions, and human adaptations shape the identity of nearby and distant places.
AZ SS 7.H3.5
Investigate a significant historical topic from global history that has significance to an issue or topic today.
AZ SS HS.G2.3
Evaluate the impact of human settlement on the environment and culture of specific places and regions.
2024 Alaska Social Studies Standards [See Full Text]
AK SS.7.2.18.1
Construct and use different
types of maps and graphs to represent
and analyze religions.
Length: 60-120 minutes | Grades: 6-12 | Themes: home and homeland
Lesson Overview
For thousands of years, the Jewish people have maintained a deep and enduring connection to the Land of Israel and the city of Jerusalem, often referred to as Zion. This connection dates back to ancient times, when Jerusalem was home to the First and Second Temples, central places of Jewish worship and ritual life. Even after most Jews were exiled from the land by the Roman Empire in 70 CE, the bond to Israel never disappeared. Through rituals, poetry, and communal traditions, Jewish communities across the globe, including in the United States, have continued to express their connection to this ancestral homeland. Despite being spread out by time, geography, language, and culture, many Jews remain tied to the Land of Israel and Jerusalem through a shared sense of memory and longing.
In this lesson, students will explore that connection while also reflecting on a place that holds personal or cultural meaning for them. Working in small groups, they will engage with poetry, rituals, and statistics, each offering a different perspective on the relationship between the Jewish people and the Land of Israel.
Enduring Understanding
The Jewish people’s relationship to the Land of Israel is ancient and has been maintained for thousands of years, despite exile from this ancestral home.
Jewish people around the world and in the United States express their relationship to the Land of Israel through multiple rituals, acts of expression, and collectively shared attitudes and beliefs.
Essential Questions
Why do the Jewish people have a connection to the Land of Israel and the city of Jerusalem?
How have Jewish people described and enacted their relationship with the Land of Israel and the city of Jerusalem?
Learning Objectives
Students will be able to creatively express their own personal connection to a place of significance through dialogue with classmates and free-form writing.
Students will be able to articulate an understanding of the Jewish people’s relationship to the Land of Israel after collaboratively analyzing multiple types of sources.
Toolkit
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My Spirit Yearns for You lesson plan
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My Spirit Yearns for You slide deck
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My Spirit Yearns for You statistics handout
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My Spirit Yearns for You rituals handout
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My Spirit Yearns for You poetry handout
Procedures
Access all Connections to the Land of Israel lesson materials.
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