Official Site of The State of New Jersey
NJ Holocaust Grades 5-8 Curriculum: Unit 1
Unit Topic: Prejudice and Discrimination
Grade(s): 5-8
Unit Goal:
Students will develop an understanding of the pervasive nature of prejudice and discrimination throughout history and world societies and the human costs of that prejudice and discrimination in the past, present, and future.
Objectives:
- Recognize that each of us have reasons to be proud of ourselves.
- Describe and recognize positive and negative types of human behavior.
- Demonstrate an understanding that behavior reflects the choices and decisions that each person makes.
- Analyze and evaluate the influence of our personal values and beliefs on our choices and decisions and the influence of peer pressure on our choices and decisions
- Identify and explain some of the sources from which people learn their values and beliefs.
- Explain and apply the terms prejudice, discrimination, scapegoating, stereotyping, bigotry, racism, sexism, ethnocentrism, religious discrimination, antisemitism, classism, ageism, etc.
- How do individuals develop values and beliefs?
- What factors shape our values and beliefs?
- How do values and beliefs change over time
- What happens when belief systems of societies and individuals come into conflict?
- To what extent do belief systems shape and/or reflect culture and society?
- How are belief systems represented throughout history?
- How do beliefs influence different people’s behavior?
- How do beliefs influence different people’s behavior?
- How does what we know about the world shape the way we view ourselves?
- How do our personal experiences shape our views of others?
- What is the relevance of studying multicultural texts?
- Who defines “truth”?
- How does perspective shape or alter the truth?
- Human rights are the birthright of every human being regardless of race, sex, nationality, ethnicity, language, religion, or any other status.
- Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more and they are inherent to every person.
- Social and political systems have protected and denied human rights (to varying degrees) throughout time.
- Individuals have the right to be safe and not to be bullied or discriminated against.
- Chronological sequencing helps us understand the interrelationship of historical events.
- Political, economic, social, and cultural factors both change and stay the same over time.
- Historical events may have single, multiple, and direct and indirect causes and effects.
- Historical events and developments are shaped by social, political, cultural, technological, and economic factors.
Non-fiction:
- Stamped: Racism, Anti-Racism, and You by Sonja Cherry-Paul (Adapter), Jason Reynolds (Author), Ibram X. Kendi (Author), Rachelle Baker (Illustrator) - for Kids edition (2021) Stamped - Teacher's Guide
- They Called Us Enemy by George Takei (graphic novel) - Asian American Hate (2019) Link to Teaching Resources
- How We Fight for Our Lives by Saeed Jones - LGBTQ (2019) Interview with Author
- Yellow Star by Jennifer Roy - Holocaust (2014) Jennifer Roy
- Roll of Thunder, Hear My Cry by Mildred B. Taylor - Racism and Social Justice (40th anniversary edition 2018 and also available in Spanish 2021) Roll of Thunder - Teacher's Guide
- Good Masters! Sweet Ladies! Voices from a Medieval Village by Laura Amy Schlitz - Roots of prejudice, discrimination, and antisemitism (2011)
- My Secret Camera: Life in the Lodz Ghetto by F.D. Smith and M. Grossman - Photo Documentary - Holocaust (2000)
- Through Eva’s Eyes by P.E. Unterman - Holocaust (2012)
- The Diary of Mary Berg: Growing Up in the Warsaw Ghetto by Mary Berg - Holocaust (2007/2018)
- The Diary of Petr Ginz by Petr Ginz; Chava Pressburger (ed) - Holocaust (2007)
Fiction:
- Esperanza Rising by Pam Munoz Ryan (2002) Esperanza Rising
- Brown Girl Dreaming by Jacqueline Woodson (2014) Author Video
- Dictionary for a Better World: Poems, Quotes, and Anecdotes from A to Z by Charles Waters and Irene Latham (2020)
- The Watsons Go To Birmingham by Christopher Paul Curtis (1997/2020) Author Video
- Once/Then/Now Series by Morris Gleitzman (2005/2008/2010) Teacher Resources
- American Born Chinese (graphic novel) by Gene Luen Yang (2021)
- Word Wall - to define key terms related to understanding prejudice and discrimination
- Found Poems - a strategy best used with diaries or memoirs
- Text-to-Text, Text-to-Self, Text-to-World - helps to teach big ideas through connections to a student’s life experiences
- KWL Charts - helps students identify previous knowledge and create inquiry based questions
- Graffiti Boards - helps students to “hear” others ideas in a non-threatening way
- Color, Symbol, Image - helps students to reflect non-verbally and think metaphorically on a topicty
- Identity Charts - a graphic tool that can help students consider the many factors that shape who we are as individuals
- Life Road Maps - a map of someone’s life that highlights the important events and decisions that shaped that person’s identity
The above activities can be used across all topics within the curriculum guide.
Introduction to the Holocaust - includes detailed lessons, video clips, and student handouts (from Echoes and Reflections)
My Part of the Story: Exploring Identity in the United States Unit (from Facing History) - each lesson includes essential questions, digital materials, and activity links
- Lesson 1 of 6 - Finding Your Voice
- Lesson 2 of 6 - Identity and Names
- Lesson 3 of 6 - Identity and Labels
- Lesson 4 of 6 - Identity and Choices
- Lesson 5 of 6 - Connecting to the Past
- Lesson 6 of 6 - Many Voices, One National Identity
Teaching Holocaust and Human Behavior Unit (from Facing History) - each lesson includes essential questions, digital materials, activity links, and extensions
- Lesson 3: Exploring Identity
- Lesson 4: Stereotypes and Single Stories
- Lesson 5: Universe of Obligation
- Lesson 6: The Concept of Race
- Lesson 7: The Roots and Impact of Antisemitism
Fighting Prejudice - Education Module Based on Audio Podcasts (includes background, questions for discussion, activities, additional resources) from United States Holocaust Memorial Museum
Universal Declaration of Human Rights - Kid-friendly version
Terrible Things Video - Terrible Things by Eve Bunting - Youtube video of book being read aloud
A Wave of Discrimination Article - (from Facing History) an article that reviews a list of anti-Jewish laws, policies, and decress made in Nazi Germany in 1933
Interactive Timeline of the Holocaust - Yad Vashem
The Diary of Eva Heyman - (from Yad Vashem) interactive diary with a rationale and teacher’s guide
Creative Use of Holocaust Imagery in the Classroom - (from Yad Vashem) see the art of a child survivor, Chava Wolf, with the overall goal to help students have a voice in relating to and creating artwork that helps to tell their personal story
The Watsons Go to Birmingham Teacher's Guide - for purchase on Amazon
Roll of Thunder Hear My Cry Teacher's Guide - for purchase on Amazon
Graphic Novels to Explore - (from the Dallas Holocaust and Human Rights Museum) Explore the Ten Stages of Genocide through Graphic Novels (various Genocides throughout history and around the globe)
Online Video Toolbox - (from the Dallas Holocaust and Human Rights Museum) Includes three folders with videos to use in the classroom - 1) Understanding Genocide and Human Rights, 2) Understanding the Holocaust Videos, and 3) Upstander Behavior Videos
Lesson #1: Antisemitism (from The Museum of Jewish History) taken from their Holocaust curriculum (you must register online with them to access the curriculum; free to register)
How to Identify Reputable Historical Sources - (from United States Holocaust Memorial Museum)
Antisemitism Explained - (from the United States Holocaust Memorial Museum) an encyclopedia article with video links
An Introduction to the Holocaust - (from the United States Holocaust Memorial Museum) an encyclopedia article with video links
Holocaust and Memory - (from the United States Holocaust Memorial Museum) take a virtual field trip to explore the Holocaust and Memory
Correlating New Jersey Student Learning Standards:
- English Language Arts
- Social Studies
- Comprehensive Health & Physical Education
- Career Readiness, Life Literacies and Key Skills
Supporting Legislative Mandates:
- Diversity and Inclusion Law (N.J.S.A. 18A:35-4.36a)
- LGBT & Individual with Disabilities Law (N.J.S.A. 18A:35-4.35-6)
- Holocaust & Genocide Instruction (N.J.S.A. 18A:35-28)
English Language Arts
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Social Studies
6.1.5.CivicsCM.1: Use a variety of sources to describe the characteristics exhibited by real and fictional people that contribute(d) to the well-being of their community and country.
6.1.5.CivicsCM.2: Use evidence from multiple sources to construct a claim about how self-discipline and civility contribute to the common good.
6.1.5.CivicsCM.3: Identify the types of behaviors that promote collaboration and problem solving with others who have different perspectives.
6.1.5.CivicsCM.5: Investigate the lives of New Jersey individuals with diverse experiences who have contributed to the improvement of society.
6.1.5.CivicsHR.1: Describe how fundamental rights guaranteed by the United States Constitution and the Bill of Rights contribute to the improvement of American democracy (i.e., freedom of expression, freedom of religion, freedom of the press, freedom of assembly, freedom of petition, the right to vote, and the right to due process).
6.1.5.CivicsHR.2: Research and cite evidence for how the actions of Dr. Martin Luther King, Jr. and other historical civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.
6.1.5.CivicsHR.3: Cite examples from a variety of sources to describe how national and international leaders, businesses, and global organizations promote human rights and aid individuals and nations in need.
6.1.5.CivicsDP.1: Using evidence, explain how the core civic virtues and democratic principles impact the decisions made at the local, state, and national government (e.g., fairness, equality, common good).
6.1.5.CivicsDP.2: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights).
6.1.5.CivicsPD.3: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
6.1.5.CivicsPR.3: Evaluate school and community rules, laws and/or policies and determine if they meet their intended purpose.
6.1.5.HistoryUP.6: Evaluate the impact of different interpretations of experiences and events by people with different cultural or individual perspectives.
6.1.5.HistoryUP.7: Describe why it is important to understand the perspectives of other cultures in an interconnected world.
6.1.5.CivicsHR.4: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
Comprehensive Health & Physical Education
2.1.5.SSH.3: Demonstrate ways to promote dignity and respect for all people (e.g. sexual orientation, gender identity and expression, race, ethnicity, socio-economic status, differing ability, immigration status, family configuration).
2.1.5.SSH.7: Define teasing, harassment and bullying and provide examples of inappropriate behaviors that are harmful to others.
2.3.5.PS.5: Communicate personal boundaries and demonstrate ways to respect other people’s personal boundaries.
2.3.5.PS.6: Identify strategies a person could use to call attention to or leave an uncomfortable or dangerous situation, including bullying, teasing, teen dating violence, sexual harassment, sexual assault, and sexual abuse.
2.1.8.EH.1: Compare and contrast stress management strategies that are used to address various types of stress-induced situations (e.g., academics, family, personal relationships, finances, celebrations, violence).
2.1.8.EH.2: Analyze how personal attributes, resiliency, and protective factors support mental and emotional health.
2.1.8.SSH.1: Differentiate between gender identity, gender expression and sexual orientation.
2.1.8.SSH.2: Develop a plan for the school to promote dignity and respect for people of all genders, gender identities, gender expressions, and sexual orientations in the school community.
2.1.8.SSH.3: Demonstrate communication skills that will support healthy relationships
2.1.8.SSH.4: Compare and contrast the characteristics of healthy and unhealthy relationships.
2.1.8.SSH.6: Examine how culture influences the way families cope with traumatic situations, crisis, and change.
2.1.8.CHSS.8: Analyze difficult situations that might lead to feelings of sadness, anxiety and or depression and identify individuals, agencies or places in the community where assistance may be available.
Career Readiness, Life Literacies & Key Skills
9.4.5.GCA.1: Analyze how culture shapes individual and community perspectives and points of view.