Governor Phil Murphy • Lt. Governor Tahesha Way

NJ Holocaust Grades K-2 Curriculum: Unit 1

Unit Topic: Respecting Ourselves and Others

Grade(s): Unit Goal: Students will develop an understanding of how all people are different and each person is enriched by the differences they find and accept in others.

Objectives:

Students will be able to:

1. Understand that each person is unique and special and explore cultural contributions of people from various backgrounds

2. Identify and discuss the various influences that determine a person’s identity (i.e. family, age, gender, race, ethnicity, culture, environment, education, physical attributes, religion, friends, etc.)

3. Explain how words can be empowering or destructive in order to understand how your words and actions affects others and explore what causes people choose to act in caring or hurtful ways

4. Define prejudices against individuals or groups and explain how prejudices hurt everyone and everyone suffers as a result of it (individually, as a community, a nation and the world)

5. Explain the concepts of respect, trust, and caring and apply them to yourself and others

6. Define what a bully is and differentiate between friends and bullies by understanding specific actions or behaviors of each

7. Explain the differences between upstanders and bystanders and explore ways that individuals can stand up for what they believe is right and good while explaining ways to be considerate of alternate points of view

8. Explain the importance of having rules to guide us and to keep us safe as we live and work together in our homes, in the classroom, and in our neighborhoods and understand that sometimes a rule is not a good and there are ways that we can work together to change it

1. What are basic human rights?

2. What factors influence an individual’s development?

3. Why does every society have its own rules?

4. What is mutual respect?

5. What is the common good?

1. Individuals may be different, but all have the same basic human rights.

2. Certain character traits can help individuals become productive members of their community.

3. Rules for all to live by are a result of the actions of government, organizations, and individuals.

4. The actions of individuals and government affect decisions made for the common good.

5. Rules and people who have authority are necessary to keep everyone safe, resolve conflicts, and treat people fairly.

6. Processes and rules should be fair, consistent, and respectful of the human rights of all people.

7. Respecting and understanding the views of others helps one learn about various perspectives, thoughts, and cultures.

8. When all members of the group are given the opportunity to participate in the decision making process, everyone’s voice is heard.

9. Understanding the interrelated patterns of change by examining multiple events allows for a clearer understanding of the significance of individuals and groups.

  1. Different - A Great Thing to Be by Heather Avis Different - A Great Thing to Be Author Read Aloud 
  2. Acceptance is My Superpower by Alicia Ortego Acceptance is My Superpower Read Aloud 
  3. All Are Welcome by Alexandra Penfold All Are Welcome Read Aloud, All Are Welcome Teaching Guide 
  4. Our Class is a Family by Shannon Olsen (2020) Our Class is a Family Read Aloud 
  5. We’re All Wonders by R.J. Palacio (2017) We're All Wonders (Sesame Street) Read Aloud
  6. Red:  A Crayon’s Story by Michael Hall (2015) Red:  A Crayon's Story Read Aloud
  7. I Am Enough by Grace Byers (2018) I Am Enough Author Read Aloud
  8. Charlotte’s Web by E.B. White (as a read aloud book)
  9. Froodle by Antoinette Portis (2014) Froodle Read Aloud
  10. Our Diversity Makes Us Stronger:  SEL Book for Kids about Diversity and Kindness by Elizabeth Cole (2021)
  11. The Name Jar by Yangsook Choi (2003) The Name Jar Read Aloud and Craft by the Author
  12. Be You by Peter H. Reynolds (2020) Be You Read Aloud by the Author
  13. Lovely by Jess Hong (2017) Lovely Read Aloud
  14. Just Ask! Be Different, Be Brave, Be You By Sonia Sotomayor (2019) Just Ask! Read Aloud
  15. Social Skills Activities for Kids by Natasha Daniels (2019)

Learning for Justice - (formerly known as Teaching Tolerance) - the website offers many free educational resources—articles, guides, lessons, films, webinars, frameworks and more.  Below are some suggested activities (all links are in PDF)

The Kinder Corner - this website offers many different mini-activities to be done with Shades of People, The Skin You Live In, and The Color of Us books.

Education.com - this website offers lots of different types of educational materials broken down by grade level (one lesson example is below)

 Appreciating Diversity

  1. The Sneetches and Other Stories by Dr. Seuss Sneetches Teaching Guide 
  2. Hats Off to Hair! by Virginia Kroll (1995) Hats Off to Hair! Read Aloud 
  3. The Ugly Duckling by Hans Christian Anderson The Ugly Duckling Read Aloud 
  4. The Color of Us by Karen Katz (2002) The Color of Us Activity Pages 
  5. The Crayon Box that Talked by Shane Derolf (1997) The Crayon Box that Talked Read Aloud 
  6. Nadia’s Hands by Karen English (2009) Nadia's Hands Activities 
  7. The Island of Skog by Steven Kellogg (1993) The Island of Skog Read Aloud 
  8. Shades of People by Shelley Rotner and Sheila M. Kelly (2009) Shades of People Read Aloud 
  9. The Skin You Live In by Michael Tyler (2005) The Skin You Live In Read Aloud by the Author 
  10. Billy the Baaadly Behaving Billy Goat by Staci J. Schwartz (2012)
  11. The New Bear on the Block by Staci J. Schwartz (2006)

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:

English Language Arts

RL.1.1. Ask and answer questions about key details in a text. 

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 

RL.1.3. Describe characters, settings, and major event(s) in a story, using key details.

RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 

RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL.1.6. Identify who is telling the story at various points in a text.

RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.9. Compare and contrast the adventures and experiences of characters in stories.

RL.1.10. With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.

SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 

SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 

SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 

SL.1.6. Produce complete sentences when appropriate to task and situation.

Social Studies

6.1.2.CivicsPI.3: Explain how individuals work with different levels of government to make rules.

6.1.2.CivicsPI.4: Explain how all people, not just official leaders, play important roles in a community.

6.1.2.CivicsPD.1: Engage in discussions effectively by asking questions, considering facts, listening to the ideas of others, and sharing opinions.

6.1.2.CivicsDP.2: Use evidence to describe how democratic principles such as equality, fairness, and respect for legitimate authority and rules have impacted individuals and communities. 

6.1.2.CivicsPR.1: Determine what makes a good rule or law. 

6.1.2.CivicsPR.2: Cite evidence that explains why rules and laws are necessary at home, in schools, and in communities.

6.1.2.CivicsPR.3: Analyze classroom rules and routines and describe how they are designed to benefit the common good.

6.1.2.CivicsPR.4: Explain why teachers, local community leaders, and other adults have a responsibility to make rules that are fair, consistent, and respectful of individual rights. 

6.1.2.CivicsCM.1: Describe why it is important that individuals assume

personal and civic responsibilities in a democratic society.

6.1.2.CivicsCM.2: Use examples from a variety of sources to describe how certain characteristics can help individuals collaborate and solve problems (e.g., open-mindedness, compassion, civility, persistence).

6.1.2.CivicsCM.3: Explain how diversity, tolerance, fairness, and respect for others can contribute to individuals feeling accepted.

6.1.2.HistoryUP.2: Use evidence to demonstrate how an individual’s beliefs, values, and traditions may change and/or reflect more than one culture.

6.1.2.HistoryUP.3: Use examples from the past and present to describe how stereotyping and prejudice can lead to conflict.

6.1.2.HistorySE.1: Use examples of regional folk heroes, stories, and/or songs and make inferences about how they have contributed to the development of a culture's history. 

6.1.2.HistorySE.2: Analyze a variety of sources describing the same event and make inferences about why the accounts are different (e.g., photographs, paintings, cartoons, newspapers, poetry, novels, plays).

Comprehensive Health and Physical Education

2.1.2.SSH.9: Define bullying and teasing and explain why they are wrong and harmful.

2.1.2.EH.1: Explain the meaning of character and how it is reflected in the thoughts, feelings and actions of oneself and others.

2.1.2.EH.2: Identify what it means to be responsible and list personal responsibilities.

2.1.2.EH.3: Demonstrate self-control in a variety of settings (e.g., classrooms, playgrounds, special programs).

2.3.2.PS.6: Demonstrate how to communicate personal boundaries and show respect for someone else’s personal boundaries including friends and family.

Career Readiness, Life Literacies and Key Skills

9.4.2.GCA:1: Articulate the role of culture in everyday life by describing one’s own culture and comparing it to the cultures of other individuals.