Subject: NJ Holocaust Curriculum Outlines Date: 12 May 1995 12:10:24 -0700 At its meeting on May 8, 1995, the New Jersey Commission approved the following curriculum outlines for grades K through 12. These guidelines are identical to those that I posted in April, except that the word "terribly" has been inserted in Objective #9 of the K-2 outline to reflect Richard Green's perceptive comments (received through the Internet), and sections in the outlines concerning rescuers now include references to Bulgaria and Chiune Sugihara. Murray Laulicht, Chairman New Jersey Commission on Holocaust Education THE HOLOCAUST & GENOCIDE K-8 Curriculum Outlines 7-12 Curriculum Outlines The following outlines were initially developed by the New Jersey Commission on Holocaust Education and finalized with input from the Department of Education, the New Jersey School Boards Association, the New Jersey Teachers Associations, and the Principals, Supervisors and Administrator Organizations. These outlines provide the basis for the teaching of a Holocaust and Genocide Curriculum in the elementary and secondary schools of New Jersey in accordance with chapter 13 of the New Jersey Laws of 1994. May 1995 Grades K-2 LEARNING HOW TO BE FRIENDS Goal: People are different, and those differences make each of us special. Objectives: The student should be able to: 1. Understand the many different influences that help to form a person: family, age, gender, race, ethnic background, culture, environment, education, physical characteristics, religion, friends, etc. 2. Compare and contrast self to others. 3. Recognize and list differences in people. 4. Explain how each difference in people potentially enriches all people. 5. Recognize the things all of us share in common. 6. Understand concepts of respect and trust. 7. Apply concepts of respect and trust to self and to others. 8. Understand how words can hurt us or make us feel good. 9. Understand that feelings are your own, but that some feelings, such as feeling sorry for people who do terribly bad things, are wrong. 10. Understand that actions do affect self and others. 11. Plan ways that the student can be more trusting and caring of others to avoid hurting people Grades 3-4 COMMUNITIES ARE PEOPLE Goal: Each person is strengthened and enriched by the differences they find and accept in others. Objectives: The student should be able to: 1. Identify physical characteristics of themselves and others. 2. Identify cultural contributions of people of different backgrounds. 3. Recognize those contributions people give to one another. 4. Understand the effects of our words and actions on others. 5. Define prejudice, discrimination, racism and sexism. 6. Give examples of prejudice in action against individuals and groups. 7. Explain how prejudice hurts everyone and ways we all (individually, as a community, a nation, a world) suffer because of it. 8. Give examples of times that prejudice has led to the persecution and killing of groups of people, such as the Holocaust. 9. Understand that in time of prejudice and persecution, some people are courageous and help the victim, some remain silent, and some are guilty of doing evil things to others. 10. Explain some of the reasons people choose to think and to act in caring or in hurtful ways. 11. Understand that prejudice and the hurtful actions it leads to can affect any individual or any group at any time. 12. Recognize and accept that each person is responsible for their actions. 13. Think of ways in which people can stand up for what they believe is right and good. 14. Develop a plan to be more thoughtful, caring and trusting of other Grades 5-6 PEOPLE NEED PEOPLE Goal: Prejudice hurts each of us as individuals and weakens the group as a whole. OBJECTIVES: The student should be able to: 1. Recognize that each of us has traits and attributes in which we take pride. 2. Recognize the values that influence each student. 3. Identify the sources from which people learn their values. 4. Define and explain the term "prejudice." 5. Explain the terms bigotry, discrimination, racism, stereotyping, scapegoating, ethnocentrism, anitsemitism and genocide. 6. Give examples of prejudice toward individuals and groups in history and in the present. 7. Analyze how prejudice and discrimination may lead to genocide. 8. Define the term "The Holocaust." 9. Analyze the reasons why laws are adopted. 10. Explain the basic ideas contained in the Nuremberg Laws and the impact they had on the events that followed leading to the Holocaust. 11. Define the term "Kristallnacht." 12. Analyze reasons why individuals and groups act in certain ways. 13. Analyze why people and nations act in the following ways: bullies, gangs, rescuers, heroes, and silent bystanders. 14. Examine various aspects of Nazi policies and their impact on individuals and groups (laws, isolation, ghettos, murder, slave labor, separation of families, starvation and sickness, deportation, and concentration camp). 15. Identify other groups who were victims of Hitler and Nazi policies: handicapped, Gypsies/Roma, Poles, Communists, Catholics, Jehovah's Witnesses, Anti-Nazis, Soviet prisoners of war. 16. Describe and analyze the responses of nations, who were allies of the United States or Germany, to the Nazi policies of persecution and mass murder. 17. Define different types of resistance that may occur in various situations. 18. Give examples of different types of resistance made by victims, heroes, rescuers, and partisans. 19. Analyze the actions and motivations of righteous individuals, groups and nations. 20. Explain why it is important to us today to study about the Holocaust and genocide. 21. Analyze how we might prevent these occurrences from ever happening again. 22. Demonstrate an understanding that each of us is faced with many choices and the difficulty in making choices. 23. Understand that choices have consequences for the group and the individual Grades 7-8 CHOOSING TO MAKE A BETTER WORLD Goal: Individual choices and actions influence group attitudes and behavior; the group influences the individual's behavior. Objectives: The student should be able to: 1. Recognize various types of human behavior, positive and negative. 2. Review and explain the following behaviors: perpetrator (persecutor), collaborator, bystander, righteous person, rescuer, and hero. 3. Analyze why people and nations act as the following: perpetrator (persecutor), collaborator, bystander, righteous people, rescuer, and hero. 4. Understand that behavior reflects individual choices and decisions. 5. Evaluate the role of personal values in making choices and decisions. 6. Understand the impact of group dynamics on individual choices and actions. 7. Compare and contrast various types of genocide and give examples from history and the present. 8. Apply the analysis of conditions that may lead to genocide to several examples in history. 9. Explain why the term "The Holocaust" has been applied to the genocide carried out against the Jews during World War II. 10. Examine the various aspects of Nazi policies and their impact on individuals and groups (laws, isolation, ghettos, murder, slave labor, deportation, labor camps, death camps, concentration camps, physical and mental torture, and the final solution). 11. Understand and analyze the use of propaganda by Hitler and the Nazi regime. 12. Compare and contrast different forms of resistance that may occur in various situations (passive, slowdown, direct, moral, economic boycott, physical, etc.) 13. Analyze the nature of resistance and give examples of different types of resistance offered by victims, heroes and rescuers - as individuals (e.g., Anne Frank, Oskar Schindler, Raoul Wallenberg, Chiune Sugihara); groups (e.g., Vilna and other partisans, White Rose movement, Zegota); communities (e.g., Warsaw Ghetto Uprising and citizens of Le Chambon); and nations (e.g., Denmark, Italy and Bulgaria). 14. Analyze the findings of the Nuremberg Tribunal. 15. Evaluate the impact of the Holocaust on our lives today. 16. Analyze why some people say the Holocaust or a particular genocide never occurred. 17. Predict whether a future Holocaust or genocide can occur again. If yes, explain why. 18. Analyze how we might prevent these occurrences from ever happening again. 19. Understand the importance of moral responsibility in making choices. 20. Understand the consequences of certain choices in terms of human pain and happiness, and human construction and destruction 7th Grade - 12th Grade I. The Nature of Human Behavior 1. Examine human behaviors of obedience, conformity, silence, courage, integrity, martyrdom, empathy, caring, cruelty, collaboration, and other positive and negative behaviors in relation to personal relationships. 2. Draw preliminary conclusions about human nature and behavior. II. From Prejudice to Genocide 1. Define and determine the causes of prejudice, scapegoating, bigotry, discrimination and genocide. 2. Compare contemporary examples of hatred, prejudice, discrimination and genocide. 3. Understand the history of antisemitism from ancient times to 1933. 4. Analyze the relationship, if any, between education/culture and the potential for genocide. Why was the Holocaust perpetrated by a civilized, highly educated people? 5. Study ideologies related to prejudice and how they might lead to a genocide: discrimination based on race, sexual orientation, creed, gender, religion, social class, age, ethnicity. 6. Reassess human nature in light of examples of prejudice, scapegoating, bigotry, discrimination and genocide. To where would tolerance, respect, acceptance lead? III. The Rise of Nazism: Prelude to the Holocaust 1. Analyze the background of German political, economic and social thought in the 19th and early 20th centuries. 2. Assess the domestic and worldwide conditions that influenced Germany after World War I and contributed to the rise of Adolf Hitler and the Nazi Party. 3. Investigate reasons for and the impact of the decline of the Weimar Republic. 4. Examine the role of Jews in Germany before the rise of Hitler. 5. Determine why Nazi philosophy and government appealed and still appeals to certain aspects of human nature or behavior. 6. Study the life of Adolf Hitler. 7. Evaluate the role of the media and propaganda in relation to Nazi ideology. 8. Develop generalizations about the reasons for the rise of the Nazi state. 9. Reassess human nature in light of knowledge about Hitler's life and the Nazi Party to 1933. IV. Persecution to Mass Murder: The Holocaust 1. Evaluate the extent to which Nazi policies, laws and teachings in the years immediately following their rise to power prepared the foundation for the Holocaust. Examine the erosion of Jewish rights, boycotts of Jewish businesses, and the dehumanization of the Jewish people. 2. Describe changes in the lives and legal rights of Jews in Germany after the rise of the Nazis to power: the Nuremberg Laws. 3. Investigate the escalation of Nazi policies of persecution and murder of Jews, which culminated in what the Nazis called: "The Final Solution," to include (a) Euthanasia Program; (b) Kristallnacht; (c) the isolation and ghettoization (concentration) of Jews; (d) the Einsatzgruppen; and (e) the Wannsee Conference. 4. Compare and contrast the operation and conditions of the concentration camps and death camps in Germany and in other occupied countries. 5. Review the literature, art, and music of the Holocaust to determine the motivations, insights and interpretations of human experience that they reflected, including acting as a form of resistance. 6. Analyze the roles in the Holocaust of business/industry; medical, scientific, educational and legal professions/systems; and the church. 7. Analyze the responses to the Nazi persecution policies by Germans and collaborators from other nations. 8. Evaluate the continuing role of the mass media and propaganda in Nazi Germany, including use of the "Big Lie" and the corruption of language. 9. Investigate the reasons why specific groups become victims of the Nazis, including children, Gypsies, Soviet prisoners of war, Blacks, Jehovah's witnesses, the handicapped, homosexuals, and others, and investigate the reasons for their respective treatment. 10. Examine the war plans and priorities of the United States during the World War II as they relate to the Holocaust, including: (a) the Evian Conference; (b) the St. Louis, (c) the Bermuda Conference; and (d) the failure to bomb Auschwitz or the railroad tracks leading to Auschwitz. 11. Explore eye-witness accounts of the Holocaust by survivors and liberators. 12. Develop a chronology of the Holocaust, 1933-1945. 13. Define the Holocaust: the Shoah. 14. Reassess human nature and behavior in light of events in Nazi controlled areas from 1933-1945. V. Resistance and Intervention and Non Action 1. Analyze Jewish physical and spiritual resistance to the Holocaust. 2. Examine resistance to the Holocaust by non-Jewish people in Germany (e.g., the White Rose movement) and in the Nazi occupied countries (the Righteous Gentiles). 3. Assess the limited responses against the Holocaust of (a) the United States and the Allies; (b) the Vatican; (c) religious organizations and leaders; and (d) the media. 4. Analyze the responses of American Jews to the Holocaust. 5. Define heroic behavior, and identify those people who had the courage to care during the Holocaust, such as Raoul Wallenberg, Oskar Schindler, Chiune Sugihara and the people of Le Chambon, Denmark, Italy and Bulgaria. 6. Reassess human nature in light of the local and worldwide responses to the Holocaust. VI. Genocide/Atrocities Against A People 1. Define genocide, atrocity, random acts of violence. 2. Understand the methods of how to study a genocide and atrocities. 3. Define different forms of genocide and atrocities: political cultural religious economic racial physical 4. Review and study genocides and atrocities of the past such as: African American (slavery) Native American Armenian Cambodian Individual communities may choose other areas to study. 5. Review and discuss current events regarding genocide and atrocities, including but not limited to Rwanda, Bosnia. 6. Compare and contrast the similarities and differences between the Holocaust, genocide and atrocities. VII. Related Issues of Conscience and Moral Responsibility 1. Differentiate between crime and war crime. 2. Examine issues of guilt and responsibility. 3. Assess the effectiveness of the Nuremberg War Crimes Tribunal. 4. Assess the relationship between the Holocaust and the establishment of the State of Israel. 5. Examine post-Holocaust persecution of Jews in Eastern Europe. 6. Analyze the rise of the Nazi movement in Germany in the 1990's and that country's responses. 7. Examine contemporary issues of conscience and moral responsibility (for example: internment of Japanese- Americans; use of the atomic bomb; the Vietnam War; civil rights movement; apartheid; Serbian policy of "ethnic cleansing"; etc.) 8. Assess the implications of the Holocaust and genocide for the present and the future. 9. Assess the moral and philosophical implications of recent antisemitic incidents and other forms of prejudice, discrimination, bigotry, and racism in American society. 10. Evaluate individual and collective responsibility for the Holocaust and genocide. 11. Evaluate the uniqueness of the events of the Holocaust and the universal lessons that may be learned. 12. Evaluate the relationship of the Holocaust to our lives. 13. Evaluate the impact of the Holocaust upon survivors, including the hidden children. 14. Examine the contributions to the world made by survivors of the Holocaust and genocides. 15. Examine the impact of the Holocaust and genocide on the families of survivors. 16. Assess the contributions to the world that might have been made by victims of the Holocaust and genocide. 17. Examine the reasons why the Holocaust and genocide must be studied. 18. Hypothesize whether or not a Holocaust or genocide can happen again. 19. Examine recent events in Rwanda, Bosnia/Herzegovina, and republics of the former Soviet Union; bias crimes locally and nationally in the United States; and the reappearance of Nazism and hatred around the world. 20. Evaluate the responsibility of each individual to prevent another Holocaust or genocide.
Site Map ·
What's New? ·
Home · Site Map · What's New? · Search Nizkor