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Possible Applications of a Unit on the Holocaust to the Nebraska Social Studies/History Standards at Grade 12 Exit Level http://www.nde.state.ne.us/SS/ssstandards.html |
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| A Color Key: Blue: A link to the USHMM teacher’s guide web page. Black: Directly quoting a state’s social studies standard. Red: The correlation of studying the Holocaust to the standards. Brown: Other information. |
If a secondary teacher would decide to teach a unit on the Holocaust, it would be highly recommended to first read "Guidelines for Teaching about the Holocaust" created by the United States Holocaust Memorial Museum which can be found at <http://www.ushmm.org/education/foreducators/> | |
The word ‘Holocaust’ is used only twice in the Nebraska Social Studies/History Standards at the grade 12 exit level, 12.1.3 and 12.3.11. However, all sections of the Standards, world history, geography, American history, and government/civics do set forth standard outcomes that can be applied to the teaching of a unit on the Holocaust.
Specifically:
12.1.3--Students will analyze the historical developments of the Renaissance....
Machiavelli’s The Prince and government of the Nazis....
12.1.4--Students will analyze the historical developments
of the Reformation....
Martin Luther’s writings about the Jews....
12.1.6--Students will compare Judaism, Christianity,
Islam, Buddhism, and Hinduism....
All suggestions given as applied to Judaism and possibly Christianity and what occurs 1933-1945.
12.1.10--Students will analyze major 20th century
historical events....
The Holocaust is a major 20th century historical event.
12.1.11--Students will demonstrate historical research
and geographical skills....
All suggestions apply to the study of the Holocaust.
12.2.1--Students will analyze the physical and human
landscapes of the world using maps, globes, photographs, and pictures....
All suggestions could be covered by using maps, photos, etc. of developments in Europe 1933-1945. Maps of movement of armies. Maps, photos, diagrams of camps, ghettos. Maps of rail lines. Etc.
12.2.4--Students will analyze how certain cultural
characteristics can link or divide regions, such as language, ethnic heritage,
religion, political philosophy, shared history, and social and economic systems.
This standard is an obvious starting point in analyzing the how and why of the Nazi madness.
12.2.5--Students will compare and contrast the distribution,
growth rates, and characteristics of human population, such as the settlement
patterns and the location of natural and capital resources.
The human and natural resources for the Nazi war effort are all part the story of the Holocaust. The Nazi movement of peoples across Europe, the post war movement of peoples.
12.2.6--Students will analyze past and present trends
in human migration and cultural interaction as they are influenced by social,
economic, political, and environmental factors.
Again, all part of the story of the Holocaust especially in Eastern Europe.
12.2.7--Students will locate and identify by name
the major countries in each region, the world’s major rivers, mountain ranges,
and surrounding bodies of water.
This knowledge of Europe is an absolute must in the study of the Holocaust.
12.2.10--Students will analyze the patterns of urban
development, such as site and situation; the function of towns and cities; the
problems related to human mobility, social structure, and the environment.
Study of ghettos will fulfill this standard.
12.2.12--Students will analyze the patterns and networks
of economic inter-dependence, such as... job specialization; competition for
resources; access to labor....
Slave labor camps and the wartime Nazi economy.
12.2.13--Students will distinguish between developed
and developing countries, identifying and relating the level of economic development
to the quality of life.
The study of slave labor factories, of ghettos, of camps....
12.2.14--Students will analyze the forces of conflict
and cooperation as they influence....
Disputes over borders, resources, and settlement areas. The Nazi planned movement of peoples and the reasons behind....
12.3.3--Students will analyze and explain events
and ideas of the Revolutionary Period....
What is extolled as American freedoms, liberties, rights as compared to the Nazi dictatorship and the treatment of the unwanted minorities in German controlled areas.
12.3.4--Students will analyze the events and ideas
of the Constitutional Era....
Same as in 12.3.3.
12.3.6--Students will analyze the causes and effects
of major events of the Civil War and Reconstruction....
Andersonville compared to Nazi camps
12.3.7--Students will analyze the impact of immigration
on American life....
It is very important to understand reactions to immigration in this country, some of which were negative. Hitler and psudo-science (eugenics) in Germany drew greatly on psudo-science(eugenics) developed in the United States that was in reaction to immigration.
12.3.8--Students will summarize causes and effects
of the Industrial Revolution....
One effect of the industrial mind was the industrial killing factories created to eliminate an entire people.
12.3.9--Students will analyze and explain the importance
of World War I....
The German patriotism of the Jews in Germany must be acknowledged. The importance of the Versailles Treaty to the story of World War II and the Holocaust.
12.3.10--Students will analyze and explain the Great
Depression....
Comparison of the approaches to the problems of the Depression between the United States and Germany. Who is blamed in the United States. Who is blamed in Germany.
12.3.11--Students will demonstrate an understanding
of the origins and effects of World War II....
The Holocaust is central to this story.
12.3.12--Students will analyze and explain United
States foreign policy since World War II....
The Cold War could first be seen in how American and Soviet lawyers approached the War Crime Trials. The wealth of information on the Holocaust that has become available since the end of the Cold War and the new insights. One example--the blue prints of Auschwitz.
12.3.17--Students will develop skills for historical
analysis....
All suggestions could apply to a study of the Holocaust.
All 12.4's that apply to
Rights, Freedoms, Liberties.
Can be compared the the Nazi system 1933-1945.
All Nebraska Reading/Writing Standards at grade 12 exit level would apply to a unit on the Holocaust.
Goals and Objectives for a unit on the Holocaust should and would go beyond the stated Standards.