Holocaust Teacher Resource Center

HOLOCAUST TEACHER RESOURCE CENTER
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Educational Standards

This curriculum guide was designed to comply with National Social Studies and English Language Arts Standards. These standards, which specify what all students should know and be able to do in social studies and the language arts, are adapted by each state education department to create their own set of educational priorities. The viewing objectives and post-viewing activities in each section of the curriculum target specific standards in history, social science, writing, listening, and speaking and are designed to provide teachers with multiple measure of assessment for student learning in these areas.

From the National Council for the Social Studies:
“The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”

From the National Council of Teachers of English:
“All students must have the opportunities and resources to develop the language skills they need to pursue life’s goals and to participate as informed, productive members of society.”

SOCIAL STUDIES STANDARDS ADDRESSED BY TAK FOR ALT VIEWING OBJECTIVES

Listed below are the viewing objectives for the Tak for Alt curriculum linked to National Council of Social Studies educational standards. For more information about the ten thematic strands for the NCSS standards, see their website at www.ncss.org

VIEWING OBJECTIVE

SOCIAL STUDIES THEME*

Section One, page 7

To understand the universal themes of tolerance, respect, and responsibility

Theme #9:

Global Connections

To connect Judy’s values as an American citizen with her experiences in the Holocaust

Theme #10:

Civic Ideals and Practices

To understand how political and legal systems shape individual choices

Theme #5:

Individuals, Groups, and Institutions

To increase students’ knowledge of the geography of Europe during WWII

Theme #3:

People, Places, and Environments

To inform students about the ghetto experience imposed on Jews during WWII

Theme #6:

Power, Authority, and Governance

To expand students’ understanding of Jewish European experience during the Holocaust

Theme #2:

Time, Continuity, and Change

Section Two, Page 13

To recognize that everybody has choices, regardless of the circumstances

Theme #10:

Civic Ideals and Practices

To understand how outside influences can shape one’s choices and views

Theme #5:

Individuals, Groups, and Institutions

To see how responsible decisions may require acting beyond cultural/social influences

Theme #4:

Individual Development and Identity

To understand ethical decision-making as a form of resistance

Theme #4:

Individual Development and Identity

To understand how personal testimony enhances our understanding of history

Theme #2:

Time, Continuity, and Change

Section Three, Page 21

To understand how cultural and social factors shape individual identities and behaviors

Theme #1:

Culture

To evaluate individuals’ choices in terms of tolerance, respect, and responsibility

Theme #4:

Individual Development and Identity

To see how government structures enhance or deny citizens’ cultural identities

Theme #6:

Power, Authority, and Governance

To understand how Judy’s Jewish identity was the basis for her survival

Theme #1:

Culture

To know and accept one’s cultural identity while interacting with other cultural groups

Theme #1:

Culture

Section Four, Page 29

To understand the principles of tolerance, respect, and responsibility

Theme #9:

Global Connections

To understand the relationship between historical events and cultural identity

Theme #2:

Time, Continuity, and Change

To understand different groups’ adaptations and contributions to the United States

Theme #2:

Time, Continuity, and Change

To identify demographic changes resulting from World War II

Theme #3:

People, Places, and Environments

To see how memory and personal experiences shape one’s values and sense of self

Theme #4:

Individual Development and Identity

*Curriculum Standards for Social Studies II.’ Thematic Strands, by the National Council for the Social Studies. Copyright 1995-2004 National Council for the Social Studies. Reprinted with permission.


ENGLISH LANGUAGE ARTS STANDARDS MET BY TAK FOR ALT
POST-VIEWING ACTIVITIES

Below you will find National Council for Teachers of English educational standards linked with post-viewing activities found in each of the four parts of the Tak for Altcurriculum. More information about the NCTE standards may be found on their website atwww.ncte.org.

POST-VIEWING ACTIVITY ENGLISH STANDARD*
Section One, Page 11
Activity 1: Reflection—Responding to the Film Standard #3: Applying different strategies to comprehend print and non-print texts
Activity 2a: Jewish Cultural and Religious Life Standard #7: Conducting research using print and non-print texts
Activity 2b: Jewish Ghetto Life Standard #1: Reading print and non-print texts
Activity 3: Examining Discrimination Today Standard #7: Gathering, evaluating, and synthesizing data from various sources
Section Two, Pages 17-19
Activity 1: Reflection—Responding to the Film Standard #3: Applying different strategies to comprehend print and non-print texts
Activity 2: Decision Making Standard #3: Applying different strategies to comprehend print and non-print texts
Activity 3: Web Quest Standard #1: Reading print and non-print texts
Standard #8: Using various resources to gather, create, and communicate knowledge
Activity 4: Testimony as Historical Resource Standard #2: Reading a wide range of literature to build understanding of human experience
Standard #9: Understanding diversity in language use and patterns across groups
Section Three, Pages 26-27
Activity 1: Mapping Judy’s journey from Lithuania to Denmark Standard #3: Applying a wide range of strategies to comprehend text
Activity 2a: Researching Historical Perspectives Standard #7: Researching, evaluating, and synthesizing data from a variety of sources
Activity 2b: Researching Acts of Resistance Standard #8: Using various resources to gather, create, and communicate knowledge
Activity 3: Family Research and Cultural Identity Standard #7: Researching, evaluating, and synthesizing data from a variety of sources
Standard #5: Employing various writing process elements to communicate
Section Four, Pages 33-35
Activity 1: Mapping Lithuania Standard #3: Applying a wide range of strategies to comprehend text
Activity 2a: “Who is Responsible?” Standard #7: Conducting research by generating ideas and asking questions
Standard #8: Using various resources to gather and synthesize information
Activity 2b: The Value of Personal Testimony Standard #3: Applying a wide range of strategies to comprehend text
Standard #8: Using various resources to gather, create, and communicate knowledge
Activity 2c: One Person Can Make a Difference Standard #7: Researching, evaluating, and synthesizing data from a variety of sources
Activity 3a: Parallels Between the Danish Resistance and U.S. Civil Rights Movement Standard #2: Reading a wide range of literature to understand human experience
Standard #8: Using various resources to gather, create, and communicate knowledge
Activity 3b: Understanding Moral Courage Standard #1: Reading a wide range of print and non-print texts
Activity 3c: Taking the Lesson Beyond the Classroom Standard #4: Communicating effectively with various audiences

*Standards for the English Language Arts, by the International Reading Association and the National Council of Teachers of English. Copyright 1996 by the International Reading Association and the National Council of Teachers of Enlish. Reprinted with permission.