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Aligning with Standards

New York’s Holocaust Curriculum aligns with Common Core State Standards, New York State Next Generation Learning Standards, and New York City Social Studies Scope and Sequence. Details are described below.

Common Core State Standards

  • ELA-LITERACY RH.1:
    • 6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
    • 9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
    • 11-12.1. 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.
  • ELA-LITERACY RH.6-8.2
    • 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.
    • 9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
    • 11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  • ELA-LITERACY RH.7:
    • 6-8.7. Integrate visual information with other information in print and digital texts.
    • 9-10.7. Integrate quantitative or technical analysis with qualitative analysis in print or digital text.
    • 11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
  • ELA-LITERACY RH.9:
    • 6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
    • 9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
    • 11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
  • ELA-LITERACY.CCRA.SL.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • ELA-LITERACY.CCRA.SL.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

 New York State Next Generation Learning Standards

  • READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-8: RH 1
    • 6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
    • 9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the time and place of publication, origin, authorship, etc.
    • 11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the source as a whole.
  • READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-8: RH 2
    • 6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions.
    • 9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop within a text.
    • 11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  • READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-8: RH 7
    • 6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    • 9-10.7. Integrate and evaluate visual and technical information (e.g., in research data, charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    • 11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
  • READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6-8: RH 9
    • 6-8.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
    • 9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
    • 11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
  • SPEAKING AND LISTENING STANDARDS: SL1
    • 6-8.1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
    • 9-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others.
  • SPEAKING AND LISTENING STANDARDS: SL2
    • 6.2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
    • 7.2: Analyze the central ideas and supporting details presented in diverse formats. (e.g., including visual, quantitative, and oral) and explain how the ideas clarify and/or contribute to a topic, text, or issue under study.
    • 8.2: Analyze the purpose of information presented in diverse formats (e.g., including visual, quantitative, and oral) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
    • 9-10.2: Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral), evaluating the credibility, accuracy, and relevance of each source.
    • 11-12.2: Integrate multiple sources of information presented in diverse formats (e.g., including visual, quantitative, and oral). Evaluate the credibility and accuracy of each source, and note any discrepancies among the data to make informed decisions and solve problems.

 New York City Social Studies Scope and Sequence

  • 6 WORLD WAR II: The aggression of the Axis powers threatened United States security and led to its entry into World War II. The nature and consequences of warfare during World War II transformed the United States and the global community. The damage from total warfare and atrocities such as the Holocaust led to a call for international efforts to protect human rights and prevent future wars. (8.6a, 8.6c)
  • 5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace (10.5a, 10.5c. 10.5d, 10.5e).
  • 10 HUMAN RIGHTS VIOLATIONS: Since the Holocaust, human rights violations have generated worldwide attention and concern. The United Nations Universal Declaration of Human Rights has provided a set of principles to guide efforts to protect threatened groups and has served as a lens through which historical occurrences of oppression can be evaluated (10.10a, 10.10b, 10.10c)
  • 8. WORLD WAR II (1935 – 1945): The participation of the United States in World War II was a transformative event for the nation and its role in the world (11.8a, 11.8b, 11.8c).