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Topic: Racial, ethnic, and religious discrimination 

Behavioral Studies

 Standard 2.  Understands various meanings of social group, general implications of group membership, and different ways that groups function
  Level III (Grade 6-8)
   Benchmark 4.Understands that people sometimes react to all members of a group as though they were the same and perceive in their behavior only those qualities that fit preconceptions of the group (i.e., stereotyping) which leads to uncritical judgments (e.g., showing blind respect for members of some groups and equally blind disrespect for members of other groups)
    Knowledge/skill statements
     1.Understands that people sometimes react to all members of a group as though they were the same
     2.Understands that people sometimes perceive only those behaviors that fit into their preconceptions of the group
     3.Knows that stereotyping often leads to uncritical judgments
     4.Knows that an example of uncritical judgment is blind respect for members of a group
     5.Knows that an example of uncritical judgment is blind disrespect for members of a group
  Level IV (Grade 9-12)
   Benchmark 2.Understands that social organizations may serve business, political, or social purposes beyond those for which they officially exist, including unstated ones such as excluding certain categories of people from activities
    Knowledge/skill statements
     1.Understands that social organizations may serve business purposes beyond those for which they officially exist
     2.Understands that social organizations may serve political purposes beyond those for which they officially exist
     3.Understands that social organizations may serve social purposes beyond those for which they officially exist

United States History

 Standard 17.  Understands massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
  Level III (Grade 7-8)
   Benchmark 1.Understands the background and experiences of immigrants of the late 19th century (e.g., how the immigrants differed from those of the early 19th century in numbers, motives, origins, ethnicity, religion and language; how Catholic and Jewish immigrants responded to discrimination; attitudes toward immigrants)
    Knowledge/skill statements
     2.Understands the experiences of immigrants of the late 19th century
     7.Understands how the immigrants of the late 19th century differed from those of the early 19th century in religion
     9.Understands how Catholic immigrants responded to discrimination in the late 19th century
     10.Understands how Jewish immigrants responded to discrimination in the late 19th century
     11.Understands the attitudes toward immigrants in the late 19th century
   Benchmark 4.Understands opposition to discrimination in the late 19th century (e.g., how Asian Americans and Hispanic Americans responded to discriminatory practices, leadership roles of those who spoke out against discrimination)
    Knowledge/skill statements
     1.Understands how Asian Americans responded to discriminatory practices in the late 19th century
     2.Understands how Hispanic Americans responded to discriminatory practices in the late 19th century
     3.Understands the leadership roles of those who spoke out against discrimination in the late 19th century
 Standard 25.  Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
  Level III (Grade 7-8)
   Benchmark 8.Understands how minority groups were affected by World War II (e.g., how minority groups organized to gain access to wartime jobs and discrimination they faced, factors that led to the internment of Japanese Americans)
    Knowledge/skill statements
     1.Understands how minority groups organized to gain wartime jobs
     2.Understands the discrimination faced by minority groups during World War II
     3.Understands the factors that led to the internment of Japanese Americans

World History

 Standard 23.  Understands patterns of crisis and recovery in Afro-Eurasia between 1300 and 1450
  Level IV (Grade 9-12)
   Benchmark 6.Understands events and consequences of Jewish scapegoating in Europe during the Great Plague (e.g., the cremation of Strasbourg Jews, pogroms in the Holy Roman Empire, Jewish flight to Poland and Russia) and the attitudes and values these events represent
    Knowledge/skill statements
     1.Understands events of Jewish scapegoating in Europe during the Great Plague
     2.Understands consequences of Jewish scapegoating in Europe during the Great Plague
     3.Understands the cremation of Strasbourg Jews as part of Jewish scapegoating during the Great Plague
     4.Understands pogroms in the Holy Roman Empire as part of Jewish scapegoating during the Great Plague
     5.Understands Jewish flight to Poland and Russia in response to Jewish scapegoating during the Great Plague
     6.Understands the attitudes and values the events of Jewish scapegoating during the Great Plague represent
 Standard 26.  Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations
  Level III (Grade 7-8)
   Benchmark 5.Understands the significance and cultural impact of migrations of the Muslims and Jews after their expulsion from Spain
    Knowledge/skill statements
     1.Understands the significance and cultural impact of migrations of the Muslims after their expulsion from Spain
     2.Understands the significance and cultural impact of migrations of the Jews after their expulsion from Spain
  Level IV (Grade 9-12)
   Benchmark 7.Understands measures that restricted Muslims and Jews in the 15th and 16th centuries (e.g., the moral and religious justifications used by the Spanish for the expulsion of Jews and Muslims from Spain, and possible consequences of the Spanish conquest of Grenada in 1492; how the organization of overseas trades in the Iberian states prohibited Mudehar Muslims, converts, and Jews from settling in the Americas)
    Knowledge/skill statements
     1.Understands measures that restricted Muslims in the 15th and 16th centuries
     2.Understands measures that restricted Jews in the 15th and 16th centuries
     3.Knows the moral and religious justifications used by the Spanish for the expulsion of Jews and Muslims from Spain
     4.Knows possible consequences of the Spanish conquest of Grenada in 1492
     5.Understands how the organization of overseas trades in the Iberian states prohibited Mudehar Muslims, converts, and Jews from settling in the Americas
 Standard 29.  Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750
  Level IV (Grade 9-12)
   Benchmark 7.Understands the "Black Legend," how it helped build opposition toward Spain, and how it illustrates Spain's unique dealings with aboriginal populations
    Knowledge/skill statements
     1.Knows the "Black Legend"
     2.Knows how the "Black Legend" helped build opposition towards Spain
     3.Understands how the "Black Legend" illustrates Spain’s unique dealings with aboriginal populations
 Standard 35.  Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914
  Level IV (Grade 9-12)
   Benchmark 4.Understands the status of different groups in 19th-century Europe (e.g., the changing roles and status of European Jews and the rise of new forms of anti-Semitism; the goals of the women's movement in the 19th century, and the essential ideas outlined by Mary Wollstonecraft in Vindication of the Rights of Women; support for and opposition to women's suffrage in the late 19th century)
    Knowledge/skill statements
     1.Understands the changing roles and status of European Jews in the 19th century
     2.Understands the rise of new forms of anti Semitism in 19th century
   Benchmark 11.Knows the events and issues of the Dreyfus affair in France (e.g., why the French military establishment refused to pardon Dreyfus in the face of overwhelming evidence proving his innocence, how this affair became a political conflict between conservatives and progressives)
    Knowledge/skill statements
     1.Understands why the French military establishment refused to pardon Dreyfus in the face of overwhelming evidence proving his innocence
     2.Understands how the Dreyfus affair became a political conflict between conservatives and progressives
 Standard 36.  Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914
  Level IV (Grade 9-12)
   Benchmark 3.Understands the influence of European imperial expansion on political and social facets of African and Indian society (e.g., ideas of Social Darwinism and scientific racism in 19th-century Europe and how these encouraged European imperial expansion in Africa and Asia; the major chain of events in Europe and Africa that led to the "scramble" for African territory, and the role of particular African governments or peoples in the partition of Africa by the Europeans; the impact of European expansion on legal, familial, and gender relations in Indian and African village life)
    Knowledge/skill statements
     5.Understands ideas of Social Darwinism and scientific racism in 19th century Europe and how these encouraged European imperial expansion in Africa and Asia
 Standard 41.  Understands the causes and global consequences of World War II
  Level II (Grade 5-6)
   Benchmark 3.Understands the human costs of World War II (e.g., how and why the Nazi regime forged a "war against the Jews," and the devastation suffered by Jews and other groups in the Nazi Holocaust; social problems as a consequence of the war)
    Knowledge/skill statements
     1.Understands how the Nazi regime forged a "war against the Jews"
     2.Understands why the Nazi regime forged a "war against the Jews"
     3.Understands the devastation suffered by Jews and other groups in the Nazi Holocaust
     4.Knows social problems that resulted from World War II
  Level III (Grade 7-8)
   Benchmark 3.Understands the influence of Nazism on European society and Jewish culture (e.g., European and Jewish resistance movements to the Nazis and their policies, discrepancies between Nazi public announcements concerning Jews and the actual experiences of Jews between 1941 and 1944)
    Knowledge/skill statements
     2.Understands the influence of Nazism on Jewish culture
     3.Knows European and Jewish resistance movements to the Nazis and their policies
     4.Knows discrepancies between Nazi public announcements concerning Jews and the actual experiences of Jews between 1941 and 1944
  Level IV (Grade 9-12)
   Benchmark 2.Understands the Holocaust and its impact on Jewish culture and European society (e.g., the chronology of the Nazi "war on the Jews," and the geography and scale of Jewish deaths resulting from this policy; personal reasons for resistance to or compliance with Nazi policies and orders; the brutality of Nazi genocide in the Holocaust as revealed in personal stories of the victims)
    Knowledge/skill statements
     1.Understands the Holocaust’s impact on Jewish culture
     2.Understands the Holocaust’s impact on European society
     3.Knows the chronology of the Nazi "war on the Jews"
     4.Understands the geography and scale of Jewish deaths resulting from the Nazi "war on Jews"
     5.Knows people’s personal reasons for resistance to or compliance with Nazi policies and orders
     6.Understands the brutality of Nazi genocide in the Holocaust as revealed in personal stories of the victims