Amistad Requirement and related NJSLS CPIs

Course proficiencies (CP#) that address the requirement

Lesson/Unit examples

Contributions of African-Americans to the development of the United States

6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental human rights (e.g. fairness, civil rights, human rights).

6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.

Kindergarten: CP#8. Understand the significance of contributions made by historical figures and leaders, including women and minorities.

Grade 1: CP#10. Describe the ways that actions of individuals and groups, in the past and present, affected their communities.

Grade 2: CP#9. Explain how individuals and groups of the past and present have worked to make their communities places that embrace and respect the rights and dignity of all people.

Grade 3:  CP#9. Participate in a democratic problem-solving process to address an issue of local significance.    CP#13. Evaluate the role and responsibilities of citizens in various contexts, including the community, state, nation, and world.

Kindergarten, Unit 3: Study of Martin Luther King, Jr.

Grade 1, Unit 3: How do individuals and groups make positive changes in communities? ~ Case Study: Dr. Martin Luther King, Jr.

Grade 2, Unit 5: Making our Communities Better (case study of people who make positive changes in their community)

Grade 3, Unit 2: How do we have a voice in our community?  Explore the ways individuals like Martin Luther, King, Jr. changed their communities.

History of the African Slave Trade, Slavery in America and the impact on society

6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.

6.1.4.D.9 Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.

Grade 3:  CP#6. Understand multiple processes by which immigration occurs to the United States, and compare and contrast reasons for immigration over time.

Grade 4: CP#8. Comprehend and appreciate how minority cultures influence and contribute to populations within a region.

Grade 3, Unit 5: Study of immigration and forced migration on communities

Grade 4, Unit 4: Culture and Economy - Explore the connections (cause and effect relationships) among geography, culture, history, and economy.

Amistad Requirement and related NJSLS

Course proficiencies (CP#) that address the requirement

Lesson/Unit examples

Contributions of African-Americans to the development of the United States

6.1.8.A.2.c Explain how demographics (i.e., race, gender, and economic status) affected social, economic, and political opportunities during the Colonial era.

6.1.8.D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War.

Grade 5:

CP#8. Identify and appreciate the ways that minority cultures were able to preserve cultural traditions and practices while being suppressed by European explorers, settlers, and colonists.

Grade 7:

CP#15. Analyze, synthesize and present findings on the impact of institutional racism through examination of free labor vs. slave labor systems during the antebellum period, genocide, and civil rights movements.

Grade 5:

Unit 3: European Settlements

Unit 4: Comparing Colonial Regions

Grade 7:

Unit 2: Founding of the United States

(content is intertwined throughout all units)

History of the African Slave Trade, Slavery in America and the impact on society

6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.

6.1.8.C.2.a Compare the practice of slavery and indentured servitude in Colonial labor systems.

6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.

6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.
6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.

6.1.8.D.4.c Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.

6.1.8.D.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.

Grade 5: 

CP#6. Evaluate the short-term and long-term impact of European exploration and settlement in the Americas, including the impact on Native American cultures, the development of the Atlantic Slave Trade and the establishment of European colonies throughout the Americans.  

CP#10. Identify the reasons for and circumstances under which people came to the Americas in the seventeenth and eighteenth century including immigration based on economic and religious motivations and forced migration.

CP#13. Explain how the variations in the backgrounds and experiences of European settlers, interactions with Native Americans, and the prevalence of slavery contributed to the identity of the earliest colonial regions in North America.  

Grade 7:

CP#8. Analyze the impact of the slave trade and the institution of slavery on early American history, including the resistance to slavery and lasting impact of slavery on cultural, economic and political aspects of American society.  CP#15. Analyze, synthesize and present findings on the impact of institutional racism through examination of free labor vs. slave labor systems during the antebellum period, genocide, and civil rights movements.

Grade 8:

CP#9. Recognize the early development of human rights, especially in the context of human rights violations that occurred as a result of forced labor, slavery, forced migration, conquest and genocide in various places throughout history.

Grade 5:

Unit 3: European Settlements

Unit 4: Comparing Colonial Regions

Grade 7:

Unit 2: Founding of the United States

(content is intertwined throughout all units)

Grade 8:

(concept taught in various units throughout the year)

Amistad Requirement and related NJSLS

Course proficiencies (CP#) that address the requirement

Unit/Essential Question examples

Contributions of African-Americans to the development of the United States

6.1.12.A.6.c Relate the creation of African American advocacy organizations (i.e., the National Association for the Advancement of Colored People) to United States Supreme Court decisions (i.e., Plessy v. Ferguson) and state and local governmental policies.

6.1.12.D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise in repressive organizations, and an increase in violence

6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem Renaissance, on American culture and values.

6.1.12.D.10.c Explain how key individuals, including minorities and women (i.e., Eleanor Roosevelt and Frances Perkins), shaped the core ideologies and policies of the New Deal.
6.1.12.D.11.c Explain why women, African Americans, Native Americans, Asian Americans, and other minority groups often expressed a strong sense of nationalism despite the discrimination they experienced in the military and workforce.

6.1.12.D.13.a Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans.
6.1.12.D.13.b Compare and contrast the leadership and ideology of Martin Luther King, Jr., and Malcolm X during the Civil Rights Movement, and evaluate their legacies.

6.1.12.D.13.c Analyze the successes and failures of women’s rights organizations, the American Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities.

6.1.12.D.14.d Evaluate the extent to which women, minorities, individuals with gender preferences, and individuals with disabilities have met their goals of equality in the workplace, politics, and society.

US History I (Grade 9):

CP#16. Analyze the changing social environment and appreciate the cultural contributions of diverse cultures in the United States during the post-World War I era

CP#8. Evaluate and recognize the efforts of people to uphold basic human rights in American history, including those involved in the abolitionist movement, suffrage movement, and various civil rights movements.  

Grade 10:

CP#5. Recognize and appreciate the contributions, ideas, and phenomena of diverse cultures during the post-World War II era, and examine the role of countercultures in influencing the American public.

CP#8. Analyze, discuss, and evaluate the ideas, figures, events, legislation, and movements of the Civil Rights era and assess the impact of reforms on the rights of diverse groups, including gender, race, ethnicity, age, ability, and sexual orientation.  

Grade 11:

CP#12. Evaluate the impact of global human rights violations from around the world and consider efforts made by individuals, groups, and institutions to ameliorate certain atrocities.

African-American history is integrated throughout both US History I and II.  The list below provides examples; it is not exhaustive.

US History I (Grade 9)

Unit 2: Manifest Destiny: How did inequality of rights and status shape experiences of various groups?

Unit 3: The Civil War Era: How did inequality of rights and status shape experiences of various groups?

Unit 4: Social, Political and Economic Reconstruction: What were challenges faced by African Americans during Reconstruction era?  

Unit 9: The Twenties: Harlem Renaissance

Unit 10: The Great Depression: The minority experience

Grade 10:

Unit 3: Civil Rights Movement and Reforms

Unit 6: Social Movements in Modern America

Grade 11:

Unit 2: Human Rights

History of the African Slave Trade, Slavery in America and the impact on society

6.1.12.A.3.f Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period.
6.1.12.A.3.h Examine multiple perspectives on slavery and evaluate the claims used to justify the arguments.

6.1.12.A.3.i Examine the origins of the antislavery movement and the impact of particular events, such as the Amistad decision, on the movement.

6.1.12.A.13.a Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and New Jersey’s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation and discrimination.

6.1.12.A.13.b Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in promoting civil liberties and equal opportunities.

6.1.12.C.13.a Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights.

US History I (Grade 9):

CP#6. Through the lens of multiple perspectives, understand the history of the African slave trade and slavery in America, including the atrocities and dehumanization that occurred.

CP#7. Recognize the lasting impact of the African slave trade and slavery on the history of the United States.

US History II (Grade 10):

CP#5. Recognize and appreciate the contributions, ideas, and phenomena of diverse cultures during the post-World War II era, and examine the role of countercultures in influencing the American public.

CP#8. Analyze, discuss, and evaluate the ideas, figures, events, legislation, and movements of the Civil Rights era and assess the impact of reforms on the rights of diverse groups, including gender, race, ethnicity, age, ability, and sexual orientation.  

Global Perspectives (Grade 11):

CP#12. Evaluate the impact of global human rights violations from around the world and consider efforts made by individuals, groups, and institutions to ameliorate certain atrocities.

African-American history is integrated throughout both US History I and II.  The list below are examples; it is not exhaustive.

US History I (Grade 9)

Unit 2: Manifest Destiny: How did inequality of rights and status shape experiences of various groups?

Unit 3: The Civil War Era: How did inequality of rights and status shape experiences of various groups?

Unit 4: Social, Political and Economic Reconstruction: What were challenges faced by African Americans during Reconstruction era?  

Unit 9: The Twenties: Harlem Renaissance

Unit 10: The Great Depression: The minority experience

US History II (Grade 10):

Unit 3: Civil Rights Movement and Reforms

Unit 6: Social Movements in Modern America

Global Perspectives (Grade 11):

Unit 2: Human Rights

Holocaust Mandate Requirement and related NJSLS

Course proficiencies (CP#) that address the requirement

Unit/Essential Question examples

Prejudice and Discrimination: consequences and individual responsibility

6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.

6.1.4. D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.

6.1.4. D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.

6.3. 4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

Kindergarten:

CP#5 Recognize the connections between their feelings and behaviors, as well as the consequences of their actions.

CP#9 Describe the characteristics of a good friend and enact those characteristics as appropriate.

CP#11 Identify and describe the ways that people around the world are similar and different.

Grade 1:  

CP#2 Follow a process for working together with others to solve problems and make decisions that promote the common good.

CP#3 Recognize and appreciate the diversity that exists within their classroom and community.

CP#5 Distinguish between fair/unfair and just/unjust rules and actions (including stereotypes) in order to identify the ways that people can make communities places where everyone is respected and accepted.

Grade 2:

CP#1 Engage in discussion with others while demonstrating appreciation and respect for diverse opinions and multiple perspectives.

CP#4 Participate in a problem-solving and decision-making process that demonstrates respect for multiple perspectives and promotes the common good.

CP#9 Define cultural universals and provide examples that demonstrate awareness of and respect for cultural diversity.

Grade 3

CP#1 Engage in discussion with others by sharing ideas and opinions supported by evidence, considering multiple perspectives, and recognizing when one’s own ideas or opinions might evolve based on new information and insights.

CP# 2 Evaluate rules and laws, procedures and decisions to determine whether or not they are fair and just, and whether or not they promote the common good.

CP#11 Describe the contributions of people in the United States who worked to ensure equal rights and create better communities for all people

Grade 4:

CP#1 Engage in discussion with others by sharing ideas and opinions supported by evidence, considering multiple perspectives, and recognizing when one’s own ideas or opinions might evolve based on new information and insights.

CP#5 Participate in a democratic decision-making process to understand the importance of considering multiple perspectives and the value of each voice being heard.

Grade5:

CP#1 Engage in discussion with others by sharing ideas and opinions supported by evidence, considering multiple perspectives, and recognizing when one’s own ideas or opinions might evolve based on new information and insights.

CP#5 Appreciate the diversity of cultures that have developed in various times and places while recognizing the conflicts and challenges that arise when cultures interact.  

CP#11 Understand that conflict between cultures is often based on different perspectives and lack of understanding of those different perspectives; differences in perspective are based on different values and experiences.

CP#14 Recognize the value of diverse cultural beliefs and practices present in early American history, contributing to the cultural heritage of the United States.

Grade 6:

CP#3 Evaluate possible solutions to various global issues, taking into account geographic, economic, political and cultural perspectives.

CP#10 Recognize common and unique cultural beliefs/practices throughout the world, including major world religions, and appreciate the achievements and differences between global cultures.

CP#11 Identify the basic principles of human rights and the ways that human rights can be applied to global challenges.

Grade 7:

CP#2 Analyze the ways in which the ideals of the Declaration of Independence have been achieved for diverse groups of people in the United States including African-Americans, women, indigenous people and others, both in the past and present.

CP#12 Describe the people, events and institutions that have contributed to the expansion of human rights to varied groups of people in the United States, both in the past and present.

Bullying Prevention lessons taught in grades K-4 include:

1. Recognizing bullying and normal conflict

2. Recognizing passive, aggressive and assertive behavior

3. Using "I" messages

4. Telling or tattling

5. Bystander strategies

6. Conflict resolution steps - The win/win guidelines

Kindergarten:

Social Studies Alive Lesson #3 - How Do I Get Along With Others?

Grade 1:

Unit 1: Building a Community

Unit 2: Making Changes, Past and Present

Grade 2:

Unit 1: Our Classroom Community

Unit 5: Making Our Communities Better

Grades 6-8: STAR curriculum addressing digital citizenship and cyberbullying, as well as Social-emotional learning lessons

Grade 6: Focus on human rights throughout the curriculum

Instruction on the Holocaust and Genocides

6.2.12.A.4.c Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians and Chinese.
6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.
6.1.12.D.11.e Explain how World War II and the Holocaust led to the creation of international organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.
6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human rights that occurred during the Holocaust and other genocides.
6.2.12.D.4.i Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the long-term consequences of genocide for all involved.
6.1.12.D.15.a Compare United Nations policies and goals (i.e., the International Declaration of Human Rights and the United Nations Millennium Development Goals) intended to promote human rights and prevent the violation of human rights with actions taken by the United States.
6.2.12.A.5.d Analyze the causes and consequences of mass killings (e.g., Cambodia, Rwanda, Bosnia-Herzegovina, Somalia, Sudan), and evaluate the responsibilities of the world community in response to such events.

Grade 8:

CP#10 Describe the way that the developments and achievements of past societies in the areas of science and technology, arts and culture, religion, government and economy, impacted each other and the way that we live today

CP#11 Compare and contrast diverse human societies in different historical eras and geographic regions to recognize what makes them similar and different.

CP#17 Analyze, discuss, and present information about the core beliefs and practices of the major religions of the world, making connections between each religion and secular events over the course of history.

CP#18 Recognize the early development of human rights, especially in the context of human rights violations that occurred as a result of rigid social hierarchies, forced labor, slavery, forced migration, conquest and genocide in various places throughout history.

US History I (Grade 9):

CP#14. Comprehend how U.S. intervention in World War I shaped the outcome and legacy of this global event, while also shifting American public sentiment and the production of capital and consumer resources.

US History II (Grade 10):

CP#6 Identify the causes and stages of genocide and evaluate the American response the Holocaust.  

CP#16. Comprehend, evaluate, and discuss the present economic, political, social, cultural, and military role of the United States in international affairs.

Global Perspectives (Grade 11):

CP# 11. Define, discuss, and make judgments about the nature of human rights in order to evaluate who should be responsible for ensuring human rights.  

CP# 12. Evaluate the impact of global human rights violations from around the world and consider efforts made by individuals, groups, and institutions to ameliorate certain atrocities.

US History I (Grade 9):

Unit 8: The World War I Era (Armenian Genocide)

US History II (Grade 10):

Unit 1: World War II (Holocaust)

Global Perspectives (Grade 11):

Unit 2: Human Rights

Unit 4: Peace and War