Applying to Public School

Applying the Minneapolis Public Schools' Social Studies Content Standards to "Remembering Luboml"

Prefatory Note

The bold statements indicate the content standards. The italicized statements below these provide suggested activities, or questions, for a variety of age levels from 5-9 up to 18-years old.

The bulleted statements reflect questions and activities that might be stimulated by the exhibition and other Holocaust related topics.

I. Students understand culture and its impact on human development, i.e., art, music, literature, belief systems, social organizations, economic systems, political structures, family systems.

Students identify and appreciate the similarities and differences in the way cultures address human needs and concerns. Compare, understand, and respect similarities and differences between self and others.

Students explain how information and experiences are interpreted by people from diverse cultural perspectives. Investigate and describe how and why people have perspectives different from one's own.

Students give examples of how the varying aspects of culture contribute to the development and transmission of the culture. Illustrate ways in which language, the arts, artifacts and behaviors serve as expressions of people living in a particular culture (e.g., stories, music, art).

Students discover ways in which people from different cultures think about and deal with their physical environment and social conditions. Investigate and describe how people from different cultures think about and interact with their physical environment and social conditions.

Students interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding. Recognize how cultures understand and misunderstand one another.

Students demonstrate the knowledge, skills, and behaviors needed to live in and contribute effectively to a world with limited resources characterized by ethnic diversity, cultural diversity, and global interdependence. Demonstrate understanding for others.

II. Students analyze and interpret the interrelationship of time, continuity, and change.

Students identify and use various resources for reconstructing the past. Apply critical thinking skills to study and interpret the past.

Students develop an understanding of attitudes, values, actions, and social conditions of people in different historical contexts.
Examine and describe how people from different times and places view the world differently

Students explore personal, family, and community changes over time.
Identify changes of one's personal history.

Students identify and use key ideas related to chronology, causality, change, conflict, and complexity.
Investigate the idea of past, present, and future.

Students use facts and ideas drawn from history to make informed decisions; know how to take action regarding public issues.
Describe connections between the past and present.

Students demonstrate knowledge of current issues that affect the well-being of present and future generations.
Discuss current issues.

III. Students understand the interconnection of people, places and environments.

Students create, interpret, use, and distinguish various representations of the earth (e.g., maps, globes, and photographs).
Recognize that maps, globes, and photographs are representations of actual places.

Students describe how people create places that reflect cultural values and ideals.
Discover and describe how places are created to fit the people who inhabit that area.

Students explain ways in which historical events have been influenced by physical geographic factors in local, regional, national, and global settings.
Explore and describe the inter-relationships between humans and their geographic environment.

Students understand the movement of people and ideas around the world.
Recognize the movement of people and ideas within neighborhoods and communities.

Students use cause and effect, comparison and contrast, analogies, and inferences relative to the study of people, places, and environments.
Describe connections between people, places, and environments.

IV. Students know that individual development and identity are achieved over time and are shaped by one's culture, the groups to which one belongs, and the institutions of the culture.

Students relate personal development to physical, social, cultural, and historical contexts.
Describe personal changes over time.

Students describe personal connections to place, history, and culture, locally and globally.
Describe personal connections to place-as associated with home, extended family, school, neighborhood and city.

Students understand that family, gender, ethnicity, nationality, and institutional affiliations contribute to personal identity.
Distinguish the features of family and identify one's unique nuclear and extended family features.

Students identify and describe the influence that perception, values, attitudes and beliefs have on personal identify.
Explore and identify factors that contribute to one's personal identity.

Students compare and evaluate the impact of stereotyping, conformity, acts of altruism, and other behaviors on individuals and other groups.
Discuss examples and consequences of stereotyping, prejudice, conformity, and altruism.

Students examine factors that contribute to and/or erode one's self image.
Discover and identify factors that contribute to one's self image.

V. Students know the ways in which individuals, groups, and institutions change over time, promote social conformity, and influence individuals and the culture.

Students determine characteristics of an institution and provide reasons for formations of institutions.
Describe the elements of local institutions and the reasons for their formation (e.g., rules, rights and responsibilities).

Students identify concepts to describe interaction and support of individuals, groups, and institutions.
Identify various roles an individual plays in family, peer group, classroom, and neighborhood.

Students describe examples of conflict between belief systems and government policies and laws (local, national, and international).
Describe examples of conflict between an individual's beliefs and rules and laws.

Students understand the role of institutions in furthering both continuity and change.
Give examples of the role of individuals and institutions in furthering both continuity and change.

VI. Students understand the historical development of structures of power, authority, and governance and their evolving functions in the contemporary United States society and the world.

Students describe the purpose of government and how its powers are acquired, used, abused, changed, and justified; locally, nationally and globally.
Understand and describe the purpose of government.

Students recognize that an egalitarian and democratic society must work to ensure basic rights, equal opportunity, general welfare, and human dignity for all citizens.
Describe characteristics of classroom environments that ensure basic rights, equal opportunity, general welfare, and human dignity for all students.

VII. Students understand how people organize for the production, distribution, and consumption of goods and services.

Students explain how scarcity of resources requires the development of economic systems to force decisions when deciding how goods and services are produced and distributed. Describe the basic economic concepts: scarcity, choice, and supply and demand of goods and services.

Students explore the relationship between geography and economics.
Identify local products and services and explore their connections to the local and regional geography.

Students explain and illustrate how values and beliefs influence economic decisions, locally and globally.
Share with others (peers or adults) values and beliefs related to how they spend and/or save money.

Students compare basic economic systems related to production, distribution, and consumption.
Experiment with the system of bartering as an economic system within their classroom.

Students use economic ideas to help explain historical and current developments and issues in local, national, and global contexts.
Conduct research comparing cost and availability of goods and services from their parents' childhood to the present.

VIII. Students understand the impact of complex relationships of science and technology on society.

Students identify and describe ways in which science and technology have changed and will continue to change the lives of people.
Identify and describe examples in which science and technology has changed the lives of people.

Students describe and analyze the effects of changing technologies on the local, national, and global community, e.g., new inventions, accessibility, medical ethics, world view, and global and technological communications.
Identify effects of technology on the environment.

Students seek reasonable and ethical solutions to problems that arise when scientific and technological advancements and social norms or values come into conflict.
Explore and identify ways to monitor science and technology in order to protect the environment, individual rights, and the "common good."

Students use critical thinking skills when interpreting information.
Differentiate between fantasy and reality.

IX. Students understand the diverse and increasingly globally connected nature of the world.

Students analyze examples of connections, cooperation, conflict, and interdependence among groups, societies, and nations.
Discuss similarities of how basic needs of children are met around the world.

Students study systems that connect peoples and nations.
Trace the origin and transport of the food consumed by the classroom over a period of time.

Students explore the causes, consequences, and possible solutions to persistent, and contemporary global issues.
Identify a problem shared by people of the world and discuss how they would like to see these problems resolved.

Students demonstrate understanding of universal human rights and issues related to these rights.
Describe and contrast the development of all children's rights around the world.

Students identify and describe the roles of international and multinational organizations, both public and private.
Discuss examples of international cooperation to address global problems, (e.g. UNICEF, Red Cross, World Wild Life Federation, Save the Children).

Students assess the global impact of individual behaviors and decisions.
Understand and demonstrate that the actions one takes affect the global environment.

X. Students study systems that connect peoples and nations.

Students examine the origins and continued influence of key democratic ideals.
Discuss the ideas of human dignity, justice, and equality related to their own lives.

Students identify and interpret sources and examples of the rights and responsibilities of citizens.
Describe the rights and responsibilities of students in the classroom and within the family.

Students locate, access, organize, and apply information about an issue of public concern from multiple points of view.
Recognize that there are multiple points of view on public issues.

Students explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democracy.
Identify and discuss citizens' actions.

Students recognize and interpret how the "common good" can be strengthened through various forms of citizen action.
Describe how the "common good" can be strengthened through citizen participation.

Students demonstrate the ability to actively engage with one's community, the nation, and the world in solving problems for the well-being and improvement of society.
Actively engage one's family and school groups in solving problems for the well-being and improvement of humanity.