New York State Learning Standards

The following social studies and English language arts standards can be taught and extended through the study of the life and legacy of Robert H. Jackson.

Social Studies Standards*:

Standard 1
History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
  • Intermediate Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

    Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.

    Students understand the relationship between the relative importance of United States domestic and foreign policies over time.

    Students analyze the role played by the United States in international politics, past and present.

    This standard is evident, for example, when students: Undertake case studies to research violations of basic civil and human rights and case studies of genocide. Use examples from United States, New York State, and world history. Case studies might include chattel slavery and the Nazi Holocaust.

  • Intermediate Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

    Students consider the sources of historic documents, narratives, or artifacts and evaluate their reliability.

    Students describe historic events through the eyes and experiences of those who were there. (Taken from: National Standards for History for Grades K-4).

(* Taken from: Learning Standards for Social Studies, The State Education Department, 1996, pp. 4-5.)

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English Language Arts Standards*:

Standard 1
Students will read, write, listen, and speak for information and understanding.

Reading: Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.

What students read, grades 7-8, for information and understanding: Read from informational texts such as biographies and autobiographies.

Writing: Students will write at least 1000 words per month across all content areas and standards.

What students write, grades 7-8, for information and understanding: Write the following in order to transmit information: informational essays and research reports

What students do for information and understanding: The competencies that 7-8 students demonstrate as they learn to write include to:

  • take research notes about the book, Robert H. Jackson: New Deal Lawyer, Supreme Court Justice, Nuremberg Prosecutor by Gail Jarrow, focusing on Jackson’s role in extending civil rights for all Americans
  • connect, compare, and contrast ideas and information about the life and contributions of Robert H. Jackson from a variety of sources
  • write research reports about the effects of the Great Depression on life in the United States
  • write newspaper articles for a classroom newspaper about the effects of the Nazi Holocaust on its European victims

Listening: Students will listen on a daily basis.

What students listen to, Grades 7 & 8, for information and understanding. Students listen to collect and interpret facts, data, and ideas in, for example: lectures, small group and classroom discussions, presentations, multimedia presentations, and interviews. Students can:

  • view and listen to videotapes and DVDs about the origins, duties, and powers of the United States Supreme Court (www.historyofsupremecourt.org/home.htm; and www.supremecourtus.gov/index.html)
  • view and listen to videotapes and DVDs about the effects of the Great Depression and its impacts on American life
  • listen to lectures, small group presentations, classroom discussions, and videotaped interviews about Supreme Court decisions related to the civil rights movement including Korematsu v. United States and Brown v. Board of Education of Topeka

Speaking: Students will speak on a daily basis.

When students speak, Grades 7 & 8, for information and understanding they speak to share ideas, facts, and data as they:

  • share information about the issues highlighted in United States Supreme Court cases involving Robert H. Jackson
  • participate in debates, mock trials, and panel discussions about the violations of human rights that took place during World War II including the internment of Japanese-Americans and the Nazi Holocaust
  • role play a mock trial based on the testimony provided at the Nuremberg War Crimes Trial

Standard 3
Students will read, write, listen, and speak for critical analysis and evaluation.

Grade 7 & 8 students will demonstrate this understanding by --

  • Reading to analyze and evaluate information, ideas, opinions, issues, themes, and experiences found in literacy texts such as Robert H. Jackson: New Deal Lawyer, Supreme Court Justice, Nuremberg Prosecutor by Gail Jarrow, historical articles in newspapers and magazines, public and government documents including materials from the National Archives, editorials, and letters to the editor
  • Writing essays about the important roles and duties of the United States Supreme Court and the effects of its important civil rights decisions
  • Writing research reports over the issue of limiting individual constitutional rights during wartime and periods of national crisis
  • Writing letters to the editor or editorials about the importance of the concept of due process of law as it relates to the protection of individual civil rights
  • Speaking in small groups, debates, and panel discussions or press conferences about the importance of protecting universal human rights and discussing examples of present-day human rights violations throughout the world
  • Viewing and listening to discussions about first amendment rights as they apply to individual rights to protest government actions; freedom of speech, expression and assembly; freedom of religion; and the rights of students in public schools

(* Adapted from: English Language Arts Resource Guide with Core Curriculum, The State Education Department, 1999, pp. 40-42.)

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