In the interest of assisting educators in using Neighborhood of Saturdays and Split but not Separated materials in the classroom, we have put together a short overview of how some of the standards can be applied to the issues raised in the book and exhibit. - Split Education Team
Kindergarten:
Explore differences and similarities in the lives of children and families of long ago and today. Compare the lives of African American and Jewish children living on Indianapolis’ Near Southside during the first half of the 20th century to the lives of children in Indianapolis today. How was their community similar or different from communities in Indianapolis today?
Standard 3B: Geography: Human and Physical Systems
Describe how different groups of people have different ways of living. How did the Jewish and African American communities on Indianapolis’ Near South Side live? How were their ways of life different from one another? How did they manage to live together despite these differences?
Grade 1:
Standard 1A: History Comparing Past and Present:
Have students consider the differences between their daily lives and the lives of people in the past.
Standard 3B: Geography Human and Physical Systems: Describe differences between the Ashkenazi and Sephardic Jewish ethnic groups. Describe and compare Sephardic Judaism to Baptist Christianity.
Grade 2:
Standard 1A: History - Local History Past to Present
Identify when the Near Southside neighborhood was established. Identify and discuss early founders, settlers and notable people and the effects they had on it. Explain how life in the community has changed from the beginning to present day.
Standard 3B: Geography - Human and Physical Systems
Describe the differences between the schools mentioned in the book and the student’s school. Explain how the differences in school location can determine what activities occur.
Grade 3:
Standard 1A: History - Early Regional Culture and Settlement
Describe and contrast the cultures of the Sephardic Jews and the African Americans and how they both affected the Near Southside neighborhood. Discuss local people of note, including founders and leaders. Identify what qualifies these people as noteworthy.
Standard 1B: History- Chronology, Analysis, and Interpretation
Identify important events that shaped and changed the neighborhood and create a timeline. Discuss personal stories from the book and distinguish fact from fiction in those.
Grade 4:
Standard 1D: Indiana History: 20th Century to the Present
Describe changes in 20th century Indiana brought about by people, movements, and events. Discuss African American migration to Indiana from the South during and after WWII (Second Great Migration).
Standard 3B: Geography: Human and Physical Systems
Describe the impact cultural groups have had on the state. What impacts have African American groups and Sephardic Jewish groups had on Indiana?
Grade 5:
Standard 2B: Civics and Government - Structure and Function
Examine how the routes for new roads and interstates are determined and how public feedback through the expression of opinion, campaign donations and voting influences these decisions.
Grade 6:
Standard 1B: History - Medieval History Period and the Renaissance to the 16th Century
Describe influence of religion on society and its impact on the migrations of Jewish people from Spain to Turkey.
Standard 1D: History: Europe and the Americas in the 19th to 21st Century
Trace paths of immigration of Sephardic Jews in America. Describe the impact that the end of slavery and industrialization had on the migratory patterns of African Americans. Describe aspects of segregation and the civil rights movement in Indianapolis.
Grade 8:
Standard 1D: History - Chronology, Analysis, and Interpretation
Discuss how life in the Near Southside was different than the students’ modern life. In particular, not how attitudes about race relations and segregation have shifted over the course of the 20th and 21st centuries.
Standard 4A: Economics - Development of the Nation and the Economy
Examine and discuss the effects of the Great Migration of African Americans impacted the urbanization and economic growth of the Northern states.
Explore differences and similarities in the lives of children and families of long ago and today. Compare the lives of African American and Jewish children living on Indianapolis’ Near Southside during the first half of the 20th century to the lives of children in Indianapolis today. How was their community similar or different from communities in Indianapolis today?
Standard 3B: Geography: Human and Physical Systems
Describe how different groups of people have different ways of living. How did the Jewish and African American communities on Indianapolis’ Near South Side live? How were their ways of life different from one another? How did they manage to live together despite these differences?
Grade 1:
Standard 1A: History Comparing Past and Present:
Have students consider the differences between their daily lives and the lives of people in the past.
Standard 3B: Geography Human and Physical Systems: Describe differences between the Ashkenazi and Sephardic Jewish ethnic groups. Describe and compare Sephardic Judaism to Baptist Christianity.
Grade 2:
Standard 1A: History - Local History Past to Present
Identify when the Near Southside neighborhood was established. Identify and discuss early founders, settlers and notable people and the effects they had on it. Explain how life in the community has changed from the beginning to present day.
Standard 3B: Geography - Human and Physical Systems
Describe the differences between the schools mentioned in the book and the student’s school. Explain how the differences in school location can determine what activities occur.
Grade 3:
Standard 1A: History - Early Regional Culture and Settlement
Describe and contrast the cultures of the Sephardic Jews and the African Americans and how they both affected the Near Southside neighborhood. Discuss local people of note, including founders and leaders. Identify what qualifies these people as noteworthy.
Standard 1B: History- Chronology, Analysis, and Interpretation
Identify important events that shaped and changed the neighborhood and create a timeline. Discuss personal stories from the book and distinguish fact from fiction in those.
Grade 4:
Standard 1D: Indiana History: 20th Century to the Present
Describe changes in 20th century Indiana brought about by people, movements, and events. Discuss African American migration to Indiana from the South during and after WWII (Second Great Migration).
Standard 3B: Geography: Human and Physical Systems
Describe the impact cultural groups have had on the state. What impacts have African American groups and Sephardic Jewish groups had on Indiana?
Grade 5:
Standard 2B: Civics and Government - Structure and Function
Examine how the routes for new roads and interstates are determined and how public feedback through the expression of opinion, campaign donations and voting influences these decisions.
Grade 6:
Standard 1B: History - Medieval History Period and the Renaissance to the 16th Century
Describe influence of religion on society and its impact on the migrations of Jewish people from Spain to Turkey.
Standard 1D: History: Europe and the Americas in the 19th to 21st Century
Trace paths of immigration of Sephardic Jews in America. Describe the impact that the end of slavery and industrialization had on the migratory patterns of African Americans. Describe aspects of segregation and the civil rights movement in Indianapolis.
Grade 8:
Standard 1D: History - Chronology, Analysis, and Interpretation
Discuss how life in the Near Southside was different than the students’ modern life. In particular, not how attitudes about race relations and segregation have shifted over the course of the 20th and 21st centuries.
Standard 4A: Economics - Development of the Nation and the Economy
Examine and discuss the effects of the Great Migration of African Americans impacted the urbanization and economic growth of the Northern states.
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