2024 Social Science Standards Alignment

This section is aligned with the following standards:

K.H.CC.2 - Identify examples in stories and biographies of unfairness or injustice towards individuals or groups and the changemakers working to make the world more just and fairer.
3.H.CC.3: - Describe how individuals and groups in the local community and region have functioned as changemakers for equity, equality, and freedom against bias, discrimination, racism, and oppression.
4.C.IR.3 - Examine how identity shapes perspectives about a local or state issue.
5.H.CC.3 - Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom, and justice with connections to the present-day.
5.H.CEP.9 - Explain the ideas and actions of individuals and groups resisting enslavement, indigenous genocide, and denial of equality and justice with connections to present-day issues.

This section helps you build background knowledge about the civic engagement of diverse communities, some of whom were citizens and others were not. When engaging, consider how to incorporate these narratives into your context.

Step 1: Write

Begin by examining the primary source photograph of the protests at the Portland Public School Board below. Take a moment to write down your thoughts about this photograph using the See–Think–Wonder Protocol.

What do you see?
What do you think about that?
What does it make you wonder?

Black United Front leader, Ron Herndon, standing on a desk at a protest against the Portland school board.
Ron Herndon, standing, protests the PPS Board, 1982. Oregon Historical Society Research Library, OrHi 95005

Providing students with the opportunity to generate questions is an example of Essential Disciplinary Practices 1 and 3, which prompt inquiry and meaningful engagement with primary sources to ensure a more complete understanding of history. Keep these wonderings in mind as you deepen your content knowledge about the civic engagement of diverse communities.

Step 2: Read

Read through one or more of the following resources in the drop-down menu below to build your own background knowledge about the civic contributions of diverse communities. As you read through the resources, consider the guiding questions:

How did diverse communities act upon their civic responsibilities to create a more fair and just society?
How did the actions of diverse communities continue to impact the rights and responsibilities we have today?
Consider how the new information you learned helps you answer the essential question: How do the individual and collective responsibilities of citizens impact our collective rights?
Pedagogical reflection: How might you curate culturally responsive primary and secondary resources that incorporate the civic contributions of diverse communities in your own context?

Grades K–1

For content related to K–1 grade topics about diverse changemakers battling for justice, consider reading the Context of School Integration and Ruby Bridges article and a resource for how this applied to Oregon, Busing and desegregation in Oregon.

Article - Context of School Integration and Ruby Bridges
Article - Busing and desegregation in Oregon.

Grades 2–3

For content related to 2–3 grade topics about conflict resolution, exclusion and inclusion, consider reading about the advocacy of Mexican agricultural workers in “The Bracero Program Overview" (pp. 7–9)

PDF - The Bracero Program Overview

Grades 4–5

For content related to 4–5 grade topics about environmental advocacy of Indigenous tribes, consider reading about the Crooked River Restoration by the West Coast Marine Planning Tribal Partnership.

PDF - Crooked River Restoration by the West Coast Marine Planning Tribal Partnership

Continue to build your content knowledge about how communities have contributed to the evolving civic rights of our nation by exploring the additional resources section at the end of this module.