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.
1.C.DP.4 - Define important concepts and values of civic life including, but not limited to:
- Fairness and Unfairness
- Equality and Equity
- Inclusion and Exclusion
- Rights and Responsibilities
- Harm and Repair.
2.C.IR.4 - Explain that all people born in the United States are citizens, many people become citizens after moving to the United States from another country, and that all residents of the United States are members of the community with rights and responsibilities.
2.C.CE.6 - Compare the personal point of view with others' perspectives when participating in rule setting and addressing disagreements over issues of fairness or injustice.
3.C.IR.4: - Explain how a community relies on active civic participation and identify opportunities for student participation in local and regional issues.
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.
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.

Throughout this module, you have posed and engaged with questions to foster inquiry and personal connection to the content, including writing prior knowledge, essential and supporting questions. This section gives you an opportunity to try writing those questions for your own classroom.

Step 1: Read

Essential Disciplinary Practice 1 speaks to the importance of fostering inquiry when teaching social science. Fostering inquiry can mean building on prior knowledge to spark ideas and wonderings about the content. Inquiry might also sound like students considering whether new evidence they discover can be used to answer the essential question. To learn more about each question type and its purpose, read this short article below about the role of prior knowledge, essential and supporting questions.

PDF - Prior Knowledge, Essential, and Supporting Questions

Step 2: Write

First, select one of the grade-level standards below, then engage with the following activities in each of the three tabs and work to draft prior knowledge, essential and supporting questions to support the teaching of this standard.

2.C.IR.4: Explain that all people born in the United States are citizens, many people become citizens after moving to the United States from another country, and that all residents of the United States are members of the community with rights and responsibilities.
4.C.CE.5: Describe the importance of civic participation, including the ballot initiative process, in changing Oregon’s laws and Constitution.

Prior Knowledge Questions
Essential Questions
Supporting Questions

Write two questions you might use to engage students’ prior knowledge. When writing essential and prior knowledge questions, consider how you can prompt students to draw from their identities, experiences or perspectives to connect to the content.

Write an essential question that could help guide discussion for a series of lessons or a unit. Remember that an essential question stimulates inquiry about complex ideas, has relevancy for students’ lived experiences and fosters generative student dialogue.

In this module, we also used an essential question and supporting questions to support meaningful engagement with resources about the civic engagement of diverse communities. Watch the student-facing read aloud Separate Is Never Equal, then write two supporting questions that would help students digest the key details about civic engagement and ultimately answer the essential question you created.

Essential Question: How do the individual and collective responsibilities of citizens impact our collective rights?

Separate is Never Equal

(17:01 min, CC) - Transcript

Step 3: Reflect

Look at the examples of the prior knowledge, essential and supporting questions about the standard you chose and compare them with the supporting questions you created in the Try It Out activities above. Reflect in your Journal Space on the similarities and differences between your questions and the examples in the drop-down menu below.

Example of Essential Questions

2.C.IR.4: Should the rights and responsibilities of community members be the same?
4.C.CE.5: How does someone help change laws if they cannot vote?

Example of Prior Knowledge Question

What responsibilities do you have as a member of a community, like being a part of a family or a classroom?

Examples of Supporting Questions

What was the Mendez family advocating for?
How did the Mendez family advocate for the rights of their children to attend their local school?
How did the court decision, Mendez v. Westminster, affect the rights of all Mexican American students?