Oregon

Historical Knowledge

• 2.1 Identify individuals who had an impact on the local community and explain how people and events of the past influence the present.

  • Benjamin Franklin (2-B.1)
  • Paul Revere (2-B.2)
  • Thomas Jefferson (2-B.3)
  • Davy Crockett (2-B.4)
  • John Deere (2-B.5)
  • Abraham Lincoln (2-B.6)
  • Frederick Douglass (2-B.7)
  • Susan B. Anthony (2-B.8)
  • Harriet Tubman (2-B.9)
  • Sitting Bull (2-B.10)
  • Thomas Edison (2-B.11)
  • Theodore Roosevelt (2-B.12)
  • George Washington Carver (2-B.13)
  • Amelia Earhart (2-B.14)
  • Thurgood Marshall (2-B.15)
  • Rosa Parks (2-B.16)
  • Jackie Robinson (2-B.17)
  • Cesar Chavez (2-B.18)
  • Martin Luther King Jr. (2-B.19)
  • Neil Armstrong (2-B.20)
  • Bill Gates (2-B.21)

• 2.2 Identify when the local community was established and identify its founders and early settlers and recognizing continuity and change in local and regional communities over time.

• 2.3 Identify and describe community celebrations, symbols and traditions and explain why they are important to some people.

  • Identify American symbols, landmarks, and monuments (2-D.1)
  • The American flag (2-D.2)
  • The White House (2-D.3)
  • The Washington Monument (2-D.4)
  • The Lincoln Memorial (2-D.5)
  • The Statue of Liberty (2-D.6)
  • Mount Rushmore (2-D.9)
  • Día de los Muertos (2-E.1)
  • Thanksgiving (2-E.2)
  • Hanukkah (2-E.3)
  • Rosh Hashanah (2-E.4)
  • Kwanzaa (2-E.5)
  • Christmas (2-E.6)
  • Easter (2-E.7)
  • Lunar New Year (2-E.8)
  • Ramadan (2-E.9)
  • Holi (2-E.10)

Historical Thinking

• 2.4 Differentiate between events that happened in the recent and distant past.

• 2.5 Develop a timeline of important events in the history of the community.

• 2.6 Identify important school days, holidays, and community events on a calendar.

  • Día de los Muertos (2-E.1)
  • Thanksgiving (2-E.2)
  • Hanukkah (2-E.3)
  • Rosh Hashanah (2-E.4)
  • Kwanzaa (2-E.5)
  • Christmas (2-E.6)
  • Easter (2-E.7)
  • Lunar New Year (2-E.8)
  • Ramadan (2-E.9)
  • Holi (2-E.10)

Geography

• 2.7 Use basic information on maps and other geographic tools to locate and identify physical and human features of the community.

• 2.8 Identify relative location of school and community in the state and nation and the world.

• 2.9 Describe physical and human characteristics of the community.

  • Identify urban, suburban, and rural areas (2-A.10)
  • Compare urban, suburban, and rural areas (2-A.11)

• 2.10 Use and apply cardinal directions; locate and identify local physical features on maps (e.g., oceans, cities, continents).

  • Identify oceans and continents (2-A.4)
  • Select oceans and continents (2-A.5)
  • Name oceans and continents (2-A.6)
  • Major U.S. cities (2-A.9)

Civics and Government

• 2.11 Participate in rule setting and monitoring activities considering multiple points of view.

• 2.12 Identify services provided by local government.

  • Local government (2-C.2)

• 2.13 Evaluate how individuals, groups, and communities manage conflict and promote justice.

  • Purpose of government (2-C.1)
  • State government (2-C.3)
  • Federal government (2-C.4)

• 2.14 Give examples of and identify appropriate and inappropriate use of power and the consequences.

• 2.15 Identify local leaders and their functions.

  • Local government (2-C.2)

• 2.16 Identify ways students can have an impact in their local community.

Economics/Financial Literacy

• 2.17 Explain various methods of saving and how saving can help reach financial goals.

• 2.18 Identify local businesses and the goods and services they produce.

  • Goods and services (2-F.2)

Social Science Analysis

• 2.19 Describe the connection between two or more current or historical events.

• 2.20 Compare and contrast past and present situations, people, and events in neighborhoods and communities.

• 2.21 Evaluate information relating to an issue or problem.