Oregon

Civics and Government

• 2.1 Compare personal point of view with others' perspectives when participating in rule setting and addressing issues of fairness.

• 2.2 Identify services provided by the city government.

  • Purpose of government (2-D.1)
  • Local government (2-D.2)

• 2.3 Explain and evaluate how individuals, groups, and communities identify and manage conflict and promote justice and equity.

  • Benjamin Franklin (2-H.1)
  • Abraham Lincoln (2-H.5)
  • Harriet Tubman (2-H.6)
  • Susan B. Anthony (2-H.7)
  • Sitting Bull (2-H.8)
  • Thurgood Marshall (2-H.13)
  • Rosa Parks (2-H.14)
  • Jackie Robinson (2-H.15)
  • Cesar Chavez (2-H.16)
  • Paul Revere (2-I.1)
  • Thomas Jefferson (2-I.2)
  • Frederick Douglass (2-I.3)
  • Martin Luther King Jr. (2-I.4)

• 2.4 Give examples of and identify appropriate and inappropriate use of power and its effect in creating outcomes for diverse groups.

  • Benjamin Franklin (2-H.1)
  • Abraham Lincoln (2-H.5)
  • Harriet Tubman (2-H.6)
  • Susan B. Anthony (2-H.7)
  • Sitting Bull (2-H.8)
  • Thurgood Marshall (2-H.13)
  • Rosa Parks (2-H.14)
  • Jackie Robinson (2-H.15)
  • Cesar Chavez (2-H.16)
  • Paul Revere (2-I.1)
  • Thomas Jefferson (2-I.2)
  • Frederick Douglass (2-I.3)
  • Martin Luther King Jr. (2-I.4)

• 2.5 Identify city and civic leaders and their functions.

  • Local government (2-D.2)
  • State government (2-D.3)
  • Federal government (2-D.4)

• 2.6 Describe and analyze the different ways students can have an effect on their local community.

Economics

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

  • Goods and services (2-F.3)
  • Producers and consumers (2-F.4)

• 2.8 Describe the role of banks in an economy.

Financial Literacy

• 2.9 Explain various methods of saving and how saving can help reach both short and long-term financial goals.

• 2.1 Explain how inherited wealth and scarcity affect individual and group power and the ability to make decisions about personal savings and spending.

  • What is economics? (3-H.1)

Geography

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

  • Read a letter-number grid (2-A.1)
  • Use a letter-number grid (2-A.2)
  • Read a map: cardinal directions (2-A.4)
  • Introduction to Earth's land features (2-B.1)
  • Identify Earth's land features using photographs (2-B.2)
  • Identify urban, suburban, and rural areas (2-C.2)
  • Compare urban, suburban, and rural areas (2-C.3)

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

  • Identify oceans and continents (2-B.3)
  • Select oceans and continents (2-B.4)
  • Name oceans and continents (2-B.5)

• 2.13 Identify the cultural characteristics of my group identity, (including race, culture, and gender) and of the local community.

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

• 2.14 Use and apply cardinal directions to locate and identify features on maps (such as oceans, cities, continents).

  • Read a map: cardinal directions (2-A.4)
  • Identify oceans and continents (2-B.3)
  • Select oceans and continents (2-B.4)
  • Name oceans and continents (2-B.5)

• 2.15 Use a simple grid system, symbols, and other information to locate the physical and political features of places on maps and globes.

  • Read a letter-number grid (2-A.1)
  • Use a letter-number grid (2-A.2)
  • Identify oceans and continents (2-B.3)
  • Select oceans and continents (2-B.4)
  • Name oceans and continents (2-B.5)

History

• Historical Knowledge (Focus: Community)

  • 2.16 Identify the history and narratives of traditionally included and excluded individuals, groups, and circumstances, that impact the local community including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent; individuals from all religious backgrounds; and individuals from traditionally marginalized groups.

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

  • 2.17 Identify and describe community celebrations, landmarks, symbols from a variety of traditions and explain why they are significant to the cultural heritage of members of the community.

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

• Historical Thinking (Skills)

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

  • 2.19 Develop and analyze a timeline of events in the history of the local community.

  • 2.2 Generate questions using a historical source as it relates to the local community's history.

  • 2.21 Explain how people and events of the past influence the present.

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

  • 2.22 Understand that cause and effect relationships help recount events, and understand the events that led to the development of the community.

Social Science Analysis

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

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

  • Then and now: transportation and communication (1-E.1)
  • Then and now: home and school (2)
  • Then and now: work and play (2)

• 2.25 Evaluate information relating to an issue or problem.

• 2.26 Use listening, consensus-building, and voting procedures to decide on and take informed action to interrupt injustice or promote justice in their community.