Students do a small group activity to try to enact fairness (or equity). After discussing the differences between fairness and equality, students individually complete a worksheet reflecting on what types of actions do and do not demonstrate fairness. A family worksheet is to be completed and returned to school.

Students play a game of “Simon Says” as an example of having and following rules, followed by free dance/movement time to experience freedom of movement without rules. Students will participate in whole group discussion to analyze what freedom means and how people have a responsibility to exercise their freedom with the needs and safety of others in mind. Students will then draw a picture of either “freedom” or “responsibility,” and share their drawings with another student in class.

Students are broken into five groups and provided with information about a cultural celebration or holiday. They then work together to decide how they want to teach the rest of the class about their assigned tradition.

Designed to follow “Me, Myself and Others – Part One,” in which students were provided with information about a cultural celebration or holiday and worked together to decide how they would teach about their assigned tradition, in this lesson, students present their cultural holiday or tradition to the rest of the class.

After defining family and community, students create individual cluster worksheets representing their own experience of community. 

Student groups will learn about symbols of art, heritage, history, and cultural practices from the Celebrate Oregon! license plate image. 

Designed to be taught after Grade 2 Lesson 2 (Part One), in Part Two, student groups from Part One of the lesson will teach the rest of the class about their symbol from the Celebrate Oregon! license plate and what it stands for.

Students will learn what protest is through song and an image of historic protest in Oregon. They will also explore ways that people can speak out against injustice and what can lead to protest. 

In this lesson, students identify a change they’d like to see made at the school and come up with both “protest” or advocacy posters in support of this change, as well as talking points to use in advocating with the school principal or assistant principal. This lesson is to be followed by Lesson 5, during which they will present their case to the principal or assistant principal.

In this lesson, students take the talking points and posters they made in Lesson Four and present their case to the principal or assistant principal in a meeting. Students then debrief what happened during the meeting and what, if anything, they should do next. 

In the first of a two-part lesson, students engage in some media literacy activities to learn what a stereotype is, and identify ways that companies use stereotypes and targeted marketing in advertising to sell toys and clothes.

Through learning about school dress codes, students will explore ways that discrimination about appearance can be racist and sexist and practice ways to speak out when they see or experience discrimination. This lesson is designed to follow Grade 3 Lesson 1: You Can't Wear That! (Or Can You...?) -- Part One.

Student groups will present/act out what they researched together in Grade 3, Lesson 3: People and Places (Part One). 

This Inclusive Social Sciences Lessons for Oregon K-5 Students Teacher’s Guide is designed to help educators prepare to teach newly developed K-5 lessons that are grounded in the belief that education can be a tool for transformation and liberationfor all learners.