All resources in Oregon Social Science

Every Student Belongs: Addressing Hate Online

(View Complete Item Description)

Learning Objectives:  Students will review key vocabulary related to discrimination, prejudice and specific forms of prejudice.  Students will learn about cyberhate, how it manifests itself online and the impact it has on individuals, the online community and society.  Students will reflect on examples of cyberhate speech and counterspeech.  Students will explore different responses to cyberhate.  Students will consider the importance of countering cyberhate and come up with ways to do so with ally behavior and counterspeech.

Material Type: Case Study

Author: Amit

Fourth Grade – Coquille Indian Tribe Lesson Plans

(View Complete Item Description)

Four lesson plans developed by the Coquille Tribe of Oregon for fourth-grade students. Lessons include: 1) People Groups - This lesson will give students a foundational aware- ness of the Indigenous, sovereign people groups who live in what is now known as Oregon—their history, their culture, and the issues that continue to impact them today. When undertaking the study of Indigenous people, it is important to begin with their long history on the land. Indige- nous people have lived in Oregon for thousands of years, in established communities, with estab- lished social structures, languages, and cultures. They were—and are—deeply and inextricably connected to the land. 2) Sea Otters - In this lesson, students will learn about the import- ant role of the sea otter in the history and tradi- tional life of the Coquille Indian Tribe. They will also learn about the long-term impact the European fur trade had on the population of this magnificent creature and how the sea otter’s virtual extinction damaged the ecosystem of the Oregon Coast. Stu- dents will then learn how to identify and diagram the sea otter’s internal and external structures (i.e., the organization of the inside and outside body parts that form a living thing) and describe how the purpose of these structures supports sea otter survival. Finally, students will create an educational poster or pamphlet that provides an overview of the sea otter and its impact on the traditional life of the Coquille Indian Tribe. 3) History of the Coquille Indian Tribe - This lesson will give students a general knowl- edge of the history, ancestral territory, and traditional lifeways of the Coquille Indian Tribe. Working in groups, students will use maps, make predictions, and participate in a close reading of a written text that allows them to check their pre- dictions. The text provides other interesting facts about the Tribe, which should provide informa- tion and generate questions that can guide their learning in subsequent lessons about the Coquille Indian Tribe. 4) Coastal Lifeways - The Coquille Indian Tribe flourished on Oregon’s southwestern coast for thousands of years in a homeland encompassing more than a million acres. The Tribe’s ancestral and modern lands of interest include significant portions of Oregon’s Coos, Curry, Douglas, Jackson, Josephine, and Lane counties. The Coquille traditional lifeways are deeply tied to the coastal environment. This lesson provides students with the opportunity to gain specific knowledge about important elements of the Coquille coastal lifeways.

Material Type: Lesson Plan

Author: Coquille Indian Tribe of Oregon

K-5 Book List from Multnomah Libraries

(View Complete Item Description)

An Excel booklist created by Multnomah County Library to support the Ethnic Studies Integrated 2021 Social Science Standards. The file is organized with tabs for Japanese American Internment, Holocaust, Indigenous Peoples, Genocides, Prejudice, Refugees, Misinformation, and Cultural Diversity.

Material Type: Reading

Author: Amit

Water Is Life: Know Your Local Watershed

(View Complete Item Description)

SYNOPSIS: In this lesson, students learn about watersheds, how human activities impact watersheds, and what communities can do to keep the watershed healthy. SCIENTIST NOTES: This lesson allows students to learn about watersheds, their spatial distribution, and the role they play in improving water quality. Students will also learn about ways of protecting their local watersheds from pollution and other harmful human activities. The materials, maps, and activities embedded in the lesson were thoroughly reviewed, and this lesson has passed our science credibility process. POSITIVES: -This lesson provides opportunities for social-emotional check-ins so that students can recognize and understand their feelings as they learn about human-caused problems in watersheds. -Students will work effectively in small groups. -Students will feel empowered as they learn how to protect their local watershed and educate others about the importance of keeping the watershed healthy. ADDITIONAL PREREQUISITES: -Students should be familiar with the water cycle. The following resources can help students who are unfamiliar with the topic: -Drop: An Adventure Through the Water Cycle by Emily Kate Moon -Coloring Page: The Water Cycle -Students should be able to read a map. -Teacher will need to gather the following items for each small group for the two Crumpled Paper Watershed activities: -2 sheets of blank paper -1 spray bottle filled with water -A black, brown, red, and blue water-soluble marker DIFFERENTIATION: -Students can work on the two Crumpled Paper Watershed activities in mixed-ability groups, pairs, or individually. -You can tailor the written response activity in the Inspire section to suit students’ needs. For example, stronger writers can be tasked with including three or more terms from the glossary in their response. -In this lesson, students are required to share their written responses with their local watershed council. You can change how students share their written responses. Further, you can require that students share their responses in more than one way (e.g., watershed council, social media post, newspaper article, etc.)

Material Type: Lesson Plan

Authors: Nicole Butler-Hooton, Tana Shepard

Water Is Life: Know Your Local Watershed

(View Complete Item Description)

In this lesson, students learn about watersheds, how human activities impact watersheds, and what communities can do to keep the watershed healthy. Step 1 - Inquire: Students think about how they use water in their everyday life and the important role that their local watershed plays in their community. Step 2 - Investigate: Students complete two hands-on activities to understand how watersheds work and the impact that human activities have on watersheds. Step 3 - Inspire: Students write a poem, short story, or letter about the importance of watershed health and share it with their local watershed council.

Material Type: Lesson, Lesson Plan

Authors: Nicole Butler-Hooton, Tana Shepard

Illustrated Name Design “Ice Breaker”

(View Complete Item Description)

Illustrated Name Design “Ice Breaker” A Lesson Submitted by Marilyn Stadler Objectives: The participants will: 1. Use art and language to share information about each other’s interests, backgrounds, important life events, etc. 2. Create art using art elements and the letters in the participants’ names 3. Use the artwork as name plates for future Audiences: Suitable for all who have the ability to write their names.

Material Type: Activity/Lab, Lesson

Author: NDE Digital Learning

Oregon Trail Curriculum Project

(View Complete Item Description)

The purpose of the Oregon Trail Curriculum Project is to provide ready-to-use lesson plans and teaching resources to address oversimplified and packaged curriculum about the Oregon Trail. The teaching materials featured on this website are informed by an anticolonial framework to support responsible teaching and learning about the Oregon Trail. Secondary lesson plans are available now. Elementary lesson plans will be available by October 2024.

Material Type: Lesson Plan

Authors: Alison Schmitke, Jack Carpenter, Rina Miyamoto-Sundahl

Teaching About the Armenian Genocide

(View Complete Item Description)

Teaching About Armenian Genocide-13 Minute Video LinkArmenian Genocide Webinar- 22 Minute Video Link The video and additional resources available in the Oregon Open Learning Hub of the OER Commons can be used to support the implementation of Oregon's SB 664 Holocaust and genocide studies.  For additional information, please see the ODE Social Science webpage on Holocaust and other genocides.

Material Type: Module

Author: Amit

Defying Genocide

(View Complete Item Description)

This collection of activities and resources is a companion guide for the 15-minute film Defying genocide. The history of the Holocaust and the 1994 Rwandan genocide illustrate the entire spectrum of human behavior, from unimaginable evil to extraordinary goodness. Through a study of the Holocaust, Rwanda, and genocide, students learn that genocide occurs because individuals, organizations, and governments make choices to participate, resist, or turn away. Students can also see that at the same time human beings have potential to inflict harm and suffering, they have the potential to rescue and to stand up against evil. The information in this packet is designed to help learners of grades 7 and up understand the context of the genocide in Rwanda and consider the actions of a few individuals who saved lives. In addition to background materials, a timeline, a map, and a vocabulary list, the packet provides activities for before and after viewing the film.

Material Type: Lesson Plan

Forest Grove / Chemawa Indian School

(View Complete Item Description)

ESSENTIAL UNDERSTANDINGS• Genocide • Language • History • IdentityLEARNING OUTCOMESStudents will utilize primary documents for historical investigationStudents will define cultural genocideStudents will identify how attempts at education affected the culture of PNW Native Americans2018 SOCIAL SCIENCE STANDARDS• 4.12, 4.14, 4.16-4.22 • 8.3, 8.24, 8.25, 8.28-8.33 • HS.55, HS.56, HS.60-74ESSENTIAL QUESTIONSWhat are the intended and unintended consequences of government policies?What is cultural imperialism?What is destroyed in the name of progress? What is created?

Material Type: Case Study

Author: Amit

Manilamen: The First Asian American Settlement

(View Complete Item Description)

Asian American histories or contributions are often left out when students study the development of the nation up to 1850, which could inaccurately lead students to believe that Asian American communities did not exist during this time period. In fact, Asian Americans were here at the formation of the United States. Specifically, Filipino Americans settled in the U.S. as early as 1763, and Filipino sailors had arrived in California as early as 1587. In 1763, Filipino sailors settled in a Louisiana bayou, and became the first Filipino immigrants to settle in the United States, known as “Manilamen.” Along with enslaved people and other people of color, the Filipino immigrants built a small fishing village called Saint Malo. These Manilamen made many contributions to Louisiana and the U.S., including revolutionizing the shrimping industry. 2021 Social Science Standards Integrated with Ethnic Studies: Geography: 5.13, 8.20 Historical Knowledge: 8.27, 8.28 Historical Thinking: 8.31, 8.32 Social Science Analysis: 4.21, 4.24, 5.26, 5.27, 5.28, 6.24, 6.27,6.28, 7.29, 7.30, 8.36

Material Type: Lesson Plan

Author: The Asian American Education Project

How Do Wildfires Disproportionately Affect Marginalized Communities?

(View Complete Item Description)

SYNOPSIS: In this lesson, students will examine the 2020 Almeda Fire in Oregon and explore the disproportionate impacts of wildfires. SCIENTIST NOTES: This engaging lesson helps students comprehend what wildfires are, the climatic factors that could start them and speed up their spread, and the potential losses and harm that they could do to vulnerable and marginalized populations. The wildfire simulator has been evaluated and is suitable for use by students. Additionally, the lesson's videos and other supporting resources have been examined, and this lesson has passed our science credibility process. POSITIVES: -This lesson clearly explains the connection between climate change and wildfires. -This lesson allows students to realize how wildfires disproportionately impact different groups of people. It provides space for students to better understand the concept of climate justice. ADDITIONAL PREREQUISITES: -Be sensitive to the needs of your students if they have been personally impacted by wildfire. Depending on the circumstances, this lesson may not be appropriate or may need to be adapted for your class. -This lesson assumes that students have prerequisite knowledge of climate change, including understanding the basic science behind climate change. -Each student will need access to a device in order to play with the Wildfire Simulation. If each student does not have a device, students may share devices. If there are no devices for students, teacher can project and play with the Wildfire Simulation on an interactive whiteboard. DIFFERENTIATION: -Pay close attention to how student groups are formed in the jigsaw activity during the Investigate section. Students will be jointly constructing meaning from reading different parts of the article. Groups of students with varying reading levels will probably work best, as high-achieving peers can model meaning-making for students at lower reading levels. -It may be best to steer students toward one or more options in the menu in the Inquire section, depending on their ability and preference for demonstrating their knowledge. -In the Inquire section, it may not be possible for any or all of your students to create a wildfire emergency supply kit. Gathering and paying for all of those items is expensive. Be sensitive to your students. In some cases, it may be best to remove that option from the menu before sharing it with your students.

Material Type: Lesson Plan

Author: Beth Oehler

Song Study: Xiuhtezcatl’s “Broken”

(View Complete Item Description)

In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet. Step 1 - Inquire: Students listen to the song “Broken,” do a close reading of the lyrics, and reflect on the meaning of the song. Step 2 - Investigate: Students watch a video and read a short autobiographical statement to learn more about the artist and activist, Xiuhtezcatl. Step 3 - Inspire: Students create their own art project to share their emotions about the future of the planet.

Material Type: Lesson, Lesson Plan

Authors: Lisa Hasuike, Oregon Educators for Climate Education, Subject to Climate

Water Is Life: Living in Reciprocity With Local Waterways (Past, Present, and Future)

(View Complete Item Description)

SYNOPSIS: In this lesson, students learn about the importance of water to Indigenous Peoples and the need to protect water today. SCIENTIST NOTES: This lesson allows students to brainstorm ways to support Indigenous Peoples in protecting their waterways. The Indigenous Peoples of Oregon have been living with nature from inception, and this lesson suggests sustainable ways humans can live in harmony with nature. All the maps, images, videos and supporting materials embedded in the lesson are well-sourced. This lesson is recommended for teaching. POSITIVES: -This lesson focuses on historical and current injustices faced by Indigenous Peoples. -This lesson offers students an opportunity to creatively brainstorm ways to protect waterways in the Willamette Valley. -Students may experience sketchnotes for the first time. ADDITIONAL PREREQUISITES: -It is necessary to acquire We Are Water Protectors by Carole Lindstrom before the lesson. You can check your school library or local library to borrow a copy of the book. -Students should add to their sketchnotes throughout the Investigate section. It may be necessary to prompt students intermittently to add to their sketchnotes as they transition from one part of the lesson to another. DIFFERENTIATION: -Allow students the choice to complete their sketchnotes on paper or on a device. -Students are encourage to share their One-Pagers in ways that fit their learning style the best.

Material Type: Lesson Plan

Author: Marie Middleton

Drum Making - Indigi-Genius

(View Complete Item Description)

Drums are more than just a collection of natural elements. The art and science of drum making have been part of Indigenous cultures throughout the world for millennia. Drums have a deep spiritual resonance, but also have a necessary understanding of physics, in order to achieve the correct sound.

Material Type: Primary Source

Author: PBS Learning Media