4th Grade Program
Historical Knowledge, Civics & Government, Historical Thinking, and History
- 4.1: Identify and describe historic Native American Indian groups prior to contact with Europeans exploration, including ways these groups adapted to and interacted with the physical environment
- 4.4: Identify the 9 federally recognized Oregon tribes and their aboriginal boundaries.
- 4.15: Describe and evaluate how historical Oregon governments affected groups within the state (citizens, foreigners, women, class systems, minority groups, tribes)
- 4.6: Create and evaluate timelines that show relationships among people, events, and movements in Oregon history.
- 4.7: Use primary and secondary sources to create or describe a narrative about events in Oregon history.
Literacy in History/Social Studies:
Vocabulary Acquisition and Use, Integration of Knowledge and Ideas, Speaking and Listening
- 4.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
- Use context (e.g, definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
- Consult reference materials (e.g., dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of the key words or phrases.
- 4.RL.7: Make connections between the text of a story or and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
- 4.SL.5: Add audio recording and/or visual displays to presentation when appropriate to enhance the development of main ideas and themes.
Historical and Cultural Perspectives.
- AR.05.HC.01: Identify and describe the influence of events and/or conditions on works of art.
- AR.05.HC.02: Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.
- AR.05.HC.04: Describe how the arts serve a variety of purposes and needs in other communities and cultures.
5th Grade Program
Historical Knowledge, Historical Thinking, Geography, Civics and Government, Economics/Financial Literacy, Social Science Analysis
- 5.2: Locate and examine accounts of early Spanish, French, and British explorations of North America noting major land and water routes, reasons for exploration and the location and impact of exploration and settlement.
- 5.5: Create and interpret timelines showing major people, events, and developments in the early history of the United States.
- 5.6: Use primary and secondary sources to formulate historical questions, to examine an historical account about an issue of the time, and to reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, and what events led to these developments and what consequences or outcomes followed.
- 5.7: Identify, locate, and describe places and regions in the United States.
- 5.11: Describe how technological developments, societal decisions, and personal practices influence sustainability in the United States.
- 5.12: Analyze how cooperation and conflict among people contribute to political, economic, and social events and situations in the United States.
- 5.17: Explain ways trade can be restricted or encourages (e.g., boycott) and how these affect producers and consumers.
- 5.22: Identify characteristics of an event, issue, or problem, suggesting possible causes and results.
Literacy in History/Social Studies:
Key Ideas and Details, Integration of Knowledge and Ideas, Vocabulary Acquisition and Use, Speaking and Listening
- 5.RI.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical text based on specific information in the text.
- 5.RI.7: Draw on information from multiple print and digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- 5.L.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 5 reading content, choosing flexibility from a range of strategies.
- Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
- Consult reference materials (e.g., dictionaries, glossaries, thesaurses0, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words or phrases.
- 5.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
- 5.SL.2.: Summarize a written test read aloud or information present in diverse media and formats, including visually, quantitatively, and orally.
- 5. SL.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Historical and Cultural Perspectives
- AR.05.HC.01 Identify and describe the influence of events and/or conditions on works of art.
- AR.05.HC.02 Identify and relate common and unique characteristics in works of art that reflect social, historical, and cultural contexts.