Elementary Social Sciences
Beaverton School District
The QCC (Quality Curriculum Cycle) Process
The Beaverton School District completed the social science adoption in the spring of 2022. This included the adoption of learning targets and resources to support instruction. This year, classroom teachers have been attending professional development sessions to help them implement the new curriculum (ODE Social Studies and Ethnic Studies Standards /learning targets) and resources.
If you wish to learn more about the process, please review the adoption process you are invited to review the documents below or visit our social sciences webpage.
Phase One Board Report - Spring 2021
Background and Context - A letter to the Board regarding Phase Two
Presentation to the Board - Spring 2022
Phase Two Board Report - Spring 2022The Curriculum
Kindergarten through Fifth Grade Resources
* K-5 Mentor Texts - Read aloud resources. New text may be added as new literature becomes available. This list will continue to be updated.
* K-5 Newsela ELA Digital Resource -- This resource continues to update their collection.
Note: This document includes many links. If you encounter a link that is not allowing you access, please know that we are working to make sure all links are viewable to the public.
Instructional Materials- Kindergarten
Tribal History, Shared History
Instructional Materials-1st grade
Tribal History, Shared History
Grand Ronde curriculum
Instructional Materials- 2nd grade
Tribal History, Shared History
Siletz Curriculum—Precious CanoesSiletz Curriculum—The Dance House
Siletz Curriculum: Baskets
What Tribe is Closest to Me
Oregon Historical Society texts
Portland: Our Community/ Portland Desde Tiempos Inmemoriales (partial book in Spanish)
Instructional Materials- 3rd grade
Oregon Historical Society texts
- Portland: Our Community/ Portland Desde Tiempos Inmemoriales (partial book in Spanish)
- Portland: Since Time Immemorial/ Portland Desde Tiempos Inmemoriales (partial book in Spanish)
Grand Ronde curriculum
Instructional Materials- 4th grade
Oregon Historical Society texts
Portland: Our Community/ Portland Desde Tiempos Inmemoriales (partial book in Spanish)
Portland: Since Time Immemorial/Portland Desde Tiempos Inmemoriales (partial book in Spanish)
Tribal History, Shared History
Siletz Governance: Tribal Governments in Oregon- extension lesson
Siletz Lifeways: Not A Costume Lesson plan & accompanying slide deck
Five Oaks Museum exhibit “This IS Kalapuyan Land” Learning Materials/ Esta ES Tierra Kalapuya
Fourth Grade Curriculum | Confederated Tribes of Grand Ronde
ODE
Instructional Materials- 5th grade
- Universal Declaration of Human Rights Poster / En español
- Netflix series: We The People, episodes 1, 3, & 7
Overview of Units
Grade level units were created by Past Present Future Consulting & Media in response to directives and feedback from representatives of the elementary curriculum leaders of the Beaverton School District.
The construction of this curriculum adheres to the requirements and guidance provided by:
The Oregon Department of Education K-5 ALT1-Knowledge themes and state standards including requirements and resources for Tribal History and Ethnic Studies;
BSD learning targets related to state standards;
The needs of Dual Language and non-Dual Language tracks within the district;
Research-based best practices for developmentally appropriate elementary social sciences curriculum design that is culturally relevant and rigorous as outlined by the National Council of Social Studies and the C3 Framework; and
Picture book resource sets purchased by the district in alignment with the district’s strategic goals, mission, and vision.
The theme of each grade level highlights an important skill needed to contribute and thrive in a diverse democracy: respecting each other; building a healthy community; expressing ourselves; stewarding resources; recognizing and repairing harm; and governing through rules, rights, and responsibilities.
Each grade level offers three inquiries connected to its theme through which students engage with a rich array of primary and secondary sources as well as engaging, interactive activities to learn information that will help them make a claim. In inquiry units, the goal is not that every student answers the essential question in the same way. Instead, students are supported to marshal creative and critical thinking to demonstrate that they are capable of offering a reasoned, well-evidenced justification for their position.
Note: This document includes many links. If you encounter a link that is not allowing you access, please know that we are working to make sure all links are viewable to the public.
