The social studies curriculum in the early elementary years capitalizes on the young child’s natural interest and eagerness to learn. Our goal is to help students gain a better understanding of themselves, as well as a view of the world within and beyond their classroom. We try to maintain a balance of local, national, and global information and concepts. Balance can also be maintained in a number of ways that capitalize on the child’s growing sense of time and place. Students readily understand such concepts as change, location, diversity, justice, power, and trade-offs when they are presented in concrete terms. Social studies concepts are woven throughout the curriculum, with special emphasis in reading and art.

First Graders broaden their understanding of home and family, for example, by comparing their own families and homes to those of other cultures. They read, watch films, and study the art forms of other cultures, including animal communities. They also learn to see their school as a community in which they are valued citizens. Citizen participation skills in the classroom and on the playground are nurtured and guided as students learn to make decisions as individuals and as members of a group.

The concept of community is expanded in Second Grade. Students learn about the different social functions that contribute to community life, the importance of rules to help people live together, and how the actions of individuals and groups are important in shaping our rules and laws. Through reading, field trips, invited speakers, and map studies they begin to understand the function of communities, past and present, local and world-wide. Geographic concepts and skills are also highlighted, including introducing students to the globe, helping them to understand map symbols, drawing simple maps, understanding the earth’s physical features, and using cardinal directions. Current events and beginning research projects are also features of the Second Grade social studies curriculum.

In Third Grade, students are introduced to history. They study the history of their city and compare life today with life in the past in Portland They then travel back 150 years to study the Oregon Trail. They read about westward expansion, write pioneer diaries, They grapple with questions such as why people moved west and what was necessary to survive such a journey. They look at the journey through the eyes of a child and maintain a diary of their experiences. The unit culminates with a pioneer experience day.

Fourth Graders focus on Oregon. Students learn about the history and geography of Oregon.- The place of the Northwest Coast Native Americans in this history is emphasized in all areas of the curriculum. Students study myths and legends of the Northwest Coast Indians. They create a Northwest Indian village, choose tribes, create characters, and then assume these characters’ roles throughout the unit. They read about Native American life in the past as they role play with their characters, and they learn about problems these people faced long ago. Students may also compare the native peoples of long ago with those who live in the region today, or with other native tribes. In art class, they study the art of the Northwest Coast Indians and try their hand at creating similar art.

In the Fifth Grade, emphasis is on the history and geography of the United States. Selective topics are studied in depth and integrated with literature. An introduction to United States history provides students with an understanding of our civic tradition and our political system. Students learn about the basic documents of American government and how these have been interpreted and applied in practice. Students study geographical features of North America and work cooperatively to construct an eight by ten foot United States map. Critical thinking, decision making, and research skills are emphasized throughout the year.

In addition to social studies in the classroom, we also emphasize hands-on service learning projects that expand our children's world view. Such projects demonstrate the meaningful power of one person's action to improve the world, and they broaden the definition of community at OES. A service learning committee coordinates these activities across the grade levels. Often projects are initiated by the students themselves. Some examples of past projects include Meals on Wheels delivery, Salvation Army bell ringing, 5th grade students doing chores to earn money for refugee organizations, environmental clean-up projects, knitting squares for blankets for homeless agencies, and making placemats for holiday dinners at various shelters.