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Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Social Sciences History 1 Analyze and apply cause and effect relationships to a variet
Social Sciences History 2 Analyze and apply change and continuity relationships to a v
Social Sciences History 3 Construct, support, and refute interpretations of history usin
Social Sciences History 4 Interpret historical perspectives through personal, local, stat
Social Sciences Geography 5 Apply geographic skills, concepts, and technologies (e.g., m
Social Sciences Geography 6 Analyze economic, social, human migration, settlement, and
Social Sciences Geography 7 Locate and examine physical and human characteristics of
Social Sciences Geography 8 Evaluate how human cooperation and competition for resou
Social Sciences Geography 9 Evaluate how technological developments, societal decision
Social Sciences Civics and Government 10 Examine the relationship between government and citizens
Social Sciences Civics and Government 11 Engage in informed and respectful deliberation of local, stat
Social Sciences Civics and Government 12 Analyze the structure and functions of political parties, intere
Social Sciences Civics and Government 13 Evaluate the contributions of early governments to the deve
Social Sciences Civics and Government 14 valuate the various functions and processes of governments
Social Sciences Civics and Government 15 Identify defining documents and speeches of United States
Social Sciences Civics and Government 16 Examine the pluralistic realities of society (e.g., race, povert
Social Sciences Economics 17 Examine the structure and functions of the US economy to a
Social Sciences Economics 18 Examine the interdependence of economic systems and ins
Social Sciences Economics 19 Examine economic growth and use economic indicators to e
Social Sciences Economics 20 Explain how changes in economic markets are related to av
Social Sciences Economics 21 Analyze the allocation of scarce resources through individua
Social Sciences Financial Literacy 22 Acquire the knowledge and economic reasoning skills to ma
Social Sciences Financial Literacy 23 Understand and apply key concepts of personal income pot
Social Sciences Financial Literacy 24 Examine individual responsibility and the impact of decision
Social Sciences Social Science Analysis25 Define and clarify an issue so that its dimensions are well un
Social Sciences Social Science Analysis26 Acquire, organize, analyze and evaluate information from pr
Social Sciences Social Science Analysis27 Describe various perspectives on an event or issue and the
Social Sciences Social Science Analysis28 Analyze characteristics, causes, and consequences of an e
Social Sciences Social Science Analysis29 Identify, compare, and evaluate outcomes, responses, or so
d effect relationships to a variety of historical issues, events and problems.
nd continuity relationships to a variety of historical issues, events, and problems.
e interpretations of history using political, social, economic, and cultural perspectives by drawing from a variety of primary and secondary so
ves through personal, local, state, tribal, national, and global narratives.
cepts, and technologies (e.g., maps, GIS, Google Earth) to gather, display, and analyze spatial information.
uman migration, settlement, and distribution patterns.
l and human characteristics of places and regions, their impact on developing societies, and their connections and interdependence.
ation and competition for resources shape the earth’s political, economic, physical, and social environments.
developments, societal decisions, and personal decisions and actions influence the earth’s sustainability.
ween government and citizens to distinguish and evaluate the ways that civic participation occurs in local, state, tribal, national, and global co
pectful deliberation of local, state, tribal, national, and global issues.
nctions of political parties, interest groups, and the mass media and their affect on the political beliefs and behaviors of citizens.
early governments to the development of modern United States government.
and processes of governments and their impact on societies and citizens, comparing and contrasting various government designs to evalua
and speeches of United States government and the specific purpose and significance of each.
es of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change.
unctions of the US economy to analyze the impact of systemic decisions on personal, local, regional, national and global economies.
ce of economic systems and institutions and its effects upon individual, local, regional, national, and global decision-making.
nd use economic indicators to evaluate the condition of market systems.
nomic markets are related to availability of resources, production, distribution, and technological developments.
rce resources through individual choice, market interaction, and public policy.
economic reasoning skills to make sound personal financial decisions to meet long and short term goals.
oncepts of personal income potential, risk management, and investment.
bility and the impact of decisions on personal, local, regional, national and global economies.
o that its dimensions are well understood.
nd evaluate information from primary and secondary sources.
es on an event or issue and the reasoning behind them.
ses, and consequences of an event, issue, problem or phenomenon.
ate outcomes, responses, or solutions; then reach an informed and supported conclusion.
ty of primary and secondary sources.
s and interdependence.
te, tribal, national, and global communities.
haviors of citizens.
s government designs to evaluate how they serve their citizens.
and global economies.
cision-making.
Subject Grade Core Standard Content Standard Code Content Standard
Core Standard Code
Social Sciences Kindergarten K K.1.
Historical Knowledge Compare children and families of tod
Social Sciences Kindergarten K K.2.
Historical Knowledge Identify celebrations, commemoratio
Social Sciences Kindergarten K K.3.
Historical Thinking Distinguish between past and presen
Social Sciences Kindergarten K Historical Thinking
K.4. Compare and contrast the student’s
Social Sciences Kindergarten K K.5.
Historical Thinking Use sense of time for planning.
Social Sciences Kindergarten K K.6.
Historical Thinking Create and explain a simple timeline
Social Sciences Kindergarten K Geography K.7. Identify and compare and contrast p
Social Sciences Kindergarten K Geography K.8. Describe roles of self and family mem
Social Sciences Kindergarten K Geography K.9. Locate, identify, and describe places
Social Sciences Kindergarten K Geography K.10. Explain how people can care for the
Social Sciences Kindergarten K Geography K.11. Use terms related to location, directi
Social Sciences Kindergarten K K.12.
Civics and Government Explain why rules are needed and ho
Social Sciences Kindergarten K K.13.
Civics and Government Use and identify respectful dialog, ta
Social Sciences Kindergarten K K.14.
Civics and Government Distinguish between democratic met
Social Sciences Kindergarten K K.15.
Economics/Financial Literacy Identify various forms of money and
Social Sciences Kindergarten K K.16.
Economics/Financial Literacy Give examples of different jobs perfo
Social Sciences Kindergarten K K.17.
Economics/Financial Literacy Identify examples of ownership of dif
Social Sciences Kindergarten K K.18.
Economics/Financial Literacy Explain how jobs provide income.
Social Sciences Kindergarten K K.19.
Economics/Financial Literacy Distinguish between wants and need
Social Sciences Kindergarten K K.20.
Social Science Analysis Compare and contrast past and pres
Content Standard
Compare children and families of today to those of the past.
dentify celebrations, commemorations, and holidays as a way of remembering and honoring people, events, and heritage.
Distinguish between past and present.
Compare and contrast the student’s own environment with the past.
Use sense of time for planning.
Create and explain a simple timeline of events.
dentify and compare and contrast pictures, maps and globes.
Describe roles of self and family members.
ocate, identify, and describe places of importance to self, family, and school.
xplain how people can care for the environment.
Use terms related to location, direction, and distance (e.g., over/under, here/there, left/right, above/below, forward/backward, between).
xplain why rules are needed and how rules reduce conflict and promote fairness.
Use and identify respectful dialog, taking turns, and explain how rules are different in different settings.
Distinguish between democratic methods and decisions made by authority.
dentify various forms of money and explain how money is used.
Give examples of different jobs performed in neighborhoods.
dentify examples of ownership of different items, recognizing the difference between private and public ownership, and the need for sharing.
xplain how jobs provide income.
Distinguish between wants and needs.
Compare and contrast past and present events or practices.
and heritage.
ard/backward, between).
ship, and the need for sharing.
Subject Grade Core Content Standard
Core Standard Code Standard Content Standard Code
Grade 1
Social Sciences 1 1.1.
Historical Knowledge Describe how people live in the community.
Grade 1
Social Sciences 1 1.2.
Historical Knowledge Compare the ways people lived in the community in
Grade 1
Social Sciences 1 1.3.
Historical Knowledge Identify American songs and symbols.
Grade 1
Social Sciences 1 1.4.
Historical Knowledge Identify people and events observed in national cele
Grade 1
Social Sciences 1 1.5.
Historical Thinking Use terms related to time to sequentially order even
Grade 1
Social Sciences 1 1.6.
Historical Thinking Describe how clocks and calendars are used to mea
Grade 1
Social Sciences 1 1.7.
Historical Thinking Develop and analyze a simple timeline of important
Grade 1
Social Sciences 1 1.8.
Historical Thinking Identify and compare historical fact and fiction in folk
Grade 1
Social Sciences 1 Geography 1.9. Describe ways people celebrate their diverse cultura
Grade 1
Social Sciences 1 Geography 1.10. Locate and identify important places in the commun
Grade 1
Social Sciences 1 Geography 1.11. Explain how seasonal changes influence activities in
Grade 1
Social Sciences 1 Geography 1.12. Give examples of local natural resources and descr
Grade 1
Social Sciences 1 1.13.
Civics and Government Describe the responsibilities of leaders.
Grade 1
Social Sciences 1 1.14.
Civics and Government Describe the responsibilities of team members.
Grade 1
Social Sciences 1 1.15.
Civics and Government Demonstrate the ability to be both a leader and team
Grade 1
Social Sciences 1 1.16.
Civics and Government Identify the United States and Oregon flags and othe
Grade 1
Social Sciences 1 1.17.
Civics and Government Identify and describe significant holidays.
Grade 1
Social Sciences 1 1.18.
Economics/Financial Literacy Explain how personal saving and spending can be u
Grade 1
Social Sciences 1 1.19.
Economics/Financial Literacy Identify sources of income (e.g., gifts, borrowing, all
Grade 1
Social Sciences 1 1.20.
Social Science Analysis Identify cause-and-effect relationships.
Grade 1
Social Sciences 1 1.21.
Social Science Analysis Identify an issue or problem that can be studied.
people live in the community.
ways people lived in the community in the past with the way they live in the present.
an songs and symbols.
and events observed in national celebrations and holidays.
ted to time to sequentially order events that have occurred.
clocks and calendars are used to measure time.
nalyze a simple timeline of important events.
mpare historical fact and fiction in folktales and legends.
people celebrate their diverse cultural heritages in the community.
ntify important places in the community (school, library, fire department, etc.).
easonal changes influence activities in school and community.
of local natural resources and describe how people use them.
esponsibilities of leaders.
esponsibilities of team members.
he ability to be both a leader and team member.
ted States and Oregon flags and other symbols.
scribe significant holidays.
ersonal saving and spending can be used to meet short-term financial goals.
s of income (e.g., gifts, borrowing, allowance, work wages).
and-effect relationships.
e or problem that can be studied.
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Grade 2
Social Sciences 2.1.
2 Historical Knowledge Identify individuals who had an impact on the local commun
Grade 2
Social Sciences 2.2.
2 Historical Knowledge Identify when the local community was established and iden
Grade 2
Social Sciences 2.3.
2 Historical Knowledge Identify and describe community celebrations, symbols and
Grade 2
Social Sciences 2.4.
2 Historical Thinking Differentiate between events that happened in the recent an
Grade 2
Social Sciences 2.5.
2 Historical Thinking Develop a timeline of important events in the history of the c
Grade 2
Social Sciences 2.6.
2 Historical Thinking Identify important school days, holidays, and community eve
Grade 2
Social Sciences 2 Geography 2.7. Use basic information on maps and other geographic tools t
Grade 2
Social Sciences 2 Geography 2.8. Identify relative location of school and community in the stat
Grade 2
Social Sciences 2 Geography 2.9. Describe physical and human characteristics of the commu
Grade 2
Social Sciences 2 Geography 2.10. Use and apply cardinal directions; locate and identify local p
Grade 2
Social Sciences 2.11.
2 Civics and Government Participate in rule setting and monitoring activities consideri
Grade 2
Social Sciences 2.12.
2 Civics and Government Identify services provided by local government.
Grade 2
Social Sciences 2.13.
2 Civics and Government Evaluate how individuals, groups, and communities manage
Grade 2
Social Sciences 2.14.
2 Civics and Government Give examples of and identify appropriate and inappropriate
Grade 2
Social Sciences 2.15.
2 Civics and Government Identify local leaders and their functions.
Grade 2
Social Sciences 2.16.
2 Civics and Government Identify ways students can have an impact in their local com
Grade 2
Social Sciences 2.17. Explain various methods of saving and how saving can help
2 Economics/Financial Literacy
Grade 2
Social Sciences 2.18. Identify local businesses and the goods and services they p
2 Economics/Financial Literacy
Grade 2
Social Sciences 2.19.
2 Social Science Analysis Describe the connection between two or more current or his
Grade 2
Social Sciences 2.20.
2 Social Science Analysis Compare and contrast past and present situations, people,
Grade 2
Social Sciences 2.21.
2 Social Science Analysis Evaluate information relating to an issue or problem.
an impact on the local community and explain how people and events of the past influence the present.
munity was established and identify its founders and early settlers and recognizing continuity and change in local and regional communities ov
unity celebrations, symbols and traditions and explain why they are important to some people.
that happened in the recent and distant past.
ant events in the history of the community.
s, holidays, and community events on a calendar.
aps and other geographic tools to locate and identify physical and human features of the community.
chool and community in the state and nation and the world.
n characteristics of the community.
tions; locate and identify local physical features on maps (e.g., oceans, cities, continents).
d monitoring activities considering multiple points of view.
local government.
oups, and communities manage conflict and promote justice.
y appropriate and inappropriate use of power and the consequences.
ir functions.
ave an impact in their local community.
saving and how saving can help reach financial goals.
d the goods and services they produce.
ween two or more current or historical events.
and present situations, people, and events in neighborhoods and communities.
to an issue or problem.
cal and regional communities over time.
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Grade 3
Social Sciences 3.1.
3 Historical Knowledge Describe how significant people, events and developments
Grade 3
Social Sciences 3.2.
3 Historical Knowledge Compare and contrast the history of their own community to
Grade 3
Social Sciences 3.3.
3 Historical Thinking Apply research skills and technologies to gather information
Grade 3
Social Sciences 3.4.
3 Historical Thinking Describe local communities and regions past and present.
Grade 3
Social Sciences 3.5.
3 Historical Thinking Explain how some sources are more useful for answering h
Grade 3
Social Sciences 3 Geography 3.6. Identify hemispheres, continents and oceans using globes a
Grade 3
Social Sciences 3 Geography 3.7. Use a simple grid system, symbols, and other information to
Grade 3
Social Sciences 3 Geography 3.8. Identify links of land, regions, river systems, interstate highw
Grade 3
Social Sciences 3 Geography 3.9. Describe physical and human characteristics of tribal region
Grade 3
Social Sciences 3 Geography 3.10. Identify and compare physical features of Oregon and other
Social Sciences
Grade 3 3 Geography 3.11. Explain the influence of humans (traders, immigrants, indige
Social Sciences
Grade 3 3 Geography 3.12. Identify and analyze Oregon’s natural resources and describ
Grade 3
Social Sciences 3 Geography 3.13. Identify how people have adapted to and have changed the
Grade 3
Social Sciences 3.14.
3 Civics and Government Describe how different levels of government provide service
Grade 3
Social Sciences 3.15.
3 Civics and Government Describe the responsibilities of citizens in their community a
Grade 3
Social Sciences 3.16. Describe the relationship between producers and consumer
3 Economics/Financial Literacy
Grade 3
Social Sciences 3.17. Explain the issue of scarcity to personal, community, region
3 Economics/Financial Literacy
Grade 3
Social Sciences 3.18.
3 Social Science Analysis Use a variety of historical sources including artifacts, picture
Grade 3
Social Sciences 3.19.
3 Social Science Analysis Identify and compare different ways of looking at an event, i
Grade 3
Social Sciences 3.20.
3 Social Science Analysis Identify how people or other living things might be affected b
ople, events and developments have shaped their own community and region.
story of their own community to other communities in the region.
hnologies to gather information about the past in the region.
and regions past and present.
are more useful for answering historical questions than others.
ents and oceans using globes and maps.
ymbols, and other information to locate the physical and political features of places on maps and globes.
, river systems, interstate highways between Oregon and other states.
n characteristics of tribal regions in Oregon and North America.
al features of Oregon and other Northwestern states.
ans (traders, immigrants, indigenous, current residents) on Oregon’s and the Northwest’s physical systems.
s natural resources and describe how people in Oregon and other parts of the world use them.
apted to and have changed the physical geography of the community.
s of government provide services and protect citizens.
of citizens in their community and state.
ween producers and consumers.
to personal, community, regional, and world resources.
urces including artifacts, pictures and documents to identify factual evidence.
nt ways of looking at an event, issue, or problem.
living things might be affected by an event, issue, or problem.
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Grade 4
Social Sciences 4.1.
4 Historical Knowledge Identify and describe historic Native American Indian groups
Grade 4
Social Sciences 4.2.
4 Historical Knowledge Explain how key individuals and events influenced the early
Social Sciences
Grade 4 4 Historical Knowledge
4.3. Give examples of changes in Oregon’s agricultural, industria
Grade 4
Social Sciences 4.4.
4 Historical Knowledge Identify the 9 federally recognized Oregon tribes and their a
Grade 4
Social Sciences 4.5.
4 Historical Thinking Distinguish between fact and fiction in historical accounts by
Grade 4
Social Sciences 4.6.
4 Historical Thinking Create and evaluate timelines that show relationships amon
Grade 4
Social Sciences 4.7.
4 Historical Thinking Use primary and secondary sources to create or describe a
Grade 4
Social Sciences 4 Geography 4.8. Use geographical tools (e.g., maps, GIS, Google Earth) to id
Social Sciences
Grade 4 4 Geography 4.9. Explain the influence of Oregon and the Northwest’s physica
Grade 4
Social Sciences 4 Geography 4.10. Compare and contrast varying patterns of settlements in Or
Social Sciences
Grade 4 4 Geography 4.11. Identify conflicts involving use of land, natural resources, ec
Social Sciences
Grade 4 4 Geography 4.12. Explain how people in Oregon have modified their environm
Social Sciences
Grade 4 4 Geography 4.13. Describe how technological developments, societal decision
Grade 4
Social Sciences 4.14.
4 Civics and Government Explain the organization and functions of Oregon governme
Grade 4
Social Sciences 4.15.
4 Civics and Government Describe and evaluate how historical Oregon governments
Grade 4
Social Sciences 4.16.
4 Civics and Government Explain the process of Oregon statehood.
Grade 4
Social Sciences 4.17. Analyze different buying choices and their opportunity costs
4 Economics/Financial Literacy
Grade 4
Social Sciences 4.18. Identify key industries of Oregon.
4 Economics/Financial Literacy
Grade 4
Social Sciences 4.19.
4 Social Science Analysis Compare eyewitness and secondhand accounts of an even
Grade 4
Social Sciences 4.20.
4 Social Science Analysis Describe the sequence of events in given current and histor
Grade 4
Social Sciences 4.21.
4 Social Science Analysis Analyze historical accounts related to Oregon to understand
Native American Indian groups that lived in Oregon prior to contact with Europeans and at the time of early European exploration, including
and events influenced the early growth and changes in Oregon.
n Oregon’s agricultural, industrial, political, and business development over time.
nized Oregon tribes and their aboriginal boundaries.
d fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stori
s that show relationships among people, events, and movements in Oregon history.
sources to create or describe a narrative about events in Oregon history.
, maps, GIS, Google Earth) to identify absolute and relative locations and physical characteristics of places in Oregon.
gon and the Northwest’s physical systems on humans, including Native Americans.
ng patterns of settlements in Oregon, past and present, and consider future trends.
e of land, natural resources, economy, and competition for scarce resources, different political views, boundary disputes, and cultural differe
on have modified their environment and how the environment has influenced people’s lives.
developments, societal decisions, and personal practices influence Oregon’s sustainability (dams, wind turbines, etc.).
functions of Oregon government.
historical Oregon governments affected groups within the state (citizens, foreigners, women, class systems, minority groups, tribes).
on statehood.
ces and their opportunity costs while demonstrating the difference between needs and wants.
condhand accounts of an event.
ents in given current and historical accounts.
elated to Oregon to understand cause-and-effect.
European exploration, including ways these groups adapted to and interacted with the physical environment.
al characters and events in stories.
ry disputes, and cultural differences within Oregon and between different geographical areas.
minority groups, tribes).
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Grade 5
Social Sciences 5.1.
5 Historical Knowledge Identify and compare historical Native American groups and
Grade 5
Social Sciences 5.2.
5 Historical Knowledge Locate and examine accounts of early Spanish, French and
Grade 5
Social Sciences 5.3.
5 Historical Knowledge Explain the religious, political, and economic reasons for mo
Grade 5
Social Sciences 5.4.
5 Historical Knowledge Identify and locate the 13 British colonies that became the U
Grade 5
Social Sciences 5.5.
5 Historical Thinking Create and interpret timelines showing major people, events
Grade 5
Social Sciences 5.6.
5 Historical Thinking Use primary and secondary sources to formulate historical q
Grade 5
Social Sciences 5 Geography 5.7. Identify, locate, and describe places and regions in the Unite
Grade 5
Social Sciences 5 Geography 5.8. Use various types of maps to describe and explain the Unite
Grade 5
Social Sciences 5 Geography 5.9. Explain migration, trade, and cultural patterns in the United
Grade 5
Social Sciences 5 Geography 5.10. Describe how physical and political features influence event
Grade 5
Social Sciences 5 Geography 5.11. Describe how technological developments, societal decision
Grade 5
Social Sciences 5.12.
5 Civics and Government Analyze how cooperation and conflict among people contrib
Social Sciences
Grade 5 5 Civics and Government
5.13. Describe and summarize how colonial and new states’ gove
Grade 5
Social Sciences 5.14.
5 Civics and Government Compare and contrast tribal forms of government, British m
Grade 5
Social Sciences 5.15.
5 Civics and Government Identify principles of U.S. democracy found in the U.S. Cons
Grade 5
Social Sciences 5.16.
5 Civics and Government Describe how national government affects local and state g
Grade 5
Social Sciences 5.17. Explain ways trade can be restricted or encouraged (e.g., bo
5 Economics/Financial Literacy
Grade 5
Social Sciences 5.18. Explain the purpose of taxes and give examples from U.S. h
5 Economics/Financial Literacy
Grade 5
Social Sciences 5.19.
5 Social Science Analysis Analyze two accounts of the same event or topic and descri
Grade 5
Social Sciences 5.20.
5 Social Science Analysis Gather, use and document information from multiple source
Grade 5
Social Sciences 5.21.
5 Social Science Analysis Identify and study two or more points of view of an event, iss
Grade 5
Social Sciences 5.22.
5 Social Science Analysis Identify characteristics of an event, issue, or problem, sugge
Grade 5
Social Sciences 5.23.
5 Social Science Analysis Propose a response or solution to an issue or problem and
cal Native American groups and settlements that existed in North America prior to contact with European exploration in the late fifteenth and
ts of early Spanish, French and British explorations of North America noting major land and water routes, reasons for exploration and the loc
l, and economic reasons for movement of people from Europe to the Americas and describe instances of both cooperation and conflict betw
tish colonies that became the United States and identify the early founders, describe daily life (political, social, and economic organization an
s showing major people, events and developments in the early history of the United States.
sources to formulate historical questions, to examine an historical account about an issue of the time, and to reconstruct the literal meaning
places and regions in the United States.
o describe and explain the United States.
d cultural patterns in the United States.
olitical features influence events, movements, and adaptation to the environment.
developments, societal decisions, and personal practices influence sustainability in the United States.
d conflict among people contribute to political, economic and social events and situations in the United States.
w colonial and new states’ governments affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class syste
forms of government, British monarchy, and early American colonial governments.
mocracy found in the U.S. Constitution and Bill of Rights.
nment affects local and state government.
estricted or encouraged (e.g., boycott) and how these affect producers and consumers.
and give examples from U.S. history of their use.
same event or topic and describe important similarities and differences.
nformation from multiple sources (e.g., print, electronic, human, primary, secondary) to examine an event, issue, or problem through inquiry a
re points of view of an event, issue or problem.
event, issue, or problem, suggesting possible causes and results.
ion to an issue or problem and support why it makes sense, using support from research.
oration in the late fifteenth and sixteenth centuries.
sons for exploration and the location and impact of exploration and settlement.
h cooperation and conflict between Native American Indians and European settlers.
, and economic organization and structure), and describe early colonial resistance to British rule.
reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, and what events led to
ers, nobles, women, class systems, tribes).
ue, or problem through inquiry and research.
pened, and what events led to these developments and what consequences or outcomes followed.
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Grade 6
Social Sciences 6.1.
6 Historical Knowledge Determine and explain the historical context of key people, c
Grade 6
Social Sciences 6.2.
6 Historical Knowledge Identify examples of the social, political, cultural, and econo
Grade 6
Social Sciences 6.3.
6 Historical Knowledge Describe the rise; the political, technological, and cultural ac
Grade 6
Social Sciences 6.4.
6 Historical Thinking Explain how different cultures in the Western Hemisphere re
Grade 6
Social Sciences 6.5.
6 Historical Thinking Critique information to determine if it is sufficient to answer
Grade 6
Social Sciences 6.6.
6 Historical Thinking Create and compare timelines that identify major people, ev
Social Sciences
Grade 6 6 Historical Thinking
6.7. Define and use the terms “decade,” “century,” and “millenniu
Grade 6
Social Sciences 6.8.
6 Historical Thinking Analyze cause-and-effect relationships, including the import
Grade 6
Social Sciences 6.9.
6 Historical Thinking Differentiate between fact and interpretation in historical acc
Grade 6
Social Sciences 6.10.
6 Historical Thinking Identify issues related to a historical event in the Americas a
Grade 6
Social Sciences 6 Geography 6.11. Distinguish among different types of maps and use them to
Grade 6
Social Sciences 6 Geography 6.12. Collect and analyze data to describe regions of the Western
Grade 6
Social Sciences 6 Geography 6.13. Classify and analyze the types of connections between plac
Grade 6
Social Sciences 6 Geography 6.14. Identify physical features of the Western Hemisphere and e
Grade 6
Social Sciences 6 Geography 6.15. Explain how people have adapted to or changed the physica
Grade 6
Social Sciences 6 Geography 6.16. Explain how technological developments, societal decisions
Grade 6
Social Sciences 6.17.
6 Civics and Government Compare and contrast early forms of government via the stu
Grade 6
Social Sciences 6.18.
6 Civics and Government Describe current forms of government in countries in the W
Grade 6
Social Sciences 6.19. Describe the role and function of prices in the economy.
6 Economics/Financial Literacy
Grade 6
Social Sciences 6.20.
6 Social Science Analysis Critique information to determine if it is sufficient to answer
Grade 6
Social Sciences 6.21.
6 Social Science Analysis Clarify key aspects of an event, issue, or problem through in
Grade 6
Social Sciences 6.22.
6 Social Science Analysis Gather, interpret, document, and use information from multi
Grade 6
Social Sciences 6.23.
6 Social Science Analysis Interpret documents and data from multiple primary and sec
istorical context of key people, cultures, products, events, and ideas over time including the examination of different perspectives from peopl
al, political, cultural, and economic development in key areas of the Western Hemisphere.
al, technological, and cultural achievements; and the decline of ancient civilizations in Europe, Asia, and Africa prior to the Roman Empire.
s in the Western Hemisphere record history.
mine if it is sufficient to answer historical questions.
es that identify major people, events and developments in the history of individual civilizations and/or countries that comprise the Americas.
ecade,” “century,” and “millennium,” and compare alternative ways that historical periods and eras are designated by identifying the organizin
ationships, including the importance of individuals, ideas, human interests and beliefs.
nd interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where
storical event in the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those in
ypes of maps and use them to analyze an issue in the Western Hemisphere.
describe regions of the Western Hemisphere.
es of connections between places in the Western Hemisphere.
he Western Hemisphere and explain their effects on people and events.
apted to or changed the physical environment in the Western Hemisphere.
evelopments, societal decisions, and personal practices influence sustainability in the Western Hemisphere.
forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Western Hemisphere.
vernment in countries in the Western Hemisphere.
on of prices in the economy.
mine if it is sufficient to answer questions.
ent, issue, or problem through inquiry and research.
and use information from multiple sources, distinguishing facts from opinions and recognizing points of view.
a from multiple primary and secondary sources (art, artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites, char
fferent perspectives from people involved including, but not limited to, Aztec, Maya, Inca, Inuit, early Native American cultures of North Amer
a prior to the Roman Empire.
s that comprise the Americas.
ated by identifying the organizing principles upon which each is based.
nvolved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record.
nterests and values of those involved.
y) in the Western Hemisphere.
simulated historical sites, charts, graphs, diagrams, written texts).
merican cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange.
torical record.
the Columbian Exchange.
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Grade 7
Social Sciences 7.1.
7 Historical Knowledge Describe and compare the beliefs, the spread, and the influ
Grade 7
Social Sciences 7.2.
7 Historical Knowledge Examine the importance of trade routes and trace the rise o
Grade 7
Social Sciences 7.3.
7 Historical Knowledge Analyze the interconnections of people, places and events i
Grade 7
Social Sciences 7.4.
7 Historical Thinking Explain how and why cultures in the Eastern Hemisphere re
Grade 7
Social Sciences 7.5.
7 Historical Thinking Create and compare timelines that identify major people an
Grade 7
Social Sciences 7.6.
7 Historical Thinking Form historical questions and use a variety of information re
Grade 7
Social Sciences 7.7.
7 Historical Thinking Interpret documents and data from multiple primary and sec
Grade 7
Social Sciences 7 Geography 7.8. Use and evaluate maps, graphs, charts, models, and datab
Grade 7
Social Sciences 7 Geography 7.9. Collect and analyze data to make geographic inferences an
Grade 7
Social Sciences 7 Geography 7.10. Interpret maps and other geographic tools to find patterns in
Grade 7
Social Sciences 7 Geography 7.11. Describe the physical environment of places in the Eastern
Grade 7
Social Sciences 7 Geography 7.12. Compare and analyze human characteristics (e.g., populatio
Grade 7
Social Sciences 7 Geography 7.13. Describe the historical and current physical, cultural, and ec
Grade 7
Social Sciences 7 Geography 7.14. Explain how technological developments, societal decisions
Grade 7
Social Sciences 7 Geography 7.15. Determine and explain the interdependence of people aroun
Grade 7
Social Sciences 7.16.
7 Civics and Government Describe the role of citizens in various governments in the E
Grade 7
Social Sciences 7.17.
7 Civics and Government Compare and contrast early forms of government via the stu
Grade 7
Social Sciences 7.18.
7 Civics and Government Investigate current issues in the Eastern Hemisphere and h
Social Sciences
Grade 7 7 Civics and Government
7.19. Analyze the significance of the Magna Carta, Hammurabi’s
Social Sciences
Grade 7 7.20. Explain the concepts of “supply” and “demand” and how pric
7 Economics/Financial Literacy
Grade 7
Social Sciences 7.21. Explain the function of imports and exports in the economy.
7 Economics/Financial Literacy
Social Sciences
Grade 7 7.22. Explain “outsourcing” and describe the costs and benefits.
7 Economics/Financial Literacy
Grade 7
Social Sciences 7.23. Explain the function of profit in the economy.
7 Economics/Financial Literacy
Grade 7
Social Sciences 7.24.
7 Social Science Analysis Analyze current and historical sources (e.g., artifacts, eyewi
Grade 7
Social Sciences 7.25.
7 Social Science Analysis Analyze evidence from multiple sources including those with
eliefs, the spread, and the influence of religions throughout Europe, Asia, and Africa, Islam, Crusades, Holy Roman Empire.
rade routes and trace the rise of cultural centers and trade cities in Europe, Asia, and Africa.
of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revo
s in the Eastern Hemisphere record history in different ways.
es that identify major people and events and developments in the history of civilization and/or countries of Africa, Asia and the Southwest Pac
d use a variety of information resources to find, summarize and evaluate historical data on the people places, events and developments that
a from multiple primary and secondary sources (e.g., art, artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites,
phs, charts, models, and databases to analyze geographic distributions in the Eastern Hemisphere.
make geographic inferences and predictions regarding the Eastern Hemisphere.
ographic tools to find patterns in human and physical systems in the Eastern Hemisphere.
nment of places in the Eastern Hemisphere and how it influences trade, culture, and the economy.
n characteristics (e.g., population, land use, language, and religion) of places and regions in the Eastern Hemisphere.
urrent physical, cultural, and economic characteristics of eco-regions.
evelopments, societal decisions, and personal practices influence sustainability in the Eastern Hemisphere.
nterdependence of people around the world during significant eras or events.
in various governments in the Eastern Hemisphere.
forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Eastern Hemisphere.
the Eastern Hemisphere and how they relate to other countries, including the United States.
he Magna Carta, Hammurabi’s Code and other documents on the development of modern governments.
ply” and “demand” and how price allocates scarce goods.
ts and exports in the economy.
escribe the costs and benefits.
in the economy.
al sources (e.g., artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites, charts, graphs, diagrams, and written tex
ple sources including those with conflicting information.
Roman Empire.
ce that led to the Scientific Revolution, voyages of discovery and imperial conquest.
ca, Asia and the Southwest Pacific.
events and developments that have played a part in the history of Africa, Asia and the Southwest Pacific.
eal or simulated historical sites, charts, graphs, diagrams, written texts) while forming historical questions.
y) in the Eastern Hemisphere.
aphs, diagrams, and written texts) for accuracy and point of view while forming questions.
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
Grade 8
Social Sciences 8.1.
8 Historical Knowledge Evaluate continuity and change over the course of United S
Grade 8
Social Sciences 8.2.
8 Historical Knowledge Evaluate continuity and change over the course of Unites S
Grade 8
Social Sciences 8.3.
8 Historical Knowledge Examine social, political and economic factors that caused w
Grade 8
Social Sciences 8.4.
8 Historical Knowledge Evaluate the impact of different factors, including gender, ag
Grade 8
Social Sciences 8.5.
8 Historical Knowledge Analyze the causes as outlined in the Declaration of Indepe
Grade 8
Social Sciences 8.6.
8 Historical Thinking Use and interpret documents and other relevant primary an
Grade 8
Social Sciences 8.7.
8 Historical Thinking Analyze evidence from multiple sources including those with
Grade 8
Social Sciences 8.8.
8 Historical Thinking Evaluate information from a variety of sources and perspect
Grade 8
Social Sciences 8.9.
8 Historical Thinking Construct or evaluate a written historical argument demonst
Grade 8
Social Sciences 8 Geography 8.10. Interpret maps to identify growth and development of the Un
Grade 8
Social Sciences 8 Geography 8.11. Identify and describe patterns and networks of economic int
Grade 8
Social Sciences 8 Geography 8.12. Investigate how differing geographic perspectives apply to is
Grade 8
Social Sciences 8 Geography 8.13. Explain how current and historical technological developme
Grade 8
Social Sciences 8.14.
8 Civics and Government Explain rights and responsibilities of citizens.
Grade 8
Social Sciences 8.15.
8 Civics and Government Contrast the impact of the Articles of Confederation as a for
Grade 8
Social Sciences 8.16.
8 Civics and Government Compare and contrast how European governments and the
Grade 8
Social Sciences 8.17.
8 Civics and Government Examine the development activities of political parties and in
Social Sciences
Grade 8 8 Civics and Government
8.18. Examine and analyze important United States documents, i
Grade 8
Social Sciences 8.19.
8 Civics and Government Examine important Supreme Court decisions prior to 1880 a
Grade 8
Social Sciences 8.20.
8 Civics and Government Analyze the changing definition of citizenship and the expan
Grade 8
Social Sciences 8.21.
8 Civics and Government Analyze important political and ethical values such as freedo
Grade 8
Social Sciences 8.22. Distinguish among tariffs, quotas, and government policies
8 Economics/Financial Literacy
Grade 8
Social Sciences 8.23. Describe how industrialization changes production and how
8 Economics/Financial Literacy
Grade 8
Social Sciences 8.24.
8 Social Science Analysis Compare fictional portrayals of a time, place, or character to
Grade 8
Social Sciences 8.25.
8 Social Science Analysis Critique data for point of view, historical context, distortion, o
Grade 8
Social Sciences 8.26.
8 Social Science Analysis Examine a controversial event, issue, or problem from more
Grade 8
Social Sciences 8.27.
8 Social Science Analysis Examine the various characteristics, causes, and effects of
Grade 8
Social Sciences 8.28.
8 Social Science Analysis Investigate a response or solution to an issue or problem an
nge over the course of United States history by analyzing examples of conflict, cooperation, and interdependence among groups, societies, o
nge over the course of Unites States history, by analyzing key people and constitutional convention, age of Jefferson, industrial revolution, we
economic factors that caused westward expansion from American Revolution through reconstruction.
ent factors, including gender, age, ethnicity and class on groups and individuals during this time period and the impact these groups and indi
ed in the Declaration of Independence, and examine the major American and British leaders, key events, international support, and consequ
s and other relevant primary and secondary sources pertaining to U.S. History from multiple perspectives.
ple sources including those with conflicting accounts about specific events in U.S. History.
variety of sources and perspectives.
en historical argument demonstrating an understanding of primary and secondary sources.
owth and development of the United States.
s and networks of economic interdependence, migration, and settlement.
graphic perspectives apply to issues in U.S. History.
orical technological developments, societal decisions, and personal practices influence sustainability in the United States.
ilities of citizens.
rticles of Confederation as a form of government to the U.S. Constitution.
European governments and the United States government interacted with Native American peoples.
ctivities of political parties and interest groups and their affect on events, issues, and ideas.
ant United States documents, including (but not limited to) the Constitution, Bill of Rights, 13th-15th Amendments.
e Court decisions prior to 1880 and the impact of the decisions on government practices, personal liberties, and property rights.
on of citizenship and the expansion of rights.
nd ethical values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the U
otas, and government policies as means to regulate trade.
n changes production and how it creates shifts in the market.
of a time, place, or character to historical or other non-fictional sources relating to the same period.
w, historical context, distortion, or propaganda and relevance.
nt, issue, or problem from more than one perspective.
eristics, causes, and effects of an event, issue, or problem.
lution to an issue or problem and support or oppose, using research.
nce among groups, societies, or nations.
ferson, industrial revolution, westward expansion, Civil War.
e impact these groups and individuals have on events of the time.
ernational support, and consequences of (e.g., Articles of Confederation, changes in trade relationships, achievement of independence by the
nited States.
nd property rights.
laration of Independence, the United States Constitution, and the Bill of Rights.
evement of independence by the United States) the American Revolution.
Subject Grade Core Standard
Core Standard Code Content Standard
Content Standard Code
High
Social Sciences School HS HS.1.
Historical Knowledge Evaluate continuity and change over the course of world and
High
Social Sciences School HS HS.2.
Historical Knowledge Analyze the complexity and investigate causes and effects o
High
Social Sciences School HS HS.3.
Historical Knowledge Explain the historical development and impact of major worl
High
Social Sciences School HS HS.4.
Historical Knowledge Investigate the historical development and impact of major s
High
Social Sciences School HS HS.5.
Historical Knowledge Examine and evaluate the origins of fundamental political de
High
Social Sciences School HS HS.6.
Historical Knowledge Analyze ideas critical to the understanding of history, includi
High
Social Sciences School HS HS.7.
Historical Knowledge Analyze the history, culture, tribal sovereignty, and historica
High
Social Sciences School HS HS.8.
Historical Knowledge Explain how the American labor movement influenced even
High
Social Sciences School HS HS.9.
Historical Knowledge Identify historical and current events, issues, and problems
High
Social Sciences School HS HS.10.
Historical Thinking Evaluate an historical source for point of view and historical
High
Social Sciences School HS HS.11.
Historical Thinking Gather and analyze historical information, including contrad
High
Social Sciences School HS HS.12.
Historical Thinking Construct and defend a written historical argument using re
Social Sciences School
High HS Historical Thinking
HS.13. Differentiate between facts and historical interpretations, rec
High
Social Sciences School HS Geography HS.14. Create and use maps, technology, imagery and other geogr
High
Social Sciences School HS Geography HS.15. Analyze and illustrate geographic issues by synthesizing da
Social Sciences School
High HS Geography HS.16. Analyze the interconnectedness of physical and human regi
High
Social Sciences School HS Geography HS.17. Explain how migration, immigration and communication (cu
High
Social Sciences School HS Geography HS.18. Analyze the impact of human migration on physical and hum
High
Social Sciences School HS Geography HS.19. Evaluate how differing points of view, self-interest, and glob
High
Social Sciences School HS Geography HS.20. Analyze the impact on physical and human systems of reso
High
Social Sciences School HS Geography HS.21. Relate trends in world population to current events and anal
High
Social Sciences School HS Geography HS.22. Analyze how humans have used technology to modify the p
High
Social Sciences School HS Geography HS.23. Analyze distribution and characteristics of human settlemen
High
Social Sciences School HS HS.24.
Civics and Government Analyze and critique the impact of constitutional amendmen
High
Social Sciences School HS HS.25.
Civics and Government Describe elements of early governments (i.e., Greek, Roma
High
Social Sciences School HS HS.26.
Civics and Government Define and compare/contrast United States republican gove
High
Social Sciences School HS HS.27.
Civics and Government Examine functions and process of United States governmen
High
Social Sciences School HS HS.28.
Civics and Government Evaluate how governments interact at the local, state, tribal,
Social Sciences School
High HS Civics and Government
HS.29. Examine the structures and functions of Oregon’s state, cou
High
Social Sciences School HS HS.30.
Civics and Government Analyze the roles and activities of political parties, interest g
High
Social Sciences School HS HS.31.
Civics and Government Describe United States foreign policy and evaluate its impac
Social Sciences School
High HS Civics and Government
HS.32. Examine and evaluate documents and decisions related to
High
Social Sciences School HS HS.33.
Civics and Government Explain the role of government in various current events.
High
Social Sciences School HS HS.34.
Civics and Government Explain the responsibilities of citizens (e.g., vote, pay taxes)
High
Social Sciences School HS HS.35.
Civics and Government Examine the pluralistic realities of society (e.g., race, povert
High
Social Sciences School HS HS.36.
Financial Literacy Identify sources of credit and the advantages and disadvant
High
Social Sciences School HS HS.37.
Financial Literacy Explain and analyze the kinds and costs of insurance.
High
Social Sciences School HS HS.38.
Financial Literacy Explain how consumers can protect themselves from fraud,
High
Social Sciences School HS HS.39.
Financial Literacy Compare and contrast tools for payment (e.g., cash, credit,
High
Social Sciences School HS HS.40.
Financial Literacy Identify and explain different opportunities for investment an
High
Social Sciences School HS HS.41.
Financial Literacy Demonstrate the ability to prepare and file simple state and
High
Social Sciences School HS HS.42.
Financial Literacy Compare and contrast different options for long term investm
High
Social Sciences School HS HS.43.
Financial Literacy Compare and contrast of various types of loans available an
High
Social Sciences School HS HS.44.
Financial Literacy Describe advantages and disadvantages of on-line banking
Social Sciences School
High HS Financial Literacy
HS.45. Explain how to prepare a budget that allows for “living within
High
Social Sciences School HS Economics HS.46. Distinguish between fiscal and monetary policies, and descr
High
Social Sciences School HS Economics HS.47. Explain how the global economy has developed and describ
High
Social Sciences School HS Economics HS.48. Explain economic challenges to growth in developing countr
High
Social Sciences School HS Economics HS.49. Compare and contrast methods of business organization.
High
Social Sciences School HS Economics HS.50. Explain how economic indicators (including, but not limited t
Social Sciences School
High HS Economics HS.51. Explain how supply and demand represent economic activit
High
Social Sciences School HS Economics HS.52. Explain how the American labor system impacts competition
High
Social Sciences School HS Economics HS.53. Describe characteristics of command, market, traditional, an
High
Social Sciences School HS Economics HS.54. Explain the function of the stock market.
High
Social Sciences School HS Economics HS.55. Explain business cycles and how they affect producers and
Social Sciences School
High HS Economics HS.56. Describe the “circular flow” of economic activity and the role
High
Social Sciences School HS HS.57.
Social Science Analysis Define, research, and explain an event, issue, problem, or p
High
Social Sciences School HS HS.58.
Social Science Analysis Gather, analyze, use, and document information from variou
High
Social Sciences School HS HS.59.
Social Science Analysis Demonstrate the skills and dispositions needed to be a critic
High
Social Sciences School HS HS.60.
Social Science Analysis Analyze an event, issue, problem, or phenomenon from var
High
Social Sciences School HS HS.61.
Social Science Analysis Analyze an event, issue, problem, or phenomenon, identifyin
High
Social Sciences School HS HS.62.
Social Science Analysis Propose, compare, and judge multiple responses, alternativ
High
Social Sciences School HS HS.63
Social Science Analysis Engage in informed and respectful deliberation and discuss
nge over the course of world and United States history.
nvestigate causes and effects of significant events in world, U.S., and Oregon history.
pment and impact of major world religions and philosophies.
elopment and impact of major scientific and technological innovations; political thought, theory and actions; and art and literature on culture a
rigins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity in world, U.S.
understanding of history, including, but not limited to: populism, progressivism, isolationism, imperialism, communism, environmentalism, lib
tribal sovereignty, and historical and current issues of the American Indian tribes and bands in Oregon and the United States.
bor movement influenced events and thinking in the United States and Oregon over time.
t events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on bo
e for point of view and historical context.
l information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to sup
en historical argument using relevant primary and secondary sources as evidence.
nd historical interpretations, recognizing that a historian’s narrative reflects his or her judgment about the significance of particular facts.
ology, imagery and other geographical representations to extrapolate and interpret geographic data.
aphic issues by synthesizing data derived from geographic representations.
ess of physical and human regional systems (e.g., a river valley and culture, water rights/use in regions, choice/impact of settlement location
gration and communication (cultural exchange, convergence and divergence) lead to cultural changes and make predictions and draw concl
n migration on physical and human systems (e.g., urbanization, immigration, urban to rural).
s of view, self-interest, and global distribution of natural resources play a role in conflict over territory.
cal and human systems of resource development, use, and management and evaluate the issues of sustainability.
ation to current events and analyze their interrelationship.
used technology to modify the physical environment (e.g., dams, tractor, housing types).
racteristics of human settlement patterns.
act of constitutional amendments.
overnments (i.e., Greek, Roman, English, and others) that are visible in United States government structure.
t United States republican government to direct democracy, socialism, communism, theocracy, oligarchy.
ess of United States government.
nteract at the local, state, tribal, national, and global levels.
functions of Oregon’s state, county, local and regional governments.
es of political parties, interest groups and mass media and how they affect the beliefs and behaviors of local, state, and national constituenc
gn policy and evaluate its impact on the United States and other countries.
ments and decisions related to the Constitution and Supreme Court decisions (e.g., Federalist Papers, Constitution, Marbury v. Madison , Bil
ent in various current events.
f citizens (e.g., vote, pay taxes).
es of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change.
d the advantages and disadvantages of using them and explain the significance of developing a positive credit rating and describe the advan
s and costs of insurance.
protect themselves from fraud, identity theft, bankruptcy, and foreclosure.
for payment (e.g., cash, credit, check, debit card, phone, mobile) and explain the advantages and disadvantages of each.
opportunities for investment and draw economic conclusions from market data.
epare and file simple state and federal tax forms.
ent options for long term investment (e.g., stocks, bond, CDs, mutual funds IRA, 401k, pension plans, Social Security).
ious types of loans available and how to obtain them, including student loans.
sadvantages of on-line banking options.
dget that allows for “living within one’s means.”
nd monetary policies, and describe the role and function of the Federal Reserve.
omy has developed and describe the involvement of free trade, comparative advantage, IMF, WTO, World Bank, and technology.
s to growth in developing countries.
ods of business organization.
ators (including, but not limited to GDP, unemployment, Consumer Price Index [CPI], inflation) describe the condition of the economy.
and represent economic activity and describe the factors that cause them to shift. Define economic terms (e.g., elasticity, substitution, regu
bor system impacts competition and trade in domestic and world markets.
ommand, market, traditional, and mixed economies and how they affect jobs and standards of living.
ock market.
how they affect producers and consumers.
f economic activity and the role of producers, consumers, and government.
n an event, issue, problem, or phenomenon and its significance to society.
ocument information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals.
ispositions needed to be a critical consumer of information.
blem, or phenomenon from varied or opposing perspectives or points of view.
blem, or phenomenon, identifying characteristics, influences, causes, and both short- and long-term effects.
e multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion.
pectful deliberation and discussion of issues, events, and ideas.
nd art and literature on culture and thought.
unity and diversity in world, U.S., and Oregon history.
mmunism, environmentalism, liberalism, fundamentalism, racism, ageism, classism, conservatism, cultural diversity, feminism, and sustainab
e United States.
he values and arguments on both sides of the conflict.
s located on the Internet, to support or reject hypotheses.
nificance of particular facts.
ce/impact of settlement locations) and their interconnectedness to global communities.
ake predictions and draw conclusions about the global impact of cultural diffusion.
state, and national constituencies.
tution, Marbury v. Madison , Bill of Rights, Constitutional amendments, Declaration of Independence).
t rating and describe the advantages it can provide, the inherent cost of maintaining a credit card balance, and the risk of accumulating too m
ges of each.
ank, and technology.
ondition of the economy.
.g., elasticity, substitution, regulation, legislation) and identify examples of them in the current economy.
persuasive appeals.
pported conclusion.
ersity, feminism, and sustainability.
d the risk of accumulating too much debt, identifying "good debt" versus "bad debt."
