Oregon Department of Education November 2010 Social Sciences Grade-by-Grade Standards combined content areas CORE STANDARDS History 1. Analyze and apply cause and effect relationships to a variety of historical issues, events and problems. 2. Analyze and apply change and continuity relationships to a variety of historical issues, events, and problems. 3. Construct, support, and refute interpretations of history using political, social, economic, and cultural perspectives by drawing from a variety of primary and secondary sources. 4. Interpret historical perspectives through personal, local, state, tribal, national, and global narratives. 5. Apply geographic skills, concepts, and technologies (e.g., maps, GIS, Google Earth) to gather, display, and analyze spatial information. 6. Analyze economic, social, physical, cultural, and human migration, settlement, and distribution patterns. 7. Locate and examine physical and human characteristics of places and regions, their impact on developing societies, and their connections and interdependence. 8. Evaluate how human cooperation and competition for resources shape the earth s political, economic, physical, and social environments. 9. Evaluate how technological developments, societal decisions, and personal practices influence the earth s sustainability. 10. Examine the relationship between government and citizens to distinguish and evaluate the ways that civic participation occurs in local, state, tribal, national, and global communities. 11. Engage in informed and respectful deliberation of local, state, tribal, national, and global issues. 12. Analyze the structure and functions of political parties, interest groups, and the mass media and their affect on the political beliefs and behaviors of citizens. 13. Evaluate the contributions of early governments to the development of modern United States government. 14. Evaluate the various functions and processes of governments and their impact on societies and citizens comparing and contrasting various government designs to evaluate how they serve their citizens. 15. Identify defining documents and speeches of United States government and the specific purpose and significance of each. Economics 16. Examine the structure and functions of the US economy to analyze the impact of systemic decisions on personal, local, regional, national and global economies. 17. Examine the interdependence of economic systems and institutions and its effects upon individual, local, regional, national, and global decision-making. 18. Examine economic growth and use economic indicators to evaluate the condition of market systems. 19. Explain how changes in economic markets are related to availability of resources, production, distribution, and technological developments. 20. Analyze the present and future consequences of the allocation and use of scarce resources through individual choice, market interaction, and public policy. Financial Literacy 21. Acquire the knowledge and economic reasoning skills to make sound personal financial and consumer decisions to meet long and short term goals. 22. Understand and apply key concepts of personal income potential, risk management, and investment. 23. Examine individual responsibility and the impact of decisions on personal, local, regional, national and global economies. 24. Define and clarify an issue so that its dimensions are well understood. 25. Acquire, organize, analyze and evaluate information from primary and secondary sources. 26. Explain various perspectives on an event or issue and the reasoning behind them. 27. Apply systems thinking skills to analyze characteristics, causes, and consequences of an event, issue, problem or phenomenon. 28. Identify, compare, and evaluate outcomes, responses, or solutions; then reach an informed and supported conclusion. Comment [p1]: A standard related to the physical processes that shape the patterns of the Earth s surface and their global connections seems to be needed. Comment [p2]: Culture and cultural patterns, especially in relationship to human migration and the spread of innovation (technology, media) seem to be important. The meaning of this standard is not entirely clear. Is the intent that students are able to analyze economic patterns, social patterns, physical patterns, and human migration, settlement, and distribution patterns? Comment [p3]: These relationships are not limited to developing societies/nations. Possibly the wording should be the development of societies? Formatted: Font: (Default) Calibri, Font color: Black, Strikethrough Comment [p4]: This is an excellent standard and is an essential component for the Social Sciences. However, with the exception of High School, this core standard does not seem to be sufficiently represented throughout the grade level standards. Comment [p5]: This is an excellent standard. The ideals and skills of civic participation should be included throughout the grade levels. In particular, the notions behind responsibility, justice, authority and fairness should be reflected. Comment [p6]: The notion that scarcity and uneven distribution of resources can have both intended and unintended consequences now and in the future seems important. Comment [p7]: Although consumer decisions could be subsumed under a broad view of financial decisions, the grade level standards seem to focus on financial instruments and less on decisionmaking related to consumer choices (cost benefit, role of media, embodied energy, needs/wants, equity, common good, etc.). There are factors that could/should be considered in consumer decisionmaking that go beyond economics. If consumer decision-making is not appropriately included under financial literacy, it should be included within the civics standards. Comment [p8]: This standard is excellent, but does not seem to be well developed throughout the grade levels. Comment [p9]: When analyzing an event, issue, problem or phenomena, Systems Thinking provides a robust set of tools and habits of mind to consider the dynamic interrelationships of the social science disciplines content. By explicitly referring to Systems Thinking, the interconnectedness of social science systems is more likely to emerge and inform the analysis than if a set of serial analyses were to be undertaken.
Kindergarten K.1. Compare children and families of today to those of the past. K.2. Identify celebrations, commemorations, and holidays as a way of remembering and honoring people, events, and heritage. K.3. Identify people from today and fromin the past that showed honesty, courage, and responsibility. K.4. Distinguish between past, and present, and future. K.5. Connect the student s own environment with the past. K.6. Use sense of time for planning. K.7. Create a simple timeline of events. K.8. Identify and compare and contrast pictures, maps and globes. K.9. Describe roles of self and family members. K.10. Locate, identify, and describe places of importance to self, family, and school. K.11. Explain how address represents location for home and school. K.12. Explain how people can care for the environment. K.13. Use terms related to location, direction, and distance (e.g., over/under, here/there, left/right, above/below, forward/backward, between). K.14. Explain why rules are needed and how rules reduce conflict and promote fairness. K.15. Use respectful dialog, taking turns (cooperation), using words, and demonstrate understanding that rules are different in different settings. K.16. Create and follow classroom rules. K.17. Distinguish between democratic methods and decisions made by authority. Economics/Financial Literacy K.18. Identify various forms of money and explain how it is used. K.19. Give examples of different jobs performed in the students neighborhoods. K.20. Give examples of ownership of different items, recognizing the difference between private and public ownership, and the need for sharing. K.21. Explain how jobs provide income. K.22. Distinguish between wants and needs. K.23. Investigate past and present issues and determine what information is needed.
Grade 1 1.1. Describe how people live in the community. 1.2. Compare the ways people lived in the community in the past with the way they live in the present. 1.3. Identify local people from today and from the past who showed honesty, courage, and responsibility. 1.4. Identify American songs and symbols and explain their origins. 1.5. Identify people and events observed in national celebrations and holidays. 1.6. Use terms related to time to sequentially order events that have occurred. 1.7. Explain how clocks and calendars are used to measure time. 1.8. Develop a simple timeline of important events. 1.9. Distinguish between historical fact and fiction in folktales and legends. 1.10. Use and apply cardinal directions; locate and identify local physical features on maps (e.g., oceans, cities, continents). 1.11. Describe ways people celebrate their diverse cultural heritages in the community. 1.12. Explain how seasonal changes influence activities in school and community. 1.13. Locate and identify important places in the community (school, river, wetlands, library, etc.). 1.14. Give examples of local natural resources and describe how people use them. Comment [p10]: This seems more like a teaching strategy than a standard. [I do recognize the importance of integrating literacy throughout the curriculum.] Wouldn t the standard focus on: Identify accurate information sources that distinguish between historical fact and fiction. 1.15. Describe the characteristics of responsible leaders. 1.16. Describe the characteristics of responsible team members. 1.17. Demonstrate the ability to be both a responsible and respectful leader and team member.. 1.18. Identify the U.S. and Oregon flags. 1.19. Explain the origins of significant holidays. Economics/Financial Literacy 1.20. Explain how personal saving and spending can be used to meet short-term financial goals. 1.21. Identify sources of income (e.g., gifts, borrowing, allowance, income). 1.22. Explain why education increases earning potential. 1.23. Explain why people must make economic choices as consumers and how people cannot buy everything that they want. 1.24. Explain how and why things we use come from other countries via trade. 1.25. Identify simple cause-and-effect relationships. 1.26. Identify an issue or problem that can be studied. 1.27. Describe how two people can hold different perspectives.
Grade 2 2.1. Identify individuals who had a positive impact on the local community and explain how people and events of the past influence the present and how people and events of the present might influence the future. 2.2. Identify when the local community was established and identify its founders and early settlers and recognizing continuity and change in local and regional communities over time. 2.3. Identify and describe community celebrations, symbols and traditions and explain why they are important. 2.4. Differentiate between events that happened in the recent and distant past. 2.5. Develop a timeline of important events in the history of the community. 2.6. Create and maintain a calendar of important school days, holidays and community events. 2.7. Use basic information on maps and other geographic tools to locate and identify physical and human features of the community. 2.8. Identify relative location of school and community in the state and nation. 2.9. Describe physical and human characteristics of the community. 2.10. Describe the settlement patterns of the local community (who, where, why). 2.11. Identify how people have adapted to and have changed the physical geography of the community. 2.12. Participate in goal and rule setting and monitoring activities considering multiple points of view, the common good, individual rights and responsibilities, and equity. OR Participate in and monitor goal and rule setting, considering multiple points of view, the need for respectful deliberation, the common good, individual rights and responsibilities, and equity in their decision-making. 2.13. Identify services provided by local government. 2.14. Evaluate how individuals, groups, and communities manage conflict and promote justice. 2.15. Give examples of appropriate and inappropriate use of power and the consequences. 2.16. Identify local leaders and their functions, and the contributions of ordinary citizens to the community. Economics/Financial Literacy 2.17. Explain the importance of personal budgeting and consumer choices to meet wants and needs. 2.18. Explain various methods of saving and how saving can help reach financial goals. 2.19. Understand that loaning/borrowing involves risk. 2.20. Explain the need to be an informed consumer. 2.21. Identify local businesses and the goods and services they produce. 2.22. Explain the uneven distribution of resources and the issue of scarcity and how it applies to personal and world resources. 2.23. Describe the connection between two or more current or historical events. 2.24. Compare and contrast past and present situations, people, and events in neighborhoods and communities. 2.25. Gather information relating to an issue or problem. 2.26. Explain why some information sources may be more reliable than others.
Grade 3 [Local/Regional History, in general most emphasis will be on Oregon at Grade 3] 3.1. Describe how significant people, events and developments have shaped their own community and region, and consider how people, events and developments might shape their community and region in the future. 3.2. Compare their community to other communities in the region in other times and places. 3.3. Use a variety of resources to gather information about the past in the region. 3.4. Write descriptions of local communities and regions past and present. 3.5. Explain how some sources are more useful for answering historical questions than others. 3.6. Identify hemispheres, continents and oceans using globes and maps. 3.7. Use a simple grid system, symbols, and other information to locate the physical and political features of places on maps and globes. 3.8. Identify links of land, regions, river systems, interstate highways between Oregon and other states. 3.9. Describe and analyze physical and human characteristics of tribal regions in Oregon and North America. 3.10. Identify and analyze physical features of Oregon and other Northwestern states. 3.11. Explain how the influence of humans (settlers, traders, immigrants, indigenous) in have adapted to and have changed Oregon s and the Northwest s physical systems. 3.12. Identify and analyze Oregon s natural resources and describe how people in Oregon and other parts of the world use them. 3.12. Describe how different levels of government provide services and protect citizens. 3.13. Describe the responsibilities of citizens in their school, community and state. 3.14. Participate in informed and respectful deliberation. Economics/Financial Literacy 3.14. Describe the need for and demonstrate the ability to create a simple family/classroom budget. 3.15. Evaluate personal, consumer and local economic decisions using cost benefit analysis. 3.16. Explain the relationship between producers and consumers. 3.17. Explain the difference between short-term and long-term financial goals. Comment [p11]: Unless simplified tremendously, cost benefit analysis does not seem age appropriate. 3.18. Use a variety of historical sources including artifacts, pictures and documents to help define factual evidence. 3.19. Compare information from multiple sources recounting the same event and identify possible sources of bias. 3.20. Identify and compare different ways of looking at an event, issue, or problem. 3.21. Identify how people or other living things might be affected by an event, issue, or problem. 3.22. Identify possible options or responses; then make a choice or express an opinion.
Grade 4 [Oregon History] 4.1. Identify and describe historic Native American Indian groups that lived in Oregon prior to contact with Europeans and at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. 4.2. Explain how key individuals and events influenced the early growth and changes in Oregon. 4.3. Give examples of changes in Oregon s agricultural, landuse, industrial, political, and business development over time. 4.4. Describe events/practices/beliefs that were developed in Oregon and contribute to Oregon s current status within the United States (e.g., Bottle Bill, public ownership of beaches, vote-by-mail, lack of sales tax, initiative and referendum). 4.5. Identify the 9 federally recognized Oregon tribes and their aboriginal boundaries. 4.6. Describe the contributions of important Oregon artists and writers. 4.7. Identify the origin and significance of Oregon songs. 4.8. Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories. 4.9. Create timelines that show relationships among people, events, and movements in Oregon history. 4.10. Use primary and secondary sources to create a narrative about events in Oregon history. 4.11. Identify the main ideas in historical narratives. Comment [p12]: Again, this seems more like a teaching strategy than a standard. The standard would be that they would be to: Distinguish between fact and fiction in historical account by comparing different sources of information. 4.12. Use and draw maps to identify tribal regions in Oregon and North America. 4.13. Use geological tools (e.g., maps, GIS, Google Earth) to identify absolute and relative locations and physical characteristics of places in Oregon. 4.14. Explain the influence of Oregon and the Northwest s physical systems on humans, including Native Americans. 4.15. Compare and contrast Oregon s physical and human characteristics with those of other states. 4.16. Analyze varying patterns of settlements in Oregon, past and present, and consider future trends. 4.17. Identify conflicts involving use of land and natural resources, economy, and competition for scarce resources, different political view, boundary disputes, and cultural differences within and between different geographical areas. 4.18. Explain how people in Oregon have modified their environment and how the environment has influenced people s lives. 4.19. Describe how technological developments, societal decisions, and personal practices influence Oregon s sustainability. 4.19. Explain the organization and functions of Oregon government, and the rights and responsibilities of citizens. 4.20. Demonstrate the ability to participate in informed and respectful deliberation and to use basic Parliamentary Procedure. 4.21. Describe and evaluate how historical Oregon governments affected groups within the state (citizens, foreigners, women, class systems, minority groups, tribes). 4.22. Explain the process of Oregon statehood. Economics/Financial Literacy 4.23. Analyze different buying choices and their opportunity costs and explain the possible impacts of consumers making conscious buying choices.
4.24. Explain the difference between simple saving and investments. 4.25. Explain financial risk and methods to limit it. 4.26. Identify key industries of Oregon. 4.27. Explain how bartering/bargaining functions and its advantages and disadvantages when compared to using money. 4.28. Understand that scarcity determines price which affects demand. 4.29. Compare an eyewitness account to a secondhand account of an event. 4.30. Describe the sequence of events in given (?) current and historical accounts. 4.31. Analyze primary source historical accounts related to Oregon history to understand cause-and-effect, identify assumptions, and determine intended and unintended consequences.. 4.32. Examine two or more accounts of the same event, issue or problem and identify possible sources of bias. 4.33. Identify two or more points of view of an event, issue or problem. Comment [p13]: Since price is not solely determined by scarcity, shouldn t this be something like impacts or influences?
Grade 5 Grade 5 [U.S. History 1492-1786] 5.1. Identify and compare historical Indian groups and settlements that existed in North America prior to contact with European exploration in the late fifteenth and sixteenth centuries. 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, identification of natural resoruces, and the location and impact of exploration and settlement. 5.3. Explain the religious, political, and economic reasons for movement of people from Europe to the Americas and describe instances of both cooperation and conflict between Native American Indians and European settlers. 5.4. Identify and locate the 13 British colonies that became the United States and identify the early founders, describe daily life (political, social, and economic organization and structure), and describe early colonial resistance to British rule. 5.5. Analyze the causes as outlined in the Declaration of Independence, and examine the major American and British leaders, key events, international support, and consequences of (e.g., Articles of Confederation, changes in trade relationships, achievement of independence by the United States) the American Revolution. 5.6. Identify and describe the contributions of important early American artists and writers. 5.7. Describe instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect national security. 5.7. Create and interpret timelines showing major people, events and developments in the early history of the United States. 5.8. Read fiction and nonfiction stories about conflicts among and between groups of people at different states in the formation of the United States; give examples of how conflicts were resolved and analyze the accuracy of the stories historical details and sequence of events. 5.9. 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. 5.10. Identify, locate, and describe places and regions in the United States and describe how the availability of renewable and nonrenewable resources influence the development of those places and regions. 5.11. Use various types of maps and models to answer questions about the United States. 5.12. Explain migration, trade, and cultural patterns in the United States, including but not limited to the interrelationships among natural features, economic heritage and cultural heritage of places. 5.13. Describe how physical and political features influenced events, movements, and adaptation to the environment. 5.14. Analyze how cooperation and conflict among people, including but not limited to the distribution of limited resources, contribute to political, economic and social divisions in the United States. 5.15. Describe how technological developments, societal decisions, and personal practices influence sustainability in the United States. 5.15. Describe and evaluate how colonial and new states governments affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class systems, tribes). 5.16. Compare and contrast tribal forms of government, British monarchy, and early American colonial governments.
5.17. Identify principles of U.S. democracy found in the U.S. Constitution and Bill of Rights, including the rights and responsibilities of citizenship. 5.18. Describe the historical foundation of the U.S. constitutional government including colonial experiences, the Declaration of Independence, and Articles of Confederation. 5.19. Explain the origins and relationships of the three branches of government. 5.20. Describe how national government affects local and state government. 5.21. Describe civic ideals (e.g., including, but not limited to freedom, rule of law, equality, responsibility, civic participation, justice, the common good, civility, and equity). Economics/Financial Literacy 5.22. Explain ways trade can be restricted or encouraged (e.g., boycott) and how these affect producers and consumers. 5.23. Explain the purpose of taxes and give examples from U.S. history of their use. 5.24. Define entrepreneur and explain the role of entrepreneurs in the economy. 5.25. Define capitalism and describe the functions of consumers, producers, and government. 5.26. Identify different types of financial institutions and explain the variety of their products and services. 5.27. Analyze two accounts of the same event or topic and describe important similarities and differences. 5.28. Gather, use and document information from multiple sources (e.g., print, electronic, human, primary, secondary) to examine an event, issue, or problem through inquiry and research. 5.29. Identify and study two or more points of view of an event, issue or problem. 5.30. Identify characteristics of an event, issue, or problem, suggesting possible causes and results intended and unintended consequences. 5.31. Propose a response or solution to an issue or problem and support why it makes sense, using support from research. 5.31. Analyze an issue or problem and proposal a response or solution that identifies research-supported implications on relevant economic, ecological and social systems.
Grade 6 Grade 6 [World History & --Western Hemisphere] 6.1. Determine and explain the historical context of key people, cultures, products, events, and ideas over time including the examination of different perspectives from people involved including, but not limited to, Aztec, Maya, Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and the Columbian Exchange. 6.2. Identify examples of the social, political, cultural, and economic development in key areas of the Western Hemisphere. 6.3. Describe instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect security within the Western Hemisphere. 6.3. Explain how different cultures in the Western Hemisphere record history. 6.4. Interpret documents and data from multiple primary and secondary sources (art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, written texts) while forming historical questions. 6.5. Critique information to determine if it is sufficient to answer historical questions. 6.6. Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise the Americas. 6.7. Define and use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based. 6.8. Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history. 6.9. Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record. 6.10. Identify issues related to a historical event in the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved. 6.11. Distinguish among different types of maps and geographic models and use them to analyze an issue in the Western Hemisphere. 6.12. Describe the natural, cultural and economic heritage and current characteristics of bioregions in the Western Hemisphere. 6.12. Collect and analyze data to interpret regions of the Western Hemisphere. 6.13. Classify and analyze the types of connections between places and bioregions in the Western Hemisphere. 6.14. Identify physical features of the Western Hemisphere and explain their aeffects on people and events. 6.15. Explain how people have adapted to or changed the physical environment in the Western Hemisphere. 6.16.. Describe the physical environment of places in the Western Hemisphere and how it influences quality of life, trade, culture, and the economy. 6.17. Explain how technological developments, societal decisions, and personal practices influence sustainability in the Western Hemisphere. 6.16. Draw contrasts among various early government forms of groups in the Western Hemisphere (e.g., indigenous, colonial). 6.17. Describe and evaluate how governments of early civilizations in the Western Hemisphere affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class systems).
6.18. Describe and evaluate current forms of government in countries in the Western Hemisphere. 6.19. Describe common interests and evaluate examples of collaboration within the Western Hemisphere. Economics/Financial Literacy 6.20. Explain and compute compound interest and apply it to situations of borrowing and saving. 6.21. Explain and compute exchange rates. 6.22. Explain and compute the costs of credit use (payments over time). 6.23. Explain why it is important to protect one s personal information (e.g., Social Security number, financial information) and how it can be done. 6.24. Understand the role and function of prices in the economy. 6.25. Describe characteristics of command, market, traditional, and mixed economies and how they affect jobs and standards of living. 6.26. Explain that the economic and consumer choices that people make have both present and future consequences. 6.27. Explain that individuals, government, and society experience scarcity because human wants and needs exceed what can be produced from available resources. 6.26. Critique information to determine if it is sufficient to answer questions. 6.27. Clarify key aspects of an event, issue, or problem through inquiry and research. 6.28. Gather, interpret, document, and use information from multiple sources, distinguishing facts from opinions and recognizing points of view. 6.29. Apply systems thinking skills to identify causal relationships within one or more social system over time. 6.30. Apply research and analytical skills to an investigation of their own choosing, identify and evaluate alternative solutions and courses of action, and propose a solution based on research.
Grade 7 Grade 7 [World History and Eastern Hemisphere] Grade 7 [World History Eastern Hemisphere] 7.1. Describe the rise; the political, technological and cultural achievements; and the decline of ancient civilizations in Europe, Asia, and Africa including Greece, Rome, ancient China and ancient African civilizations, and the Medieval World incorporating the Crusades and Feudalism. 7.2. Describe and compare the beliefs, the spread, and the influence of religions throughout Europe, Asia, and Africa. 7.3. Analyze the diverse points of view and interests of those involved in the Crusades and give examples of the changes brought about by the Crusades. 7.4. Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe, Asia, and Africa. 7.5. Explain the economic, environmental and social factors that led to the decline of medieval society and of Asian and African societies. 7.6. Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe. 7.7. Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest. 7.8. Describe instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect security within the Eastern Hemisphere. 7.8. Explain how and why cultures in the Eastern Hemisphere record history in different ways. 7.9. Determine and explain the interdependence of people around the world during significant eras or events. 7.10. Analyze historical sources for accuracy and point of view while formulating historical questions using such sources as art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts. 7.11. Create and compare timelines that identify major people and events and developments in the history of civilization and/or countries of Africa, Asia and the Southwest Pacific. 7.12. Use visual, literary and musical sources to describe the development and transmission of culture over time. 7.13. Analyze cause-and-effect relationships, bearing in mind multiple causes, and the role of individuals, beliefs, and chance in history. 7.14. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence. 7.15. Compare perspectives in history of Africa, Asia and the Southwest Pacific using fictional and nonfictional accounts. 7.16. Form historical questions and use a variety of information resources to find, summarize and evaluate historical data on the people places, events and developments that have played a part in the history of Africa, Asia and the Southwest Pacific. 7.17. Interpret documents and data from multiple primary and secondary sources (e.g., art, artifacts, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, written texts) while forming historical questions. 7.18. Use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based. 7.19. Use and evaluate graphs, charts, models, and databases to analyze geographic distributions in the Eastern Hemisphere.
7.20. Describe the natural, cultural and economic heritage and current characteristics of bioregions in the Eastern Hemisphere. 7.20. Collect and analyze data to make geographic inferences and predictions regarding the Eastern Hemisphere. 7.21. Interpret maps and other geographic tools to find patterns in human and physical systems in the Eastern Hemisphere. 7.22. Describe the physical environment of places in the Eastern Hemisphere and how it influences quality of life, trade, culture, and the economy. 7.23. Compare and analyze human characteristics (e.g., population, land use, language, and religion) of places and regions in the Eastern Hemisphere. 7.24. Explain how technological developments, societal decisions, and personal practices influence sustainability in the Eastern Hemisphere. 7.24. Compare and contrast Describe the roles of citizens in various governments in the Eastern Hemisphere. 7.25. Compare and contrast early forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Eastern Hemisphere. 7.26. Investigate current government issues in the Eastern Hemisphere and how they relate to other countries, including the United States. 7.27. Identify the characteristics of different forms of democratic government. 7.28. Draw contrasts among how current governments serve their citizens (e.g., trade, imperialism). 7.29. Compare and contrast the impact of indigenous governments to imperial governments. 7.30. Analyze the significance of the Magna Carta, Hammurabi s Code and other documents on the development of modern governments. 7.31. Evaluate situations for common interests among nations and evaluate global collaboration. Economics/Financial Literacy 7.32. Participate in career planning and describe the earning expectation of different paths. 7.33. Explain how inflation affects planning for one s financial future. 7.34. Explain outsourcing and describe the costs and benefits. 7.35. Explain the function of imports and exports in the economy. 7.36. Explain the concepts of supply and demand and how price allocates scarce goods. 7.37. Explain the function of profit in the economy. 7.38. Explain how the uneven distribution of resources influences their use and perceived value. 7.38. Analyze current and historical sources (e.g., artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites, charts, graphs, diagrams, and written texts) for accuracy and point of view while forming questions. 7.39. Analyze evidence from multiple sources including those with conflicting information. 7.40. Articulate and define an issue, identifying key individuals and groups involved, their viewpoints, and areas of conflict and agreement. 7.41. Identify and develop proposed solutions or action strategies for addressing particular issues based on research. 7.42. Apply systems thinking skills to identify causal relationships within one or more social system over time. 7.43. Apply research and analytical skills to an investigation of their own choosing, identify and evaluate alternative solutions and courses of action, and propose a solution based on research.
Grade 8 Grade 8 [U.S. History 1765-Reconstruction] 8.1. Determine and explain the historical context of key people and events from the origins of the American Revolution through Reconstruction including the examination of different perspectives. 8.2. Evaluate continuity and change over the course of United States history by analyzing examples of conflict, cooperation, and interdependence among groups, societies, or nations. 8.3. Examine factors, including but not limited to access to natural resources, that motivated military and economic expansion from the American Revolution through Reconstruction, including the Westward Movement. 8.4. Evaluate the impact of different factors, including gender, age, ethnicity and class on groups and individuals during this time period and the impact these groups and individuals have on events of the time, including, but not limited to, the Irish Famine. 8.5. Analyze important political values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights. 8.6. Use and interpret documents and other relevant primary and secondary sources pertaining to U.S. History from multiple perspectives. 8.7. Analyze evidence from multiple sources including those with conflicting accounts about specific events in U.S. History. 8.8. Critique data for point of view, historical context, distortion, or propaganda and relevance to historical inquiry. 8.9. Construct a written historical argument demonstrating an understanding of primary and secondary sources. 8.10. Interpret maps to identify growth and development of the United States. 8.11. Identify and describe patterns and networks of economic interdependence, migration, and settlement. 8.12. Investigate how differing geographic perspectives apply to issues in U.S. History. 8.13. Describe the interrelationships among natural, cultural and economic heritage and current characteristics of bioregions in the United States. 8.13. Explain how current and historical technological developments, societal decisions, and personal practices influence sustainability in the United States. 8.13. Explain the rights and responsibilities of citizens in the United States and identify the origins of these rights and responsibilities. 8.14. Use historical evidence to determine and support a position about important political values, such as freedom, democracy, equality, equity, common good or justice and express the position coherently. 8,15, Describe and analyze examples of tensions between individual rights and benefits and the societal good. 8.15. Describe the varied forms of local governments in North American colonies and identify the interests that the governments were serving (tribal relations, enfranchisement). 8.16. Compare and contrast the British government s impact on American colonists to the colonists expectations of how they should be served (effective governance). 8.17. Contrast the impact of the Articles of Confederation as a form of government to the U.S. Constitution. 8.18. Compare and contrast how European governments and the United States government interacted with Native American peoples. 8.19. Examine the development (?) activities of political parties and interest groups and their affect (should be effect?) on events, issues, and ideas.
8.20. Examine and analyze important United States documents, including (but not limited to) the Declaration of Independence, the Articles of Confederation, the Constitution, Bill of Rights, 13th -15th Amendments. 8.21. Examine important Supreme Court decisions prior to 1880 and the impact of the decisions on government practices, personal liberties, and property rights. 8.22. Analyze the changing definition of citizenship, and the expansion of rights, and the ideals of justice, equity, tolerance, and common good. 8.23. Evaluate the effects of actions taken by individuals and groups and describe the short and long term consequences of the actions. Economics/Financial Literacy 8.23. Explain the function of the stock market. 8.24. Distinguish among tariffs, quotas, and government policies as means to regulate trade. 8.25. Describe the economic components of local, state, regional, and national government. 8.26. Explain balance of trade and evaluate the results of trade imbalances. 8.27. Explain business cycles and how they affect producers and consumers. 8.28. Describe how industrialization changes production and how it creates shifts in the market. 8.29. Describe the circular flow of economic activity and the role of producers, consumers, and government. 8.30. Compare fictional portrayals of a time, place, or character to historical or other non-fictional sources relating to the same period. 8.31. Critique data for point of view, historical context, distortion, or propaganda and relevance. 8.32. Examine a controversial event, issue, or problem from more than one perspective. 8.33. Using systems thinking skills eexamine the various characteristics, causes, and effects of an event, issue, or problem. 8.34. Investigate a response or solution to an issue or problem and support or oppose using research.
High School High School [US History Reconstruction to Present; World History 20th & 21st Century] HS.1. Evaluate continuity and change over the course of world and United States history. HS.2. Analyze the complexity and investigate causes and effects of significant events in world, U.S., and Oregon history. HS.3. Explain the historical development and impact of major world religions and philosophies. HS.4. Investigate the historical development and impact of major scientific and technological innovations; political thought, theory and actions; and art and literature on culture and thought. HS.5. Examine and evaluate the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped national unity and diversity in world, U.S., and Oregon history. HS.6. Analyze ideas critical to the understanding of history to include, but not limited to, populism, progressivism, isolationism, imperialism, anti-communism, environmentalism, liberalism, fundamentalism, racism, conservatism, cultural diversity, feminism, and sustainability. HS.7. Analyze the history, culture, tribal sovereignty, and historical and current issues of the American Indian tribes and bands in Oregon and the United States. HS.8. Explain how the American labor movement influenced events and thinking in the United States and Oregon. HS.9. Identify historical and current instances when national interests and global interests have seemed to be opposed and analyze the issues involved. HS.9. Identify historical and current instances when national interests and global interests have seemed to be shared and analyze the issues involved. HS.10. 5.7. Analyze instances of cooperation and conflict caused by the uneven distribution of natural resources and how these might affect national security. HS.10. Evaluate a historical source for point of view and historical context. HS.11. Gather and analyze historical information, including contradictory data, from a variety of primary and secondary sources, including sources located on the Internet, to support or reject hypotheses. HS.12. Construct and defend a written historical argument using relevant primary and secondary sources as evidence. HS.13. Differentiate between facts and historical interpretations, recognizing that a historian s narrative reflects his or her judgment about the significance of particular facts. HS.14. Create and use maps, technology, imagery and other geographical representations to extrapolate and interpret geographic data. HS.15. Analyze and illustrate geographic issues by synthesizing data derived from geographic representations. HS.16. Analyze and evaluate the human and physical aspects of places and regions to appraise their development over time (e.g., urban growth) and how they are important to human identity and serve as symbols to unify or fragment society. HS.17. Analyze the interconnectedness of physical and human regional systems (e.g., a river valley and culture, water rights/use in regions, choice/impact of settlement locations) and their interconnectedness to global communities. HS.18. Explain how migration, immigration and communication (cultural exchange, convergence and divergence) lead to cultural changes and make predictions and draw conclusions about the global impact of cultural diffusion. HS.19. Analyze the impact of human migration on physical and human systems (e.g., urbanization, immigration, urban to rural).
HS.20. Evaluate how differing points of view, self-interest, and global distribution of natural resources play a role in conflict over territory. HS.21. Analyze the impact on physical and human systems of resource development, use, and management and evaluate the issues of sustainability. HS.22. Relate trends in world population to current events and analyze their interrelationship. HS.23. Analyze how humans have used technology to modify the physical environment (e.g., atom bomb, tractor, housing types). HS.24. Analyze patterns of distribution and arrangement of settlement in different parts of the world and describe changes in physical, economic, political, and/or social characteristics that affect these patterns. HS.25. Analyze and critique the role of the Bill of Rights. HS.26. Describe elements of early governments (i.e., Greek, Roman, English, and others) that are visible in United States government structure. HS.27. Define and compare/contrast United States republican government to direct democracy, socialism, communism, theocracy, oligarchy. HS.28. Examine functions and process of United States government, legislation, taxation, and regulation. HS.29. Evaluate how governments interact at the local, state, tribal, national, and global levels. HS.30. Examine the structures and functions of Oregon s state, county, local and regional governments. HS.31. Analyze the roles and activities of political parties, interest groups and mass media and how they affect the beliefs and behaviors of local, state, and national constituencies. HS.32. Describe United States foreign policy and evaluate its impact on the United States and other countries. HS.33. Examine and evaluate documents and decisions related to the Constitution and Supreme Court decisions (e.g., Federalist Papers, Constitution, Marbury v. Madison, Bill of Rights, Constitutional amendments, Declaration of Independence). HS.34. Examine and analyze Supreme Court, Presidential and key leader speeches (to include, but not limited to, Martin Luther King, Jr., suffragists, presidential addresses). HS.35. Explain the role of government in various current events. HS.36. Investigate a current issue or problem, determining various perspectives on the issue and or problem, and proposing e solutions or supporting actions, and determine what, if any, their possible role in implementing the proposed solutions or supporting actions might be. HS.37. Analyze tribal sovereignty and how it affects historical and current events at the local, state, and national levels. HS.38. Analyze the role of civic ideals, including but not limited to equity, civility, freedom, the common good, justice, and responsible citizenship, in the United States and the wider global community. HS.39. Explain ways in which citizen action and public opinion influence policy decisions. HS.40. Analyze examples of how individuals and groups have acted within society to create change, meet individual needs and promote the common good, and describe the short and long term effect of these actions. Financial Literacy HS.38. Identify sources of credit and the advantages and disadvantages of using them and explain the significance of developing a positive credit rating and describe the advantage it can provide. HS.39. Explain the kinds and costs of insurance. HS.40. Explain how consumers can protect themselves from fraud, identity theft, bankruptcy, and foreclosure. HS.41. Compare and contrast tools for payment (e.g., cash, credit, check, debit card) and explain the advantages and disadvantages of each. HS.42. Explain how the stock market offers opportunity for investment and draw economic conclusions from market data. HS.43. Analyze the relationship between voting and economic policies.
HS.44. Describe a citizen s responsibility to pay taxes and demonstrate the ability to prepare and file simple state and federal tax forms. HS.45. Describe how consumer choices involve trading off the expected value of one opportunity gained against the expected value of the best alternative. Economics HS.45. Distinguish between fiscal and monetary policies, and describe the role and function of the Federal Reserve. HS.46. Describe and calculate Production Possibilities Frontier. HS.47. Explain how the global economy has developed and describe the involvement of free trade, comparative advantage, IMF, WTO, World Bank, and technology. HS.48. Explain economic challenges to growth in developing countries. HS.49. Compare and contrast market structures. HS.50. Compare and contrast methods of business organization. HS.51. Explain how economic indicators (including, but not limited to GDP, unemployment, inflation) describe the condition of the economy. HS.52. Explain how supply and demand curves represent economic activity and describe the factors that cause them to shift. HS.53. Define economic terms (e.g., elasticity, substitution, regulation, legislation) and identify examples of them in the current economy. HS.54. Explain how the American labor system impacts competition and trade in domestic and world markets. HS.55. Explain how the United States Stock Market indicates and influences expansion and contraction of the U.S. economy. HS.56. Explain how scarcity and the uneven distribution of resources result in economic decisions, and foster consequences that may support cooperation or conflict. HS.56. Define, research, and explain an event, issue, problem, or phenomenon and its significance to society. HS.57. Gather, analyze, use, and document information from various sources, distinguishing facts, opinions, inferences, biases, stereotypes, and persuasive appeals. HS.58. Demonstrate the skills and dispositions needed to be a critical consumer of information. HS.59. Using systems thinking skills aanalyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view. HS.60. Using systems thinking skills aanalyze an event, issue, problem, or phenomenon, identifying characteristics, influences, causes, and both short- and long-term effects. HS.61. Propose, compare, and judge multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion. HS.62. Analyze the effects of their own actions and actions taken by other individuals or groups. HS.63. Examine the rights and responsibilities of citizenship and their importance in promoting the resolution of issues. HS.62. Engage in informed and respectful deliberation and discussion of issues, events, and ideas. Comments Submitted by: Bora Simmons, Director National Project for Excellence in Environmental Education Eugene, OR Email: borasimmons@gmail.com