Oregon Department of Education, Administrative Rules and Diploma Requirements:

OAR 581-022-1130: 3 units of credit in history, civics, geography and economics.

OAR 581-022-0615, Assessment of Essential Skills: In addition, high school students must be assessed by districts and public charter schools for proficiency in the Essential Skills in order to be eligible for a diploma. The Essential Skills are cross-academic process skills, embedded in the content standards, and include “Demonstrate civic and community engagement.”

Oregon State Civics and Government Standards:

“The study of the social sciences (civics, economics, geography, and history) prepares students for responsible citizenship.” The goal of the Oregon Civics and Government Standards is for students to “understand and apply knowledge about government and political systems, and the rights and responsibilities of citizens.”

One standard is “Understand the participatory obligations of U.S. citizens.” This is further described “Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).” Another standard looks at personal and political rights of citizens: “Understand the roles, rights, and responsibilities of citizens in the United States.”

Oregon Social Sciences Academic Content Standards

Grade K

  • K.2. Identify celebrations, commemorations, and holidays as a way of remembering and honoring people, events, and heritage.
  • K.12. Explain why rules are needed and how rules reduce conflict and promote fairness.
  • K.14. Distinguish between democratic methods and decisions made by authority.
  • K.20. Compare and contrast past and present events or practices.

Grade 1

  • 1.3. Identify American songs and symbols.
  • 1.4. Identify people and events observed in national celebrations and holidays.
  • 1.16. Identify the United States and Oregon flags and other symbols.
  • 1.17. Identify and describe significant holidays.
  • 1.20. Identify cause-and-effect relationships.

Grade 3

  • 3.14. Describe how different levels of government provide services and protect citizens.

Grade 5

  • 5.3. Explain the religious, political, and economic reasons for movement of people from Europe to the Americas and describe the 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.
  • 5.12. Analyze how cooperation and conflict among people contribute to political, economic and social events and situations in the United States.
  • 5.13. Describe and summarize how colonial and new states’ governments affected groups within their population (e.g., citizens, slaves, foreigners, nobles, women, class systems, tribes).
  • 5.14. Compare and contrast tribal forms of government, British monarchy, and early American colonial governments.
  • 5.15. Identify principles of U.S. democracy found in the U.S. Constitution and Bill of Rights.
  • 5.16. Describe how national government affects local and state government.

Grade 6

  • 6.17. Compare and contrast early forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Western Hemisphere.

Grade 7

  • 7.17. Compare and contrast early forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Eastern Hemisphere.
  • 7.18. Investigate current issues in the Eastern Hemisphere and how they relate to other countries, including the United States.
  • 7.19. Analyze the significance of the Magna Carta, Hammurabi’s Code and other documents on the development of modern governments.

Grade 8

  • 8.2. Evaluate continuity and change over the course of United States history, by analyzing key people and constitutional convention, age of Jefferson, industrial revolution, westward expansion, Civil War.
  • 8.3. Examine social, political and economic factors that caused westward expansion from American Revolution through reconstruction.
  • 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.
  • 8.5. 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.
  • 8.14. Explain rights and responsibilities of citizens.
  • 8.15. Contrast the impact of the Articles of Confederation as a form of government to the U.S. Constitution.
  • 8.16. Compare and contrast how European governments and the United States government interacted with Native American peoples.
  • 8.17. Examine the development activities of political parties and interest groups and their affect on events, issues, and ideas.
  • 8.18. Examine and analyze important United States documents, including (but not limited to) the Constitution, Bill of Rights, 13th-15th Amendments.
  • 8.19. Examine important Supreme Court decisions prior to 1880 and the impact of the decisions on government practices, personal liberties, and property rights.
  • 8.20. Analyze the changing definition of citizenship and the expansion of rights.
  • 8.21. Analyze important political and ethical 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.

High School

  • HS.1. Evaluate continuity and change over the course of world and United States 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, including, but not limited to: populism, progressivism, isolationism, imperialism, communism, environmentalism, liberalism, fundamentalism, racism, ageism, classism, conservatism, cultural diversity, feminism, and sustainability.
  • HS.24. Analyze and critique the impact of constitutional amendments.
  • HS.25. Describe elements of early governments (i.e., Greek, Roman, English, and others) that are visible in United States government structure.
  • HS.26. Define and compare/contrast United States republican government to direct democracy, socialism, communism, theocracy, oligarchy.
  • HS.27. Examine functions and process of United States government.
  • HS.28. Evaluate how governments interact at the local, state, tribal, national, and global levels.
  • HS.32. 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.33. Explain the role of government in various current events.
  • HS.34. Explain the responsibilities of citizens (e.g., vote, pay taxes).
  • HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change.