Oregon K–6 social studies standards

Explain and demonstrate how rules can reduce conflict, address unfairness, and promote fairness in different settings and cultures.

Explain how words and actions affect others and explore what causes people to act in caring or hurtful ways.

Recognize holidays as special days that may celebrate democratic values, have religious significance, and recognize noteworthy events or people in history.

Recognize and develop an understanding of the components of a person’s identity including race, gender, family, ethnicity, culture, religion, and ability.

Identify the social skills necessary for healthy and respectful dialogue and relationships.

Explain the goals and purpose of public school.

Identify denominations of US money and explain uses for money.

Give examples of different jobs and volunteer positions in communities.

Provide examples of goods and services people purchase with the money they earn.

Identify, compare, and contrast pictures, maps, and globes.

Create a representation of where you live, work, and play.

Use terms related to location, direction, and distance.

Compare and contrast the diverse aspects of culture represented in the community, such as individuals, events, songs, symbols, and community celebrations.

Identify and begin to understand ways humans interact with their environment

Explain the influence of seasonal change on human activities.

Identify the migration stories of people to and within the local community/neighborhood.

Use maps to locate, identify, and describe places of importance to self, family, school, and culture.

Identify examples in stories, biographies, or other primary and secondary sources of unfairness or injustice toward individuals or groups, and the changemakers working for a better world.

Explain the cause and effect of an event in a community.

Recognize that events happen in sequential order.

Compare traditions and celebrations of people with different cultural backgrounds within a community.

Identify rules and describe the responsibilities of leaders and team members when participating in rule making and group activities.

Define important concepts and values of civic life.

Identify, affirm, respect, and explain the diverse cultural heritage, songs, symbols, monuments, figures, and celebrations of the community and the diverse social and ethnic groups in Oregon and the United States of America.

Discuss the benefits, expectations, and responsibilities of belonging to various types of groups.

Explain the purpose of local government.

Identify sources of income.

Identify choices and decisions for various uses of money.

Explain the difference between a need and a want.

Describe how people are buyers (consumers) and sellers (producers).

Identify, provide examples of, and distinguish places in communities that provide goods and services.

Investigate how people can benefit themselves and others by developing specific skills, strengths, and goods.

Identify and construct maps representing familiar places utilizing information from legends and keys.

Locate and identify important locations in the community.

Locate and explain that a capital city is the center of government for a state or nation.

Provide examples of local natural resources and describe how people use them.

Describe ways people modify their environment.

Demonstrate understanding that people from various parts of the world can have diverse ways of living, customs, and languages and all deserve respect.

Explain why and how people move to and within communities.

Describe the use of individual and group characteristics to divide, unite, and categorize racial, religious, ethnic, and social groups in ways that may be helpful or harmful.

Use primary sources such oral histories or artifacts to develop a simple timeline of a family's history in sequential order.

Recognize and document sequential patterns in seasonal events or firsthand experiences, using a calendar, words, and phrases relating to chronology and time.

Examine and understand self-identity and how it fits with the identities of the family, school, and the local community.

Identify and explain various viewpoints, including those from historically marginalized or underrepresented groups and individuals within our community, regarding local matters.

Compare the personal point of view with others’ perspectives when participating in rule setting and addressing disagreements over issues of fairness or injustice.

Define, explain, and analyze different approaches to conflict resolution among individuals, groups, and communities.

Describe and analyze the many ways students can affect their local community.

Explain that all people born in the United States are citizens, many people become citizens after moving to the United States from another country, and that all residents of the United States are members of the community with rights and responsibilities.

Identify local education and civic leaders and describe their role and responsibilities.

Explain the selection of political leaders through voting and democratic elections.

Explain why people save money and the various saving methods, such as saving at home or in a bank account, to help reach both short and long-term financial goals.

Explain why employers pay people for their work.

Give examples of choices people make about buying goods and services

Describe how examples of capital, human, and natural resources are related to goods and services.

Provide examples of exchanges between buyers (consumers) and sellers (producers) in the community.

Explain why people specialize in producing goods and services.

Identify resources as renewable and non-renewable.

Use the information on maps and other geographic tools to locate, identify, and describe the physical and human features of the community.

Utilize maps and globes to investigate and identify the world’s physical geography.

Utilize maps and globes to investigate and identify the world’s political geography.

Explain and describe how humans either adapt to, or change, the environment to meet their needs for survival and living and why humans prefer to settle by rivers, bodies of water, and in or near certain landforms.

Explain how factors such as race, culture, religion, gender, indigeneity, and socioeconomic status contribute to identity.

Examine the group identities in a community and describe how a diversity of cultural elements can enrich it.

Compare and contrast the diverse aspects of culture represented in a community, such as individuals, events, songs, symbols, and celebrations.

Investigate the causes of regional and global migration.

Describe how individuals and groups in the local community have functioned as changemakers for equity, equality, and freedom.

Use primary and secondary sources, including conducting interviews with family members, neighbors, friends, or school staff to discover and document where their families came from, inclusive of adoptive, blended, foster, and other forms of family, and how and why they moved to where they now live, and when and why their families came to Oregon.

Use chronological time to distinguish between events that happened in the recent and distant past.

Develop and analyze a timeline of events in the history of the local community.

Identify the history and contributions of traditionally underrepresented individuals and groups relevant to the local community.

Identify and describe community celebrations, landmarks, and symbols from a variety of traditions and explain why they are significant to the cultural heritage of members of the community.

Identify a local public issue and describe ways individuals and groups can engage with decision-makers to have influence in the civic life of their communities.

Explain the democratic principle of a smaller voting group (the minority) having rights that the larger voting group (the majority) cannot take away.

Explain the differences between allies and bystanders exploring how individuals can promote democratic values such as liberty, equality, and justice when they see someone targeted for who they are.

Recognize that people's identities and individual experiences can lead to different interpretations of situations and events.

Explain how a community relies on active civic participation and identify opportunities for student participation in local and regional issues.

Describe the responsibilities of people in their community and state.

Identify state offices, leaders, and their functions.

Consider the effect of individual financial decisions on personal, community, regional, and world resources.

Explain the purpose of taxes in supporting examples of public goods.

Explain the role of advertising and peer pressure in decision-making.

Explain opportunity cost and how it influences buying decisions.

Identify the relationship between supply and demand in setting the price of goods and services in the marketplace.

Analyze the effect of government and business decisions on personal and community resources.

Investigate examples of specialization and economic interdependence in the local community.

With prompting and support, ask and answer questions about buying, selling, or trading something and explain how people make choices about the things they need and want.

Distinguish between physical, political, cultural, and thematic maps of Oregon and the United States.

Use lines of latitude and longitude on multiple types of maps, globes, and images to locate and describe tribal lands, environmental regions, and counties of Oregon and the greater Pacific Northwest.

Describe and compare how the physical and human geography of different Oregon regions affects the attributes of local communities.

Identify and analyze Oregon’s natural resources and describe how people in Oregon and other parts of the world use them.

Compare and contrast the diverse aspects of culture represented in a community, such as individuals, events, songs, symbols, and celebrations of community.

Evaluate multiple theories on the populating and human movement in North and South America using archaeological evidence for the origins of people in North America, including in the Pacific Northwest.

Investigate the causes behind global migration, distinguishing between voluntary relocation and forced displacement.

Describe how individuals and groups in the local community and region have functioned as changemakers for equity, equality, and freedom against bias, discrimination, racism, and oppression.

Describe how the inclusion or exclusion of individuals, social and ethnic groups, has shaped events and development of the local community and region.

Use primary and secondary sources, including conducting interviews, to research the history of the local community or region.

Create a timeline of noteworthy events to better understand the historical and contemporary events of the local community or region.

Identify what individuals and families bring with them when they move to a different place.

Describe how the identity of the local community shaped its history and compare it to other communities in the region.

Describe the importance of civic participation, including the ballot initiative process, in changing Oregon’s laws and Constitution.

Identify examples from the Oregon Constitution establishing equality or addressing discrimination, inequalities, or unfairness.

Examine how identity shapes perspectives about a local or state issue.

Investigate the creation of the Oregon constitution and identify its key components. Note: Teachers may choose the sections of the Constitution that are most accessible and relevant to their students.

Compare key components of at least two Constitutions of the nine federally recognized Oregon Tribes.

Examine the consequences of power and privilege on issues associated with poverty, income, and wealth accumulation.

Describe the difference between wages, salaries, commissions, and tips.

Describe examples of government-provided goods and services funded with taxes.

Demonstrate understanding of needs and wants using a budget.

Identify the use of targeted marketing in creating demand for consumer products.

Analyze different buying choices and opportunity costs.

Demonstrate understanding of safe internet practices by applying strategies to protect personal information.

Explain the role of producers, consumers, products, and labor in economic markets.

Investigate the relationship between the supply and demand of goods produced in Oregon.

Explain how trade leads to increasing economic interdependence.

Identify the effects on environmental stability and sustainability of technologies and policies such as dams, wind turbines, and transportation in shaping Oregon's physical and human geography.

Utilize the Social Science Tribal History Shared History lessons to explore the relationship of the Nine federally recognized Tribes in Oregon with physical and human geography.

Read and/or construct maps of the Northwest, Southwest, Midwest, Northeast, and Southeast, US Atlantic and Pacific Islands using a scale, compass, and key that includes important cities and physical features.

On political and physical maps of North America, locate significant sites in the United States, Mexico, Canada, Oregon, Nevada, Alaska, Hawai`i, Washington, Idaho, and California.

Compare and contrast tribal, colonial, historical, and contemporary maps to understand Oregon's history.

Assess how physical geography and changing environmental factors affect land use and shape the cultural characteristics of a society.

Compare and contrast varying patterns of exploration and settlement in the Pacific Northwest over time, considering how physical features and the availability of natural resources affected exploration and settlement patterns, including the development of major urban/suburban areas, industries, or trade.

Explain how the contributions of the Indigenous Tribes of Oregon and various historical and contemporary immigrant groups create the diverse culture of present-day Oregon.

Identify examples of Indigenous resistance to the expansion of non-Indigenous settlers into Oregon lands in the causes and results of the battles and wars in Oregon Territory and 19th century Oregon.

Give examples of how changes in Oregon’s agricultural, industrial, political, and business development over time affect people of the state including traditionally underrepresented groups.

Use multiple sources to explore the Oregon Trail’s significance in shaping Oregon history, examining its role in westward expansion, cultural interactions, and settlement patterns.

Identify and examine the Indigenous sovereign people of Oregon prior to and during waves of exploration and settlement from Europe and the United States. Students should engage with lessons provided in Tribal History/Shared History to identify the first nine people groups of Oregon.

Investigate the role of “Manifest Destiny” and racial prejudice in shaping Oregon’s transition from “Oregon Country” to statehood. Include the legal, political, and cultural factors causing marginalization and attempts to promote inclusivity.

Identify the history, religion, languages, and cultural practices of the Indigenous Tribes of Oregon and examples of resistance and resilience to immigration and settlement by the United States.

Identify and explain how the legacy of colonialism and discrimination based on race, gender, economic, and social group identity created and continues to affect the history, growth, and current experience of residents of Oregon.

Identify various conflicts within Oregon, including acts of displacement, cultural and linguistic loss, violence, economic competition, political disagreements, boundary disputes, and cultural disparities across different geographical regions and demographic groups.

Explain specific protections provided in the Bill of Rights to individuals and the importance of these amendments to the ratification of the U.S. Constitution.

Analyze the Preamble and sections of the Constitution to understand the establishment and limitations of democratic principles. Note: Teachers may choose the section of the Constitution that are most accessible and relevant for their classroom.

Examine and critique how colonial and new states’ governments established, expanded, limited, or denied rights and responsibilities of specific groups and individuals with particular attention to citizens, enslaved peoples, foreigners, nobles, religious groups, women, class systems, and Tribes.

Analyze how cooperation and conflict among people contribute to political, economic, religious, and current social events and situations in the United States.

Compare and contrast how the governments of the British monarchy, American colonies, and Indigenous Tribes shaped interactions with one another.

Analyze the significance of the decisions and laws of the newly formed federal and state governments in establishing, expanding, limiting, and denying rights to individuals 1789-1865.

Map out a savings and budget plan designed to achieve a future purchase objective.

Estimate income that a youth-operated business can earn.

Analyze career choices with consideration of necessary qualifications, income potential, and time commitment.

Analyze how incentives and opportunity costs affect decision-making.

Discuss how life circumstances and experiences can cause people to differ in their values and attitudes about saving and their ability to save.

Explain the relationship between supply and demand.

Describe why the government collects taxes and what goods and services it provides society.

Explain the United States’ development from a mercantilist to a market economy.

Examine the significance of the slave trade among and between the Americas, Europe, Asia, and Africa.

Explain why cultures and civilizations choose to specialize in producing selected goods or services.

Use geographic tools such as maps, satellite images, photographs, and other representations to investigate and compare the process of constructing, recognizing, and utilizing, boundaries and borders (geographic and/or human-made) in the United States.

Locate states, capital cities, and important geographic features on a United States map.

Locate and examine significant physical geographic features of the thirteen British colonies that became the United States.

Describe how physical, human, and political features influence events, movements, and adaptation to the environment.

Describe how technological developments, societal decisions, and personal practices affect sustainability in the United States.

Trace on a map Indigenous Tribes' encounters with Europeans in North America and the Caribbean Islands in the 15th through the 18th centuries.

Investigate the effects of exploration, conquest, exploitation, and colonial settlement on Indigenous Tribes in at least two geographic regions.

Identify and analyze the implications and ramifications for Native American Tribes of the movement of people, goods, ideas, and cultural patterns to what became the United States, considering past, present, and future trends.

Investigate the causes behind domestic and global migration, distinguishing between voluntary relocation and forced displacement, including scenarios like refugees, individuals compelled to leave their homeland and those enslaved.

Examine how the decisions of those in power affected those with less political/economic power in past and current movements for equality, freedom, and justice with connections to the present day.

Analyze how instances of cooperation and conflict between Indigenous peoples and British, French, and Spanish colonial settlers contributed to political, economic, religious, and social conditions between 1500-1776.

Analyze the effect of policies of assimilation and erasure, including cultural and physical genocide on Indigenous cultures in what became the United States.

Identify and describe the leadership and daily life of the founders of the United States, including the political, social, and economic interactions with the local and regional Indigenous peoples.

Explain multiple perspectives and causes and effects of events leading to colonial independence from British Rule.

Examine the effects Indigenous Tribes of North America had in the early development of the United States.

Explain the ideas and actions of individuals and groups resisting enslavement, indigenous genocide, and denial of equality and justice with connections to present-day issues.

Analyze the distinct way of knowing and living amongst the different Indigenous peoples of North America before contact.

Identify the significant role of the enslavement of Indigenous peoples and Africans in the establishment of North American colonies and the United States, the gradual abolition of slavery in the Northern states, and the expansion of slavery into Western states.

Use maps and other sources to trace European exploration, conquest, exploitation, and colonial settlement of North America and the Caribbean Islands in the 15th through 18th centuries, and identify the reasons and effects of the voyages, including on the Indigenous Tribes already living in the region.

Identify examples of attempts to limit the power and influence of government.

Research and assess the effectiveness of individual and collective attempts towards the repair of civic society with recognition, reconciliation, and restorative justice in response to genocide and other historical injustices.

Describe the rights and roles of citizens in civilizations and empires to 900 CE, with attention to the inclusion of historically underrepresented groups and individuals.

Describe the rights and roles of citizens in civilizations and empires after 600 CE, with attention to the inclusion of historically underrepresented groups and individuals.

Evaluate the effectiveness of different methods of resistance available in pluralistic democracies to combat misinformation, indifference, and discrimination.

Compare and contrast early forms of governance in early civilizations and empires from the Paleolithic to 900 CE.

Compare and contrast early forms of governance in civilizations and empires after 600 CE, including the treatment of historically underrepresented groups and individuals.

Compare and contrast historical and modern forms of governance over time and on multiple continents.

Analyze the origins, purpose, and influence of diverse religions, philosophies, and legal systems on the development of modern governments and the concepts of individual, civil, and human rights, equality, equity, and justice over time and on multiple continents.

Examine the origins, purposes, and effects of constitutions, laws, treaties, and international agreements, including the treatment of historically underrepresented groups and individuals.

Compare the education and training requirements for at least two student selected career choices.

Create and discuss budgeting that includes realistic and locally relevant living expenses and savings for various income levels.

Identify tools to help budget and save money to make a large purchase in one year, 5 -years, and 10-years.

Explain how government interventions, such as incentives, taxes or tribute affect individual participation in the economy.

Evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for traditionally underrepresented groups and individuals in early major Western and non-Western civilizations.

Explain how supply and demand affect wages and prices of resources.

Analyze the role of consumers and producers in product markets.

Identify how the four factors of production combine to make goods and deliver services in capitalist economies.

Compare how different economic systems choose to allocate the production, distribution, and consumption of resources.

Compare specialization and trade in two or more civilizations or empires.

Analyze the effect on the costs of goods and services for trade or barter with the development of specialization in local economies.

Explain how growing interdependence and technological advances improve living standards within and across societies.

Construct and use maps and other representations, technologies, and spatial thinking to compare how physical geography, human, and environmental characteristics of a region influenced the movement of people, goods, and ideas among civilizations and empires.

Using physical and political maps, identify and distinguish countries, capitals, other cities, and important bodies of water to describe, place, region, and the absolute location and relative location of cultures and civilizations.

Identify how physical environments influence and effect changes in population, technical advancements, culture, and approaches to resource use, stewardship, and sustainability from the Paleolithic to 900 CE.

Identify and describe examples of how conquest and colonialism affected traditionally underrepresented identities, cultures, and communities.

Identify and describe how the physical geography and human characteristics of places influence cultural attributes such as politics, law, religion, diet, architecture, and the construction of race, ethnicity, and gender.

Identify and explain the consequences of cultural conflict, interaction, exchange, and/or fusion.

Explain how technological developments in transportation and communication affected interactions between human settlements, including the diffusion of ideas and cultural practices.

Use primary and secondary sources to identify and analyze the interactions and exchanges of cultures and civilizations from the Neolithic to 900 CE.

Use primary and secondary sources to identify and analyze the interactions and exchanges of cultures and civilizations after 600 CE.

Identify examples of historical and contemporary indigenous resilience and resistance to colonial exploration and settlement.

Identify and describe examples of how conquest and colonialism affected historically underrepresented identities, cultures, and communities.

Construct and interpret a timeline using words and abbreviations for identifying key periods in the development of human societies.

Explain the characteristics historians and social scientists have used to define complex societies or “civilizations.” Note- The characteristics remain a topic of debate for historians and archeologists and some societies do not include all listed characteristics.

Describe the key features and developments of independently formed civilizations and cultures between the Neolithic and 900 CE.

Compare the origins and development of early world religions from the Neolithic to 1500 CE.

Identify the key components of creation or origin stories from various civilizations and cultures.

Compare and contrast the central tenets and cultural practices of Hinduism, Judaism, Buddhism, Taoism, Christianity, and Islam.

Investigate the historical origins and modern manifestations of anti-Judaism. Note: Anti-Judaism refers to the bias, discrimination, and violence experienced by Jewish individuals and communities throughout history primarily rooted in religious identity. Antisemitism is the prejudice, discrimination, hostility, or violence directed toward Jewish people or communities and their religious, cultural, and ethnic identity.

Identify the motivations and methods governments and other institutions use to create, reinforce, or address injustice and divisions in society.

Use primary and secondary sources to identify archaeological evidence of the characteristics of Indigenous civilizations of the Americas and Caribbean basin from the Paleolithic to 1500.

Use primary and secondary sources to identify the important characteristics of civilizations and cultures in Western Asia, the Middle East, and North Africa from Paleolithic to 1500.

Use primary and secondary sources to identify the important characteristics of civilizations and cultures in Sub-Saharan Africa.