Oregon

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Skills available for Oregon eighth-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Oregon Social Sciences Academic Content Standards (adopted in 2021) Oregon Social Sciences Academic Content Standards (adopted in 2021)
Oregon Social Sciences Academic Content Standards Oregon Social Sciences Academic Content Standards
Oregon Standards (2011) Oregon Standards (2011)
Oregon Common Core State Standards: Grades 6-8 Literacy in History/Social Studies Oregon Common Core State Standards: Grades 6-8 Literacy in History/Social Studies

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Civics and Government

8.1 Compare and contrast the Articles of Confederation to the U.S. Constitution.
8.2 Identify and understand how to apply the rights and responsibilities of individuals under the Constitution.
8.3 Compare and contrast how European governments and the United States government interacted with Indigenous peoples.
8.4 Examine the evolution of political parties and interest groups and their effect on events, issues, and ideas.
8.5 Examine and analyze important United States and Oregon documents, including (but not limited to) the Constitution, Bill of Rights, 13th -15th Amendments and Oregon Constitution.
8.6 Examine and evaluate landmark Supreme Court decisions up to 1900 and the impact of the decisions on government practices, personal liberties, and property rights. (such as Marbury v. Madison, Cherokee Nation v. Georgia, Plessy v. Ferguson, Dred Scott v. Sandford, Yick Wo v. Hopkins).
- The Constitution: interpretation (8-B.3)
- The Marshall Court (8-M.6)
8.7 Analyze the expanding eligibility of citizenship in the continuing struggle for the expansion of rights for ethnic and traditionally marginalized groups.
8.8 Analyze important political and ethical values such as freedom, democracy, equality, equity, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights.
8.9 Analyze the effect of historical and contemporary means of changing societies, and promoting the common good.
- Antebellum reform movements (8-O.3)
- The abolitionists (8-O.6)
8.10 Explain specific roles and responsibilities of citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
- Rights and responsibilities of active citizenship (8-D.2)
8.11 Compare and contrast the United States' republican form of government to direct democracy, theocracy, oligarchy, authoritarianism, and monarchy.

Economics

8.12 Analyze the roles of competition, supply, and demand in determining prices, wages, services, labor, credit, taxes, tariffs, and foreign currencies.
8.13 Assess the function of imports, exports, innovation, and entrepreneurship in a market economy.
- What is a market? (8-E.5)
8.14 Investigate how economic decisions affect the well-being of individuals within a group (such as enslaved people, indigenous peoples, women, and children), businesses, and society.

Multicultural Studies

8.2 Identify and understand how to apply the rights and responsibilities of individuals under the Constitution. (Civics)
8.3 Compare and contrast how European governments and the United States government interacted with Indigenous peoples. (Civics)
8.5 Examine and analyze important United States and Oregon documents, including (but not limited to) the Constitution, Bill of Rights, 13th -15th Amendments and Oregon Constitution. (Civics)
8.6 Examine and evaluate landmark Supreme Court decisions up to 1900 and the impact of the decisions on government practices, personal liberties, and property rights. (such as Marbury v. Madison, Cherokee Nation v. Georgia, Plessy v. Ferguson, Dred Scott v. Sandford, Yick Wo v. Hopkins) (Civics)
- The Constitution: interpretation (8-B.3)
- The Marshall Court (8-M.6)
8.7 Analyze the expanding eligibility of citizenship in the continuing struggle for the expansion of rights for ethnic and other traditionally marginalized groups. (Civics)
8.8 Analyze important political and ethical values such as freedom, democracy, equality, equity, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights. (Civics)
8.9 Analyze the effect of historical and contemporary means of changing societies, and promoting the common good. (Civics)
- Antebellum reform movements (8-O.3)
- The abolitionists (8-O.6)
8.14 Investigate how economic decisions affect the well-being of individuals within a group (such as enslaved people, indigenous peoples, women, and children), businesses, and society. (Economics)
8.20 Identify and describe patterns and networks of economic interdependence, migration, settlement, cultural diffusion, and modern technological development. (Geography)
8.24 Examine the cause and effect of social, political, and economic factors that motivated westward expansion, invasion of indigenous peoples, institutions, and the resulting impacts. (History)
8.25 Evaluate the influence of the intersections of identity, including but not limited to, gender, age, race, ethnicity, religion, and class on the experiences of peoples, groups, and events.
8.27 Determine and explain the importance and contributions (products, events, actions, and ideas) of key people, cultures, ethnic groups (including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender) in Oregon, the United States, and the world. (History)
- Slavery in the South (8-O.5)
8.28 Identify issues related to historical events to recognize the power, authority, and governance as it relates to systemic oppression and its impact on ethnic and religious groups, as well as other historically persecuted individuals in the United States in the modern era (bias, injustice, discrimination, and stereotypes). (History)
8.31 Analyze intersecting identities and relationships within the living histories of ethnic groups such as individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender) in the United States. (History)

Financial Literacy

8.15 Compare and contrast different types of financial institutions and the services they provide (e.g., fees, services).
- Banks (8-F.1)
8.16 Explain how compound interest can be both a positive and a negative (compounding interest on investments and compounding interest on credit cards).
8.17 Define and explain "fair lending practices" and "financial decision-making."
8.18 Describe how marketing and advertising can influence spending and saving decisions.

Geography

8.19 Interpret maps to identify growth and development of the United States (such as spatial population density, mental maps, and spatial patterns of world trade).
8.20 Identify and describe patterns and networks of economic interdependence, migration, settlement, cultural diffusion, and modern technological development.
8.21 Explain how historical technological developments (such as cotton gin, roads, railroads, canals, etc.), societal decisions, and personal practices interact with the physical environment in the United States (e.g., sustainability, economics ecosystems).

History [U.S. History–through Reconstruction]

Historical Knowledge
- 8.22 Evaluate continuity and change over the course of United States history by analyzing examples of conflict, compromise, cooperation, interdependence, and social justice from multiple perspectives.
- 8.23 Evaluate the continuity and change over the course of United States history by analyzing the key people and events from the 1780s through Reconstruction.
- 8.24 Examine the cause and effect of social, political, and economic factors that motivated westward expansion, invasion of indigenous peoples, institutions, and the resulting impacts.
- 8.25 Evaluate the influence of the intersections of identity, including but not limited to gender, age, race, ethnicity, religion, and class on the experiences of peoples, groups, and events.
- 8.26 Analyze the figures, groups, events, and philosophies that led to United States colonial independence from British Rule.
- 8.27 Determine and explain the importance and contributions (products, events, actions, and ideas) of key people, cultures, ethnic groups (including individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender) in Oregon, the United States, and the world.
  - Slavery in the South (8-O.5)
- 8.28 Identify issues related to historical events to recognize power, authority, and governance as it relates to systemic oppression and its impact on ethnic and religious groups, as well as other historically persecuted individuals in the United States in the modern era (bias, injustice, discrimination, and stereotypes).
Historical Thinking
- 8.29 Use and interpret relevant primary and secondary sources pertaining to U.S. History from multiple perspectives.
- 8.30 Synthesize information and data to construct an account of historical events that includes multiple sources and varied perspectives.
  - Source analysis: the Boston Massacre (8-L.9)
  - Source analysis: the Gettysburg Address (8-P.5)
- 8.31 Analyze intersecting identities and relationships within the living histories of ethnic groups such as individuals who are American Indian/Alaska Native/Native Hawaiian or Americans of African, Asian, Pacific Island, Chicano, Latino, or Middle Eastern descent), religious groups, and other traditionally marginalized groups (women, people with disabilities, immigrants, refugees, and individuals who are lesbian, gay, bisexual, or transgender) in the United States.

Social Science Analysis

8.32 Critique and analyze information for point of view, historical context, distortion, bias propaganda and relevance including sources with conflicting information in order to question the dominant narratives in history.
- Source analysis: the Boston Massacre (8-L.9)
8.33 Analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
8.34 Analyze and apply a range of deliberative and collaborative procedures to make decisions and take informed action.
8.35 Construct explanations using reasoning, correct sequence, examples and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.

Oregon

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Civics and Government

8.1 Compare and contrast the Articles of Confederation to the U.S. Constitution.

8.2 Identify and understand how to apply the rights and responsibilities of individuals under the Constitution.

8.3 Compare and contrast how European governments and the United States government interacted with Indigenous peoples.

8.4 Examine the evolution of political parties and interest groups and their effect on events, issues, and ideas.

8.5 Examine and analyze important United States and Oregon documents, including (but not limited to) the Constitution, Bill of Rights, 13th -15th Amendments and Oregon Constitution.

8.6 Examine and evaluate landmark Supreme Court decisions up to 1900 and the impact of the decisions on government practices, personal liberties, and property rights. (such as Marbury v. Madison, Cherokee Nation v. Georgia, Plessy v. Ferguson, Dred Scott v. Sandford, Yick Wo v. Hopkins).

8.7 Analyze the expanding eligibility of citizenship in the continuing struggle for the expansion of rights for ethnic and traditionally marginalized groups.

8.8 Analyze important political and ethical values such as freedom, democracy, equality, equity, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights.

8.9 Analyze the effect of historical and contemporary means of changing societies, and promoting the common good.

8.10 Explain specific roles and responsibilities of citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).

8.11 Compare and contrast the United States' republican form of government to direct democracy, theocracy, oligarchy, authoritarianism, and monarchy.

Economics

8.12 Analyze the roles of competition, supply, and demand in determining prices, wages, services, labor, credit, taxes, tariffs, and foreign currencies.

8.13 Assess the function of imports, exports, innovation, and entrepreneurship in a market economy.

8.14 Investigate how economic decisions affect the well-being of individuals within a group (such as enslaved people, indigenous peoples, women, and children), businesses, and society.

Multicultural Studies

8.2 Identify and understand how to apply the rights and responsibilities of individuals under the Constitution. (Civics)

8.3 Compare and contrast how European governments and the United States government interacted with Indigenous peoples. (Civics)

8.5 Examine and analyze important United States and Oregon documents, including (but not limited to) the Constitution, Bill of Rights, 13th -15th Amendments and Oregon Constitution. (Civics)

8.6 Examine and evaluate landmark Supreme Court decisions up to 1900 and the impact of the decisions on government practices, personal liberties, and property rights. (such as Marbury v. Madison, Cherokee Nation v. Georgia, Plessy v. Ferguson, Dred Scott v. Sandford, Yick Wo v. Hopkins) (Civics)

8.7 Analyze the expanding eligibility of citizenship in the continuing struggle for the expansion of rights for ethnic and other traditionally marginalized groups. (Civics)

8.8 Analyze important political and ethical values such as freedom, democracy, equality, equity, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights. (Civics)

8.9 Analyze the effect of historical and contemporary means of changing societies, and promoting the common good. (Civics)

8.14 Investigate how economic decisions affect the well-being of individuals within a group (such as enslaved people, indigenous peoples, women, and children), businesses, and society. (Economics)

8.20 Identify and describe patterns and networks of economic interdependence, migration, settlement, cultural diffusion, and modern technological development. (Geography)

8.24 Examine the cause and effect of social, political, and economic factors that motivated westward expansion, invasion of indigenous peoples, institutions, and the resulting impacts. (History)

8.25 Evaluate the influence of the intersections of identity, including but not limited to, gender, age, race, ethnicity, religion, and class on the experiences of peoples, groups, and events.

Financial Literacy

8.15 Compare and contrast different types of financial institutions and the services they provide (e.g., fees, services).

8.16 Explain how compound interest can be both a positive and a negative (compounding interest on investments and compounding interest on credit cards).

8.17 Define and explain "fair lending practices" and "financial decision-making."

8.18 Describe how marketing and advertising can influence spending and saving decisions.

Geography

8.19 Interpret maps to identify growth and development of the United States (such as spatial population density, mental maps, and spatial patterns of world trade).

8.20 Identify and describe patterns and networks of economic interdependence, migration, settlement, cultural diffusion, and modern technological development.

8.21 Explain how historical technological developments (such as cotton gin, roads, railroads, canals, etc.), societal decisions, and personal practices interact with the physical environment in the United States (e.g., sustainability, economics ecosystems).

History [U.S. History–through Reconstruction]

Historical Knowledge

8.22 Evaluate continuity and change over the course of United States history by analyzing examples of conflict, compromise, cooperation, interdependence, and social justice from multiple perspectives.

8.23 Evaluate the continuity and change over the course of United States history by analyzing the key people and events from the 1780s through Reconstruction.

8.24 Examine the cause and effect of social, political, and economic factors that motivated westward expansion, invasion of indigenous peoples, institutions, and the resulting impacts.

8.25 Evaluate the influence of the intersections of identity, including but not limited to gender, age, race, ethnicity, religion, and class on the experiences of peoples, groups, and events.

8.26 Analyze the figures, groups, events, and philosophies that led to United States colonial independence from British Rule.

Historical Thinking

8.29 Use and interpret relevant primary and secondary sources pertaining to U.S. History from multiple perspectives.

8.30 Synthesize information and data to construct an account of historical events that includes multiple sources and varied perspectives.

Social Science Analysis

8.32 Critique and analyze information for point of view, historical context, distortion, bias propaganda and relevance including sources with conflicting information in order to question the dominant narratives in history.

8.33 Analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.

8.34 Analyze and apply a range of deliberative and collaborative procedures to make decisions and take informed action.

8.35 Construct explanations using reasoning, correct sequence, examples and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.