Oregon

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Skills available for Oregon high school 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 Science Standards (adopted in 2024): Civics Oregon Social Science Standards (adopted in 2024): Civics
Oregon Social Science Standards (adopted in 2024): U.S. History 1865-Present Oregon Social Science Standards (adopted in 2024): U.S. History 1865-Present
Oregon Social Sciences Academic Content Standards (adopted in 2021): Civics and Government Oregon Social Sciences Academic Content Standards (adopted in 2021): Civics and Government
Oregon Social Sciences Academic Content Standards (adopted in 2021): United States History Post Reconstruction to Present Oregon Social Sciences Academic Content Standards (adopted in 2021): United States History Post Reconstruction to Present

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Historical Knowledge

HS.52 Evaluate continuity and change over the course of world and United States history.
HS.53 Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history.
HS.54 Explain the development and significance of major philosophies, world religions, faiths, belief systems, including "non-Western" religion and belief systems.
HS.55 Analyze and explain the significance of the interaction of major world religions, faiths, belief systems, philosophies, and writings in the development of local, state, national, and global society.
HS.56 Analyze the historical development and impact of major scientific and technological innovations, political theory, and art and literature.
HS.57 Examine and evaluate the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped unity and diversity in world, U.S., and Oregon history.
HS.58 Analyze ideas critical to the development of social, labor, and political movements in history.
HS.60 Analyze and explain the historic and contemporary examples of social and political conflicts and compromises including the actions of traditionally marginalized individuals and groups addressing inequities, inequality, power, and justice in the U.S. and the world.
HS.61 Analyze and explain the multiple experiences and perspectives of ethnic and traditionally marginalized groups to investigate conflicting interpretations of past and present events of national and/or global interest.
HS.62 Identify, analyze, and celebrate the histories and contributions of traditionally marginalized groups and individuals in shaping the cultures of Oregon, the United States, and the world.
HS.63 Examine the personal and historical development of identity, including concepts of race, ethnicity, gender, sexual orientation, and religion.
HS.64 Analyze the significance of identity in the distribution and accumulation of social, political, and economic power.
HS.65 Identify and explain strategies of survivance, resistance and societal change by individuals and traditionally marginalized groups confronting discrimination, genocide, and other forms of violence, based on race, national origin, ethnicity, religion, sexual orientation, and gender.
- Japanese American internment (US-L.2)
- Civil rights movement: school desegregation (US-O.1)
HS.66 Identify and analyze the nature of structural and systemic oppression on LGBTQ, people experiencing disability, ethnic and religious groups, as well as other traditionally marginalized groups, and their role in the pursuit of justice and equality in Oregon, the United States, and the world.

Historical Thinking

HS.67 Evaluate historical sources for perspective, limitations, accuracy, and historical context.
- Source analysis: fireside chats (US-K.3)
HS.68 Select and analyze historical information, including contradictory evidence, from a variety of primary and secondary sources to support or reject a claim.
HS.69 Create and defend a historical argument utilizing primary and secondary sources as evidence.
- Source analysis: fireside chats (US-K.3)
- Identify primary and secondary sources (US-Q.1)
HS.70 Identify and critique how the perspective of contemporary thinking influences our view of history.

Social Science Analysis

HS.71 Construct arguments using precise claims, integrating and evaluating information provided by multiple sources, diverse media, and formats, while acknowledging counterclaims and evidentiary strengths and weaknesses.
- Identify facts and opinions (US-Q.2)
- Read and create timelines (US-Q.3)
HS.72 Construct explanations using sound reasoning, correct sequence (linear or nonlinear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose (such as validity, value and limitation, cause and effect, chronological, procedural, technical).
- Identify facts and opinions (US-Q.2)
HS.73 Identify and analyze multiple and diverse perspectives as critical consumers of information.
- Source analysis: fireside chats (US-K.3)
- Identify primary and secondary sources (US-Q.1)
HS.74 Analyze an event, issue, problem, or phenomenon, critiquing and evaluating characteristics, influences, causes, and both short- and long-term effects.
- Source analysis: fireside chats (US-K.3)
- Read and create timelines (US-Q.3)
HS.75 Evaluate options for individual and collective actions to address local, regional and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
- Rights and responsibilities of active citizenship (CG-G.1)
HS.76 Propose, compare, and evaluate multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion.
HS.77 Engage in informed and respectful deliberation and discussion of issues, events, and ideas applying a range of strategies and procedures to make decisions and take informed action.
HS.78 Identify and critique how implicit bias, institutional racism, racial supremacy, privilege, intersectionality, and identity, influence perspectives in the understanding of history and contemporary events.

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Historical Knowledge

HS.52 Evaluate continuity and change over the course of world and United States history.

HS.53 Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of world, U.S., and Oregon history.

HS.54 Explain the development and significance of major philosophies, world religions, faiths, belief systems, including "non-Western" religion and belief systems.

HS.55 Analyze and explain the significance of the interaction of major world religions, faiths, belief systems, philosophies, and writings in the development of local, state, national, and global society.

HS.56 Analyze the historical development and impact of major scientific and technological innovations, political theory, and art and literature.

HS.57 Examine and evaluate the origins of fundamental political debates and how conflict, compromise, and cooperation have shaped unity and diversity in world, U.S., and Oregon history.

HS.58 Analyze ideas critical to the development of social, labor, and political movements in history.

HS.60 Analyze and explain the historic and contemporary examples of social and political conflicts and compromises including the actions of traditionally marginalized individuals and groups addressing inequities, inequality, power, and justice in the U.S. and the world.

HS.61 Analyze and explain the multiple experiences and perspectives of ethnic and traditionally marginalized groups to investigate conflicting interpretations of past and present events of national and/or global interest.

HS.62 Identify, analyze, and celebrate the histories and contributions of traditionally marginalized groups and individuals in shaping the cultures of Oregon, the United States, and the world.

HS.63 Examine the personal and historical development of identity, including concepts of race, ethnicity, gender, sexual orientation, and religion.

HS.64 Analyze the significance of identity in the distribution and accumulation of social, political, and economic power.

HS.65 Identify and explain strategies of survivance, resistance and societal change by individuals and traditionally marginalized groups confronting discrimination, genocide, and other forms of violence, based on race, national origin, ethnicity, religion, sexual orientation, and gender.

HS.66 Identify and analyze the nature of structural and systemic oppression on LGBTQ, people experiencing disability, ethnic and religious groups, as well as other traditionally marginalized groups, and their role in the pursuit of justice and equality in Oregon, the United States, and the world.

Historical Thinking

HS.67 Evaluate historical sources for perspective, limitations, accuracy, and historical context.

HS.68 Select and analyze historical information, including contradictory evidence, from a variety of primary and secondary sources to support or reject a claim.

HS.69 Create and defend a historical argument utilizing primary and secondary sources as evidence.

HS.70 Identify and critique how the perspective of contemporary thinking influences our view of history.

Social Science Analysis

HS.71 Construct arguments using precise claims, integrating and evaluating information provided by multiple sources, diverse media, and formats, while acknowledging counterclaims and evidentiary strengths and weaknesses.

HS.73 Identify and analyze multiple and diverse perspectives as critical consumers of information.

HS.74 Analyze an event, issue, problem, or phenomenon, critiquing and evaluating characteristics, influences, causes, and both short- and long-term effects.

HS.75 Evaluate options for individual and collective actions to address local, regional and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.

HS.76 Propose, compare, and evaluate multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion.

HS.77 Engage in informed and respectful deliberation and discussion of issues, events, and ideas applying a range of strategies and procedures to make decisions and take informed action.

HS.78 Identify and critique how implicit bias, institutional racism, racial supremacy, privilege, intersectionality, and identity, influence perspectives in the understanding of history and contemporary events.