Rather than being a content standards based course, this class is skills based and assesses students based on the the following:
1. Historical Knowledge
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, including, but not limited to: populism, progressivism, isolationism, imperialism, communism, environmentalism, liberalism, fundamentalism, racism, ageism, classism, 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 over time.
HS.9. Identify historical and current events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on both sides of the conflict.
2. Historical Thinking
HS.10. Evaluate an 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
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
3. Social Studies Analysis
HS.57. Define, research, and explain an event, issue, problem, or phenomenon and its significance to society.
HS.58. Gather, analyze, use, and document information from various sources, distinguishing facts, opinions,
inferences, biases, stereotypes, and persuasive appeals.
HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.
HS.60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of
HS.61. Analyze an event, issue, problem, or phenomenon, identifying characteristics, influences, causes, and
both short- and long-term effects.
HS.62. Propose, compare, and judge multiple responses, alternatives, or solutions to issues or problems; then
reach an informed, defensible, supported conclusion.
HS.63. Engage in informed and respectful deliberation and discussion of issues, events, and ideas.
3. Career Related Learning Standards
- Exhibit appropriate work ethic and behaviors in school, community, and workplace.
- Apply decision-making and problem-solving techniques in school, community, and workplace.
- Demonstrate effective communication skills to give and receive information in school, community and workplace.
- Demonstrate effective teamwork in school, community, and workplace.
- Demonstrate academic, technical, and organizational knowledge and skills required for successful employment.