Oregon standards alignment

• HS-ESS2-2

  Partially covered

  Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

  Covered by

  • The River and the Watershed

  • · 2 · Where a river's water comes from
  • · 6 · Sediment, and what a dam does to it
  • · 9 · Why the oxygen runs out
  • · 10 · A thousand miles of nitrogen

  What we do and don't cover: The best NGSS fit in the catalog for a feedback argument. The River and the Watershed is built out of them: paving a watershed raises flood peaks AND lowers baseflow through one mechanism (lesson 2); a dam trapping sediment starves the channel below and stops resupplying the delta a thousand miles away (lesson 6); fertiliser on an Indiana field ends as an oxygen-depleted zone in the Gulf (lessons 9 and 10). PARTIAL because of the first verb: the learner ANALYZES geoscience data only in the capstone, where they read a USGS gauge record and an EPA impairment listing for their own watershed. The lessons supply the analysis; the student repeats it once.

• HS-ESS2-5

  Partially covered

  Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

  Covered by

  • The River and the Watershed

  • · 5 · The river shapes the land
  • · 6 · Sediment, and what a dam does to it
  • · 9 · Why the oxygen runs out

  What we do and don't cover: PARTIAL, and the gap is the entire first half of the sentence. The CONTENT is taught directly and at length: water's properties drive erosion and deposition, meanders, cut banks and point bars (lesson 5), sediment transport and what a dam does to it (lesson 6), and density stratification, which is why the Gulf hypoxic zone persists through the summer (lesson 9). But the learner never PLANS AND CONDUCTS AN INVESTIGATION. There is no laboratory work in this catalog and no fieldwork is required to finish this course. If your science requirement is assessed on students conducting investigations, this contributes and does not discharge. Course 4 of this track teaches how to design one; running it is still the student's own project.

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Oregon (Common Core) mathematics standard.
• Science — one partial claim, via the shared NGSS file. Oregon was an NGSS lead state and adopted the NGSS as its K-12 Science Standards (2014, re-adopted 2022), so our one honest science claim — HS.ESS3.1 (the NGSS HS-ESS3-1, aliased to Oregon's dot-delimited code), partial — comes through the shared NGSS mapping with the limit stated on the entry (verified against Oregon's 2022 K-12 Science Standards). There is no laboratory work, investigation, or modelling in this catalog, and we will not claim more.
• Oregon's own state structure is taught more fully than HS.C.PI.3 / HS.C.IR.8 capture. Those two indicators name Oregon's own government and are the flagship's home, but Oregon's most distinctive facts — the Oregon System (the citizen initiative and referendum Oregon invented in 1902), all-mail voting and automatic 'Motor Voter' registration (national firsts), the ABSENCE of a Lieutenant Governor (the Secretary of State succeeds the Governor), the two-thirds-quorum legislative WALKOUT, the nonpartisan judiciary, and the SB 100 statewide land-use planning system with urban growth boundaries — are folded into those indicators rather than each having a code of its own.
• The founding-philosophy, tribal, political-media, and foreign-policy Civics indicators we checked and rejected. HS.C.PI.1 (early governments — Athenian democracy, Roman republicanism, Enlightenment ideals, the Haudenosaunee Confederacy — influential on U.S. structure), HS.C.PI.4 (the government-to-government relationship between Oregon and the nine federally recognized tribal governments), HS.C.IR.10 (how political parties, interest groups, corporations, and mass media influence beliefs and policy — our media literacy is consumer/source literacy, not political-media analysis), and HS.C.IR.11 (the branches and agencies responsible for U.S. foreign policy) — the courses do not genuinely teach these, so we do not claim them.
• The equity/discrimination Democratic-Principles indicators we checked and rejected. HS.C.DP.12 (efforts by traditionally underrepresented groups' organizations — NOW, the Black Panther Party, La Raza Unida, and others — to narrow the gap between American ideals and reality; the labor and civil-rights movements this catalog DOES teach are claimed under HS.C.CE.18, but the specific organizational roster and framing are not the course's content), HS.C.DP.14 (the existence and perpetuation of contemporary discrimination and inequity across employment, healthcare, environment, and education), and HS.C.DP.15 (the exclusionary language and intent of the Oregon and U.S. Constitutions — including Oregon's own exclusion clauses — and the process for expanding civil rights) — the catalog does not teach these as the standards require, so we do not claim them.
• The past-versus-present public-opinion indicator (HS.C.CE.19). HS.C.CE.19 asks students to compare a past public-policy debate with a contemporary one and evaluate the role of political parties, interest groups, social movements, and media in influencing public opinion. The catalog teaches labor and other policy history in depth, but the standard's core — analyzing how parties, interest groups, and media shape PUBLIC OPINION — is political-media analysis the catalog does not deliver, so we do not claim it.
• Oregon's other ELA strands, and its other Social Science domains — deferred. We mapped Oregon's grades 11-12 Literacy in History/Social Studies (RH/WHST) standards, which cover the catalog's source-evaluation and research strengths. Oregon's Reading-Informational-Text (RI) and Reading in Science/Technical Subjects (RST) strands live in separate documents and are deferred this pass (verbatim-or-nothing). Likewise, the 2024 Oregon Social Science Standards also carry Geography, Economics, and History domains; the catalog's commodity, colonial, labor, and civil-rights history and its commodity economics WOULD map to those, as in other states, but we mapped the High School Civics strand this pass and defer the rest.