Oregon standards alignment

• HS.C.PI.6

  Covered

  Analyze and evaluate a landmark United States Supreme Court case addressing principles of federalism.

  Covered by

  • State vs Federal Power: How American Government Is Divided
  • US Civics 101: How American Government Works

  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy
  • · US Civics 101, Lesson 4 · The courts and judicial review (Marbury v. Madison)

  Note: Taught directly through McCulloch v. Maryland (1819), the landmark federalism case on implied powers and supremacy, and Marbury v. Madison for the Court's power of judicial review.

• HS.C.IR.9

  Covered

  Describe the civic behaviors that promote and strengthen a pluralistic democracy.

  Covered by

  • Oregon Civics: How Your State Government Works
  • Citizenship & Naturalization Basics
  • US, State & Local Government: Who Does What
  • How to Run for Office: A Practical, Non-Partisan Guide

  • · Oregon Civics, Lesson 6 · How to take part where you live
  • · Citizenship & Naturalization Basics, Lesson 7 · Rights and responsibilities of citizenship
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · How to Run for Office · the whole course (eligibility, ballot access, money rules, and after Election Day)

  Note: The civic behaviors the standard lists — voting, joining an organization and participating in the community, holding public office, and volunteering — are taught end to end and in Oregon's own terms (vote-by-mail, reading ballot measures, showing up at local boards, and running for office).

• HS.C.DP.16

  Covered

  Identify the requirements and process for voting.

  Covered by

  • Oregon Civics: How Your State Government Works
  • Voting & Elections 101

  • · Oregon Civics, Lesson 2 · Oregon went first: all-mail voting and automatic registration
  • · Voting & Elections 101, Lesson 1 · Registering to vote
  • · Voting & Elections 101, Lessons 1-3 · registration, primaries and caucuses, how you vote
  • · Voting & Elections 101, Lesson 7 · Counting, canvassing, and certifying the vote
  • · Voting & Elections 101, Lesson 8 · Verify your own registration and rules

  Note: The requirements and process for voting — citizenship, age, and residency; registration; mail and in-person ballots; and counting and certification — are taught directly, including Oregon's own all-mail ballots and automatic (Motor Voter) registration.

• HS.C.PI.2

  Partially covered

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

  Covered by

  • Oregon Civics: How Your State Government Works

  • · Oregon Civics, Lesson 1 · The 'Oregon System': how Oregon gave the nation direct democracy
  • · Oregon Civics, Lesson 4 · How a bill becomes an Oregon law

  What we do and don't cover: The contrast the flagship makes squarely — a representative (republican) legislature versus DIRECT democracy, the citizen initiative and referendum Oregon invented — is taught in depth. The standard's other comparisons (theocracy, oligarchy, authoritarianism, monarchy) are not the course's focus, so this is partial.

• HS.C.PI.3

  Partially covered

  Examine and compare institutions, functions, and processes of government.

  Covered by

  • Oregon Civics: How Your State Government Works
  • US, State & Local Government: Who Does What
  • US Civics 101: How American Government Works

  • · Oregon Civics, Lesson 3 · The executive (no Lieutenant Governor) and the Legislature
  • · Oregon Civics, Lesson 5 · Nonpartisan judges, counties, and Oregon's famous land-use planning
  • · Oregon Civics, Lesson 4 · How a bill becomes an Oregon law
  • · US, State & Local Government, Lesson 5 · What LOCAL government handles (and why it VARIES)
  • · US, State & Local Government, Lesson 7 · The governments you forget: special districts & boards
  • · US Civics 101, Lesson 1 · Purpose of government and the three branches

  What we do and don't cover: This is a primary home for the flagship: Oregon's own institutions, functions, and processes — the plural executive with no Lieutenant Governor, the 30/60 Legislative Assembly and how it makes law, the nonpartisan judiciary, and county/city/special-district local government — are taught in depth, alongside the federal three branches. The standard's examples also include TRIBAL government, which the course does not cover, so this is partial.

• HS.C.PI.5

  Partially covered

  Explore and explain the historical evolution of the debate over the role, function, and size of the federal branches of government.

  Covered by

  • State vs Federal Power: How American Government Is Divided
  • US Constitution 101: The Document That Builds the Government

  • · State vs Federal Power, Lesson 2 · Three kinds of power: enumerated, implied, reserved
  • · State vs Federal Power, Lesson 3 · The enumerated powers: Article I, § 8 (the Necessary and Proper Clause)
  • · State vs Federal Power, Lesson 6 · Concurrent powers: what both levels share
  • · State vs Federal Power, Lesson 7 · McCulloch v. Maryland (1819): implied powers and supremacy
  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power

  What we do and don't cover: The substance of the debate — the enumerated/implied/reserved powers taxonomy, the Necessary and Proper Clause, federalism, and separation of powers with checks and balances — is taught. The standard's fuller ask, the HISTORICAL EVOLUTION of that debate over time, is broader than the catalog delivers, so this is partial.

• HS.C.PI.7

  Partially covered

  Compare core documents associated with the protection of individual rights.

  Covered by

  • The Bill of Rights: Know Your Rights
  • US Constitution 101: The Document That Builds the Government

  • · The Bill of Rights: Know Your Rights, Lesson 1 · What is the Bill of Rights?
  • · US Constitution 101, Lesson 8 · The Bill of Rights (Amendments I to X)
  • · Know Your Rights, Lesson 2 · Freedom of speech: what's protected, and what isn't
  • · Know Your Rights, Lesson 5 · Speech and religion at school, and online
  • · Know Your Rights, Lesson 7 · Police stops, reasonable suspicion, and your privacy

  What we do and don't cover: The U.S. Bill of Rights — its origin, what it protects, and the limits courts have placed on those rights — is taught directly. The standard's other named documents (the 14th Amendment, Article I of the Oregon Constitution, Title VI/IX, and the international human-rights covenants) are not all covered, so this is partial.

• HS.C.IR.8

  Partially covered

  Using primary sources from multiple perspectives, discuss and debate the central ideas of the government of the United States and Oregon.

  Covered by

  • Oregon Civics: How Your State Government Works
  • US Constitution 101: The Document That Builds the Government
  • State vs Federal Power: How American Government Is Divided

  • · Oregon Civics, Lesson 1 · The 'Oregon System': how Oregon gave the nation direct democracy
  • · US Constitution 101, Lessons 2-9 · the Constitution analyzed article by article
  • · State vs Federal Power, Lesson 1 · What is federalism, and why split power at all?
  • · US Constitution 101, Lesson 6 · Separation of powers and checks & balances
  • · US Constitution 101, Lesson 7 · Federalism: state and federal power

  What we do and don't cover: The central ideas the standard names — popular sovereignty (Oregon's direct democracy), constitutionalism, republicanism, federalism, and individual rights — are taught for both the United States and Oregon. The standard's tribal-sovereignty idea and its primary-source discuss-and-debate exercise are not fully delivered, so this is partial.

• HS.C.DP.13

  Partially covered

  Argue and defend positions on contemporary issues in which foundational ideas or values are in tension.

  Covered by

  • Voting & Elections 101
  • The Bill of Rights: Know Your Rights

  • · Voting & Elections 101, Lesson 4 · The Electoral College: how it works
  • · Voting & Elections 101, Lesson 5 · Why the Electoral College exists
  • · Know Your Rights, Lesson 2 · Freedom of speech: what's protected, and what isn't
  • · Know Your Rights, Lesson 5 · Speech and religion at school, and online
  • · Know Your Rights, Lesson 7 · Police stops, reasonable suspicion, and your privacy

  What we do and don't cover: Two of the standard's own tensions are taught directly: the popular vote versus the Electoral College (its mechanics and original purpose), and majority rule versus individual rights (the limits the Constitution places on rights). The standard's argue-and-defend exercise across the full list of tensions is prompted more than run as a graded task, so this is partial.

• HS.C.CE.17

  Partially covered

  Explain how active citizens and political or social movements can affect the lawmaking process locally, nationally, and internationally.

  Covered by

  • Oregon Civics: How Your State Government Works
  • How a Bill Becomes Law (Federal): From Idea to Public Law
  • US, State & Local Government: Who Does What

  • · Oregon Civics, Lesson 4 · How a bill becomes an Oregon law
  • · How a Bill Becomes Law, Lesson 8 · Tracking a bill and making your voice heard
  • · US, State & Local Government, Lesson 8 · Where to show up and be heard, at every level
  • · Oregon Civics, Lesson 6 · How to take part where you live

  What we do and don't cover: Affecting lawmaking locally and nationally is taught as practice — tracking a live bill, showing up where an issue is decided, and, in Oregon, citizens directly making law through the initiative and referendum. The standard's 'internationally' reach is not covered, so this is partial.

• HS.C.CE.18

  Partially covered

  Identify and assess the planning and methods groups facing discrimination used to achieve access to voting, as well as expansion of rights and liberties from 1865 to the present.

  Covered by

  • The History of Unions: America and the World
  • The Great Migration: How Six Million People Remade America

  • · The History of Unions, Lesson 16 · The colour bar: unions' own history of exclusion
  • · The History of Unions, Lesson 17 · Randolph to Memphis: the labor half of the civil-rights movement
  • · The Great Migration, Lesson 11 · Politics & civil rights
  • · The History of Unions, Lesson 4 · Two ideas about who a union is for: the Knights and the AFL
  • · The History of Unions, Lesson 5 · Haymarket, 1886
  • · The History of Unions, Lesson 6 · Homestead, Pullman, and the weapon that actually broke strikes

  What we do and don't cover: Two of the movements the standard names — the labor movement and the civil-rights movement, from Reconstruction to the present — are taught in depth (the Gilded-Age unions, the labor-and-civil-rights alliance, and the Great Migration's civil-rights politics). The standard's full 1865-to-present range across every named group is broader than the catalog, so this is partial.

• 11-12.RH.6

  Covered

  Evaluate authors' differing perspectives on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.

  Covered by

  • BVC: Sugar — The Sweet Revolution
  • BVC: Chocolate — Food of the Gods
  • BVC: Guayusa & Kola Nut — Forest Wisdom

  • · Ep 4 · Whose Voice Tells the Story, Beckford (1790) against Equiano (1789) and Mary Prince (1831) on the same plantation world
  • · Ep 3 · Two Ways of Seeing a Bean
  • · Ep 5 · Two Ways of Knowing
  • · Ep 18 · Whose Voice

  Note: The strongest single literacy alignment: Ep 4 puts a planter's euphemism and passive voice directly against two first-person accounts by formerly enslaved writers, teaching the student to assess each author's claims and evidence. (Oregon revised this standard from the CCSS 'differing points of view' to 'differing perspectives'; the text above is Oregon's.)

• 11-12.RH.9

  Covered

  Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

  Covered by

  • BVC: Sugar — The Sweet Revolution

  • · Ep 10 · The Oral History That Survived (recovering Nathan “Nearest” Green's erased role)
  • · Ep 4 · Whose Voice Tells the Story

  Note: “Noting discrepancies among sources” is the whole point of the Nathan Green lesson: the documentary record and the oral record disagree, and the episode teaches why oral history is a legitimate scholarly method for resolving that.

• 11-12.WHST.7

  Partially covered

  Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, all four options are 2-3 week research projects requiring synthesis across sources

  What we do and don't cover: Partial: only the Coffee episode currently ships a graded research assignment. Where it runs, it meets this standard squarely.

• 11-12.WHST.8

  Partially covered

  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

  Covered by

  • BVC: Coffee — The Daily Global Connection

  • · Ep 1 · Assignment, Option B, 3+ peer-reviewed sources and an APA bibliography
  • · Ep 1 · Assignment, Option C, interview ethics: informed consent, right to review

  What we do and don't cover: Partial, same reason as 11-12.WHST.7.

• HS-ESS1-3

  Covered

  Communicate scientific ideas about the way stars, over their life cycle, produce elements.

  Covered by

  • How We Know What's Out There

  • · 7 · Reading a star: the HR diagram
  • · 13 · What stars make

  Note: Lesson 13 is this expectation. It gives the mechanism without equations (hydrogen to helium, heavier elements as the core contracts and heats, the stop at iron because fusion past it no longer releases net energy, and the extreme conditions of stellar death for what comes after), and then sets out the four independent lines of evidence that support it. Communicating the idea IS the lesson, which is why this one is full rather than partial.

• 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.

• HS-ESS1-2

  Partially covered

  Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

  Covered by

  • How We Know What's Out There

  • · 5 · Light itself
  • · 11 · Redshift and an expanding universe
  • · 12 · The Hubble tension
  • · 16 · Capstone: trace a number down the ladder

  What we do and don't cover: The strongest CONTENT match in this catalog: the performance expectation names light spectra, the motion of distant galaxies, and the composition of matter, and those are lessons 5, 11 and 13 of How We Know What's Out There. PARTIAL, and the missing piece is the practice rather than the content: the course supplies and examines the evidence, and the student is asked to construct an explanation only in the graded capstone, where they trace a published number down the chain of inference. If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it and does not discharge it.

• HS-ESS1-1

  Partially covered

  Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun's core to release energy that eventually reaches Earth in the form of radiation.

  Covered by

  • How We Know What's Out There

  • · 7 · Reading a star: the HR diagram
  • · 13 · What stars make

  What we do and don't cover: PARTIAL, and the gap is the verb. Fusion as the sun's energy source and the arc of a star's life are taught (lessons 7 and 13, via the main sequence and stellar evolution), but the student never DEVELOPS A MODEL, which is the performance the expectation actually requires. Do not round this up.

• HS.ESS3.1

  Partially covered

  Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

  Covered by

  • BVC: Coffee — The Daily Global Connection
  • BVC: Chocolate — Food of the Gods
  • BVC: Kava — The Root of Peace

  • · Ep 1 · Climate Change Is Redrawing the Map
  • · Ep 3 · A Two-Degree Threat
  • · Ep 6 · Why Volcanic Soil Only
  • · Ep 10 · Karst Limestone and Bourbon
  • · Ep 1 · Assignment, Option B, assess a producing country's climate viability and defend the assessment

  What we do and don't cover: Read this one carefully before you rely on it. This is NOT a science course, it has no laboratory work, no investigations and no scientific modelling. What it does have is precisely the content of HS-ESS3-1: resource availability and climate change shaping what humans do and where. The lessons supply the evidence; the STUDENT constructs the explanation only in the Coffee project (Option B). If your science requirement is assessed on the three-dimensional NGSS performance, this contributes to it, it does not discharge it.

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.