|
|
|
OKCPS |
|
OCPS ACADEMIC STANDARDS |
|
Social Studies - Grade 5 |
|
|
4.1 Maps: Construct/Use
The learner will be able to
construct and use maps of locales, regions, continents, and the world that demonstrate an understanding of mental mapping, relative location, direction, latitude, longitude, key, legend, map symbols, scale, size, shape, and landforms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographic Skills |
Application |
Master |
1.0 |
OK: PASS Standard 7.2 |
Classroom
|
|
4.2 Geographic Information: Changed
The learner will be able to
interpret geographic information to explain how society changed as the population of the United States moved west, including where Native Americans lived and how they made their living.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographic Skills |
Evaluation |
Master |
1.0 |
OK: PASS Standard 7.5 |
Classroom
|
|
4.3 Identify/Evaluate/Draw Conclusions
The learner will be able to
identify, evaluate and draw conclusions from different kinds of maps, graphs, charts, diagrams, and other sources and representations, such as aerial and shuttle photographs, satellite-produced images, the geographic information system (GIS), encyclopedias, almanacs, dictionaries, atlases, and computer-based technologies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographic Skills |
Evaluation |
Master |
1.0 |
OK: PASS Standard 7.1 |
Classroom
|
|
4.4 Physical Environment: Humans/Affect
The learner will be able to
evaluate how the physical environment affects humans and how humans modify their physical environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographic Skills |
Evaluation |
Master |
1.0 |
OK: PASS Standard 7.3 |
Classroom
|
|
4.5 Historical Places: Analyze/Role
The learner will be able to
analyze the physical characteristics of historical places in various regions and the role they played (e.g., Jamestown for the English, St. Augustine for the Spanish, New Orleans for the French, and the Cherokee lands in the Carolinas and Georgia) by using a variety of visual materials and data sources at different scales (e.g., photographs, satellite and shuttle images, pictures, tables, charts, topographic and historical maps, and primary documents).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographic Skills |
Analysis |
Master |
1.0 |
OK: PASS Standard 7.4 |
Classroom
|
|
4.6 Cultures:Adapt/Physical Environment
The learner will be able to
compare and contrast how different cultures adapt to, modify, and have an impact on their physical environment (e.g., the use of natural resources, farming techniques or other land use, recycling, housing, clothing, and physical environmental constraints and hazards).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geographic Skills |
Comprehension |
Master |
1.0 |
OK: PASS Standard 7.6 |
Classroom
|
|
8.1 Information: Primary/Secondary
The learner will be able to
locate, gather, analyze, and apply information from primary and secondary sources using examples of different perspectives and point of view.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Analysis |
Master |
1.0 |
OK: PASS Standard 1.1 |
Classroom
|
|
8.2 Construct: Timelines
The learner will be able to
construct timelines from significant events in United States history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Application |
Master |
1.0 |
OK: PASS Standard 1.2 |
Classroom
|
|
15.1 Reasons: Problems/Results
The learner will be able to
examine the reasons for, the problems faced in, and the results of key expeditions of Portugal, Spain, France, the Netherlands, and England (e.g., Columbus, Ponce de Leon, Magellan, Coronado, Cortes, Hudson, Raleigh, and La Salle) and the competition for control of North America.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| America |
Analysis |
Master |
1.0 |
OK: PASS Standard 2.1 |
Classroom
|
|
15.2 Encounter: Native Americans
The learner will be able to
identify the impact of the encounter between Native Americans and Europeans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| America |
Knowledge |
Master |
1.0 |
OK: PASS Standard 2.2 |
Classroom
|
|
16.1 Settlements: Colonial America
The learner will be able to
describe early European settlements in colonial America (e.g., Jamestown, Plymouth Plantations, Massachusetts Bay, and New Amsterdam), and identify reasons people came to the Americas (e.g., economic opportunity, slavery, escape from religious persecution, military adventure, and release from prison).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Comprehension |
Master |
1.0 |
OK: PASS Standard 3.1 |
Classroom
|
|
16.2 Colonies: Similarities/Difference
The learner will be able to
describe the similarities and differences (e.g., social, agricultural, and economic) in the New England, mid-Atlantic, and southern colonies, and compare and contrast life in the colonies in the eighteenth century from various perspectives (e.g., large landowners, farmers, artisans, women, slaves, and indentured servants).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Comprehension |
Master |
1.0 |
OK: PASS Standard 3.2 |
Classroom
|
|
16.3 Contributions: Individuals/Groups
The learner will be able to
relate the contributions of important individuals and groups (e.g., John Smith, John Rolfe, Puritans, Pilgrims, Peter Stuyvesant, Roger Williams, Anne Hutchinson, Lord Baltimore, Quakers, William Penn and James Oglethorpe).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colonial America |
Application |
Master |
1.0 |
OK: PASS Standard 3.3 |
Classroom
|
|
17.1 England/Colonial America: Conflict
The learner will be able to
describe the causes and results of conflicts between England and Colonial America (e.g., the French and Indian War, Stamp Act, Boston Massacre, Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and Battle of Yorktown).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Comprehension |
Master |
1.0 |
OK: PASS Standard 4.1 |
Classroom
|
|
17.2 Economic Decisions: Examples
The learner will be able to
give examples that show how scarcity and choice govern economic decisions (e.g., Boston Tea Party and boycott).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Comprehension |
Master |
1.0 |
OK: PASS Standard 4.2 |
Classroom
|
|
17.3 Declaration of Independence: Ideal
The learner will be able to
identify and interpret the basic ideals expressed in the Declaration of Independence (e.g., "all men are created equal" and "life, liberty and the pursuit of happiness").
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.3 |
Classroom
|
|
17.4 Contributions: Individuals/Groups
The learner will be able to
recognize the contributions of key individuals and groups involved in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson, Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Knowledge |
Master |
1.0 |
OK: PASS Standard 4.4 |
Classroom
|
|
18.1 Government: Purposes
The learner will be able to
explain the purposes of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Comprehension |
Master |
1.0 |
OK: PASS Standard 5.1 |
Classroom
|
|
18.2 Constitution: Ideals/Reasons
The learner will be able to
identify and interpret the basic ideals expressed in and the reasons for writing the United States Constitution (e.g., weaknesses of the Articles of Confederation and Shays' Rebellion, and the goals listed in the Preamble), and outline the major provisions of the Constitution, including the federal system and the three branches of government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.2 |
Classroom
|
|
18.3 Constitution: Struggles/Writing
The learner will be able to
describe the struggles involved in writing the United States Constitution (e.g., the interests of large states and small states and the major compromises over representation in Congress), its ratification (e.g., Federalists vs. Antifederalists), and the addition of the Bill of Rights; and explain the rights and responsibilities of citizens.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Comprehension |
Master |
1.0 |
OK: PASS Standard 5.3 |
Classroom
|
|
18.4 Relationship: Taxation/Services
The learner will be able to
describe the relationship between taxation and government services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Knowledge |
Master |
1.0 |
OK: PASS Standard 5.4 |
Classroom
|
|
19.1 Territorial: Exploration/Expansion
The learner will be able to
describe and sequence the territorial exploration, expansion, and settlement of the United States, including the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Growth and Progress |
Comprehension |
Master |
1.0 |
OK: PASS Standard 6.1 |
Classroom
|
|
19.2 Presidency: Andrew Jackson
The learner will be able to
explain the impact of Andrew Jackson's presidency (e.g., the role of the "common man" in politics and the significance of Jackson's Indian policy).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Growth and Progress |
Comprehension |
Master |
1.0 |
OK: PASS Standard 6.2 |
Classroom
|
|
19.3 Expansion: Westward/Influences
The learner will be able to
relate some of the major influences on westward expansion (e.g., the Monroe Doctrine, canals and river systems, railroads, economic incentives, Manifest Destiny, and the frontier spirit) to the distribution and movement of people, goods, and services.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Growth and Progress |
Evaluation |
Master |
1.0 |
OK: PASS Standard 6.3 |
Classroom
|
|
19.4 Industrial Revolution: Inventions
The learner will be able to
identify the ways manufacturing and inventions (e.g., cotton gin, McCormick reaper, and steam power) created an Industrial Revolution in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Growth and Progress |
Knowledge |
Master |
1.0 |
OK: PASS Standard 6.4 |
Classroom
|
|
19.5 Leaders: Abolitionist/Suffrage
The learner will be able to
examine the abolitionist and women's suffrage movements and their leaders (e.g., Frederick Douglass, William Lloyd Garrison, John Brown, Sojourner Truth, Harriet Tubman, Harriet Beecher Stowe, Elizabeth Cady Stanton, and Susan B. Anthony).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Growth and Progress |
Analysis |
Master |
1.0 |
OK: PASS Standard 6.5 |
Classroom
|
|
|
