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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Social Studies - Grade 8 |
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31.1 War: French/Indian
The learner will be able to
explain the political and economic consequences of the French and Indian War in both Europe and North America, and the overhaul of English imperial policy following the Treaty of Paris of 1763 and the Proclamation of 1763.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Evaluation |
Master |
1.0 |
OK: PASS Standard 3.1 |
Classroom
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31.2 Rights: Traditional/English
The learner will be able to
compare and contrast the arguments advanced by defenders and opponents of the new imperial policy on the traditional rights of English people and the legitimacy of asking the colonies to pay a share of the costs of the empire, including the Sugar, Stamp, and Declaratory Acts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Evaluation |
Master |
1.0 |
OK: PASS Standard 3.2 |
Classroom
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31.3 Conflict: Colonies/England
The learner will be able to
reconstruct the chronology and recognize the significance of the critical events leading to armed conflict between the colonies and England (e.g., Colonial opposition to and protest against "taxation without representation", The Quartering Act and the Townshend Acts, The Boston Massacre, The Boston Tea Party and the "Intolerable Acts," and The First Continental Congress).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Evaluation |
Master |
1.0 |
OK: PASS Standard 3.3 a, b, c, d, and e |
Classroom
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31.4 Revolution: Political/Religious
The learner will be able to
analyze political, ideological, religious, and economic origins of the Revolution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Analysis |
Master |
1.0 |
OK: PASS Standard 3.4 |
Classroom
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31.5 Patriots/Loyalists: Arguments
The learner will be able to
examine the arguments between Patriots and Loyalists about independence and draw conclusions about how the decision to declare independence was reached at the Second Continental Congress.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Evaluation |
Master |
1.0 |
OK: PASS Standard 3.5 |
Classroom
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31.6 Articles:Provisions/Strengths/Weak
The learner will be able to
evaluate the provisions of the Articles of Confederation, its provisions, strengths and weaknesses, and the various state constitutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.1 |
Classroom
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31.7 Dispute: Western Lands
The learner will be able to
explain the dispute over the western lands and how it was resolved through the Northwest Ordinance, and describe the economic issues arising out of the Revolution and Shays' Rebellion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.2 |
Classroom
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31.8 Constitutional Convention: Debate
The learner will be able to
recognize and analyze the significance of the Constitutional Convention, its major debates and compromises, and key individuals (e.g., George Washington, James Madison, and George Mason); the struggle for ratification of the Constitution as embodied in the Federalist Papers and Anti-Federalist arguments; and the addition of the Bill of Rights to the Constitution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Analysis |
Master |
1.0 |
OK: PASS Standard 5.3 |
Classroom
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31.9 Constitution: Principles/Powers
The learner will be able to
identify and explain the fundamental principles of the Constitution, including popular sovereignty, consent of the governed, separation of powers, checks and balances, and federalism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.4 |
Classroom
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31.10 Rights: Constitution
The learner will be able to
interpret and give examples of the rights, responsibilities, liberties, and protections all individuals possess under the Constitution and the Bill of Rights, including the freedoms of religion, speech, press, assembly and petition, and the rights to due process and trial by jury.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.5 |
Classroom
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31.11 Issues: Presidents/Congress
The learner will be able to
examine the major domestic and foreign affairs issues facing the first three presidents and Congress, the development of political parties, and the significance of the presidential election of 1800.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.6 |
Classroom
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31.12 Plan: Hamilton/United States
The learner will be able to
describe Alexander Hamilton's economic plan for the United States (e.g., the national bank, redemption of bonds, and protective tariffs).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Comprehension |
Master |
1.0 |
OK: PASS Standard 5.7 |
Classroom
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31.13 Supreme Court: Independent/Equal
The learner will be able to
appraise how Chief Justice John Marshall's precedent-setting decision in Marbury v. Madison and McCulloch v. Maryland interpreted the Constitution and established the Supreme Court as an independent and equal branch of the federal government.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.8 |
Classroom
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31.14 Treaty: Adams-Onis
The learner will be able to
describe United States foreign relations and conflicts, territorial disputes, the War of 1812, and the significance of the Monroe Doctrine, the Louisiana Purchase and the acquisition of Florida in the Adams-Onis Treaty.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Comprehension |
Master |
1.0 |
OK: PASS Standard 5.9 |
Classroom
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32.1 War: Great Britain/Colonies
The learner will be able to
analyze the ideological war between Great Britain and her North American colonies as expressed in the Declaration of Independence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Analysis |
Master |
1.0 |
OK: PASS Standard 4.1 |
Classroom
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32.2 Ideas: Declaration of Independence
The learner will be able to
explain the major ideas expressed in the Declaration of Independence and their intellectual origins.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.1a |
Classroom
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32.3 Principles: Idea/United States
The learner will be able to
describe how key principles of the Declaration of Independence grew in importance to become unifying ideas of democracy in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Application |
Master |
1.0 |
OK: PASS Standard 4.1b |
Classroom
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32.4 Significance: Advantage
The learner will be able to
explain the significance of the political, economic, geographic and social advantages and disadvantages of each side.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.2 |
Classroom
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32.5 War: Roles/Perspectives
The learner will be able to
compare and contrast different roles and perspectives on the war (e.g., men and women, white colonists of different social classes, free and enslaved African Americans, and Native Americans).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.3 |
Classroom
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32.6 Developments: Battles/Events/War
The learner will be able to
identify and chronologically detail significant developments, battles, and events, including Lexington and Concord, the publication of Common Sense, Saratoga, the French Alliance, the Valley Forge encampment, Yorktown, and the Treaty of Paris of 1783, and explain how the colonists won the war against superior British resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Synthesis |
Master |
1.0 |
OK: PASS Standard 4.4 |
Classroom
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32.7 Government: United States/National
The learner will be able to
trace the formation of a national government of the United States by the Second Continental Congress in the Articles of Confederation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Application |
Master |
1.0 |
OK: PASS Standard 4.5 |
Classroom
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32.8 Individuals: Significance
The learner will be able to
recognize the significance of key individuals, including King George III, Lord North, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Lord Cornwallis, Thomas Jefferson, Patrick Henry, and Thomas Paine.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Factors |
Knowledge |
Master |
1.0 |
OK: PASS Standard 4.6 |
Classroom
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33.1 United States: Economy/Growth
The learner will be able to
describe the economic growth and changes in the United States in science, technology, energy, manufacturing, entrepreneurship, and transportation, including geographic factors in the location and development of United States industries and centers of urbanization (e.g., Industrial Revolution, the early labor movement, and famous entrepreneurs of the time).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Knowledge |
Master |
1.0 |
OK: PASS Standard 6.1 |
Classroom
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33.2 Northern States: Impact/Industry
The learner will be able to
evaluate the impact in the Northern states of the concentration of industry, manufacturing, and shipping; the development of the railroad system; and the effects of immigration and the immigrant experience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Evaluation |
Master |
1.0 |
OK: PASS Standard 6.2 |
Classroom
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33.3 Southern States: Cotton/Social
The learner will be able to
evaluate the impact in the Southern states of the dependence on cotton, the plantation system and rigid social classes, and the relative absence of enterprises engaged in manufacturing and finance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Evaluation |
Master |
1.0 |
OK: PASS Standard 6.3 |
Classroom
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33.4 Slavery: Economic/Political/Social
The learner will be able to
assess the economic, political and social aspects of slavery, the variety of slave experiences, African American resistance to slavery, and the rise of sharecropping and tenant farming.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Evaluation |
Master |
1.0 |
OK: PASS Standard 6.4 |
Classroom
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34.1 Democracy: Jacksonian/Victory
The learner will be able to
trace the development of Jacksonian Democracy and explain why the election of Andrew Jackson was considered a victory for the "common man".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Significance |
Comprehension |
Master |
1.0 |
OK: PASS Standard 7.1 |
Classroom
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34.2 Attack: Second Bank/US/Inflation
The learner will be able to
analyze Jackson's attack on the Second Bank of the United States and the subsequent business cycle of inflation and depression in the 1830s.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Significance |
Analysis |
Master |
1.0 |
OK: PASS Standard 7.2 |
Classroom
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34.3 Explain: Nullification Crisis
The learner will be able to
describe and explain the Nullification Crisis and the development of the states' rights debates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Significance |
Knowledge |
Master |
1.0 |
OK: PASS Standard 7.3 |
Classroom
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34.4 Administrations: Native Americans
The learner will be able to
compare and contrast the policies toward Native Americans pursued by presidential administrations through the Jacksonian era, and evaluate the impact on Native Americans of white expansion, including the resistance and removal of the Five Tribes (e.g., Choctaw, Chickasaw, Creek, Seminole, and Cherokee).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Significance |
Evaluation |
Master |
1.0 |
OK: PASS Standard 7.4 |
Classroom
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35.1 Slavery: Pro/Anti/Ideologies
The learner will be able to
analyze changing ideas about race and assess pro-slavery and anti-slavery ideologies in the North and South.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Analysis |
Master |
1.0 |
OK: PASS Standard 8.1 |
Classroom
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35.2 Underground Railroad: Operation
The learner will be able to
explain the fundamental beliefs of abolitionism and the operation of the Underground Railroad.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Analysis |
Master |
1.0 |
OK: PASS Standard 8.2 |
Classroom
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35.3 Second Great Awakening: Ideas
The learner will be able to
assess the importance of the Second Great Awakening and the ideas and beliefs of its principal leaders.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Evaluation |
Master |
1.0 |
OK: PASS Standard 8.3 |
Classroom
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35.4 Experiments: Utopian/Reasons
The learner will be able to
identify major utopian experiments (e.g., New Harmony, Indiana, and Oneida, New York) and describe the reasons for their formation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Comprehension |
Master |
1.0 |
OK: PASS Standard 8.4 |
Classroom
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35.5 Roles: Gender/Women/Reformers
The learner will be able to
examine changing gender roles and the ideas and activities of women reformers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Comprehension, Evaluation |
Master |
1.0 |
OK: PASS Standard 8.5 |
Classroom
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35.6 Leaders: Early/Reform/Different
The learner will be able to
identify and explain the significance of the activities of early reform leaders of different racial, economic and social groups in education, abolition, temperance, and women's suffrage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
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Master |
1.0 |
OK: PASS Standard 8.6 |
Classroom
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6.1 Products: Tables/Resumes/Brochures
The learner will be able to
read, write, and present a variety of products, such as tables, charts, graphs, maps, reports, letters, computer presentations, checklists, resumes, brochures, pamphlets, and summaries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Present |
Application |
Master |
1.0 |
OK: PASS Standard 2.1 |
Classroom
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6.2 Perspectives: Historical/People
The learner will be able to
write on, speak about, and dramatize different historical perspectives of individuals and groups (e.g., settlers, slaves, indentured servants, and slave holders; Patriots and Loyalists; Federalists and Anit-Federalists; political parties; rural and urban dwellers; and peoples of different cultural, economic, and ethnic backgrounds).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Present |
Synthesis |
Master |
1.0 |
OK: PASS Standard 2.2 |
Classroom
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6.3 Events: Write/Speak/Dramatize
The learner will be able to
write on, speak about, and dramatize different evaluations of the causes and effects of major events (e.g., the American Revolution, the Constitutional Convention, the Industrial Revolution, westward expansion, the Civil War, and Reconstruction).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Present |
Synthesis |
Master |
1.0 |
OK: PASS Standard 2.3 |
Classroom
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6.4 Culture: American/Art/Music
The learner will be able to
examine the development and emergence of a unique American culture (e.g., art, music, and literature).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Present |
Evaluation |
Master |
1.0 |
OK: PASS Standard 2.4 |
Classroom
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8.1 Solutions: Reasoning/Thinking/Past
The learner will be able to
develop and apply cause and effect reasoning and chronological thinking to past, present, and potential future situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Application |
Master |
1.0 |
OK: PASS Standard 1.1 |
Classroom
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8.2 Sources: Primary/Secondary
The learner will be able to
identify, analyze, and interpret primary and secondary sources, such as artifacts, diaries, letters, photographs, art, documents, newspapers, and contemporary media (e.g., television, motion pictures, and computer-based technologies) that reflect events and life in the United States history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Evaluation |
Master |
1.0 |
OK: PASS Standard 1.2 |
Classroom
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8.3 Timelines: United States/Dates
The learner will be able to
construct various timelines of the United States, highlighting landmark dates, technological changes, major political, economic and military events, and major historical figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Synthesis |
Master |
1.0 |
OK: PASS Standard 1.3 |
Classroom
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8.4 Map: Features/Water/Routes/Union
The learner will be able to
locate on a United States map major physical features, bodies of water, exploration and trade routes, and the states that entered the Union up to 1877.
| Strand |
Bloom's |
Scope |
Hours |
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