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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Social Studies - World History |
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8.1 Sources/Artifacts: Primary/Secondary
The learner will be able to
identify, analyze, and interpret primary and secondary sources and artifacts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Knowledge, Analysis |
Master |
1.0 |
OK: PASS Standard 1.1 |
Classroom
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8.2 Sources: Validate/Authenticity/Bias
The learner will be able to
validate sources as to their authenticity, authority, credibility, and possible bias.
| 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: Events/Periods/People
The learner will be able to
construct timelines of key events, periods, and historically significant individuals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Application |
Master |
1.0 |
OK: PASS Standard 1.3 |
Classroom
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8.4 Shifts: Reasons/Political
The learner will be able to
identify and analyze the reasons for major shifts in national political boundaries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Knowledge, Analysis |
Master |
1.0 |
OK: PASS Standard 1.4 |
Classroom
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39.1 Hunter/Gatherer: Describe
The learner will be able to
describe the characteristics of hunter-gatherer societies, their use of fire and tools, and the impact of geography on these societies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Development |
Comprehension |
Master |
1.0 |
OK: PASS Standard 2.1 |
Classroom
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39.2 Advancements: Technological/Social
The learner will be able to
identify the technological and social advancements that gave rise to stable communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Development |
Knowledge |
Master |
1.0 |
OK: PASS Standard 2.2 |
Classroom
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40.1 Location: Time/Place
The learner will be able to
describe river civilizations location in time and place.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ancient/River |
Comprehension |
Master |
1.0 |
OK: PASS Standard 3.1 |
Classroom
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40.2 Development: Trace
The learner will be able to
trace river civilizations development of cultural, political, and economic patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ancient/River |
Synthesis |
Master |
1.0 |
OK: PASS Standard 3.2 |
Classroom
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40.3 Caste System: India/Customs/Belief
The learner will be able to
analyze India's caste system, the traditions, customs, beliefs, and significance of Hinduism, and the conquest by Muslim Turks and Mongols.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asias, Africa, Americas |
Analysis |
Master |
1.0 |
OK: PASS Standard 7.1 |
Classroom
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40.4 China: Dynasties/Traditions/Custom
The learner will be able to
describe China under the Qin, Han, T'ang, and the Sung dynasties; the traditions, customs, beliefs, and significance of Buddhism; the impact of Confucianism and Taoism; and the construction of the Great Wall.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asias, Africa, Americas |
Comprehension |
Master |
1.0 |
OK: PASS Standard 7.2 |
Classroom
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40.5 Japan: Shintoism/Buddhism
The learner will be able to
describe Japan's development, and the significance of Shintoism and Buddhism, and the influence of Chinese culture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asias, Africa, Americas |
Comprehension |
Master |
1.0 |
OK: PASS Standard 7.3 |
Classroom
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40.6 Kingdoms: Kush/Ghana
The learner will be able to
describe the kingdoms of Kush in eastern Africa and Ghana in western Africa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asias, Africa, Americas |
Comprehension |
Master |
1.0 |
OK: PASS Standard 7.4 |
Classroom
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40.7 Civilizations: Olmec/Mayan/Aztec
The learner will be able to
describe the Olmec, Mayan, Aztec, and Inca civilizations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Asias, Africa, Americas |
Comprehension |
Master |
1.0 |
OK: PASS Standard 7.5 |
Classroom
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41.1 Culture: Playwrights/Poets/History
The learner will be able to
explain the influence of geography on Greek culture including the contributions of Greek playwrights, poets, historians, sculptors, architects, scientists, mathematicians, and philosophers (e.g., Socrates, Plato, Aristotle, Sophocles, Pythagoras, Hippocrates, Herodotus, and Archimedes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Analysis |
Master |
1.0 |
OK: PASS Standard 4.1 |
Classroom
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41.2 Commerce/Colonies: Greek
The learner will be able to
analyze the impact of Greek commerce and colonies on the Mediterranean region.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Analysis |
Master |
1.0 |
OK: PASS Standard 4.2 |
Classroom
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41.3 Athens: Social/Democracy
The learner will be able to
describe the social structure, significance of citizenship, and development of democracy in the city-state of Athens.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Comprehension |
Master |
1.0 |
OK: PASS Standard 4.3 |
Classroom
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41.4 Golden Age of Pericles: Athens
The learner will be able to
describe life in Athens during the Golden Age of Pericles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Knowledge |
Master |
1.0 |
OK: PASS Standard 4.4 |
Classroom
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41.5 Greece: Macedonia/Alexander Great
The learner will be able to
evaluate the conquest of Greece by Macedonia, and the spread of Hellenistic culture by Alexander the Great.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.5 |
Classroom
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42.1 Roman: Economic/Social/Political
The learner will be able to
explain the influence of geography on Roman economic, social, and political development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Analysis |
Master |
1.0 |
OK: PASS Standard 5.1 |
Classroom
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42.2 Roman Republic: Social/Citizenship
The learner will be able to
describe the social structure, the significance of citizenship, and the development of democratic features in the government of the Roman Republic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Knowledge |
Master |
1.0 |
OK: PASS Standard 5.2 |
Classroom
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42.3 Roman Military: Domination/Culture
The learner will be able to
analyze the Roman military domination of the Mediterranean basin and western Europe, and the spread of Roman culture in these areas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Analysis |
Master |
1.0 |
OK: PASS Standard 5.3 |
Classroom
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42.4 Collapse/Rise: Republic/Monarchs
The learner will be able to
describe the collapse of the Republic and the rise of imperial monarchs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Knowledge |
Master |
1.0 |
OK: PASS Standard 5.4 |
Classroom
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42.5 Pax Romana: Evaluate Impact
The learner will be able to
evaluate the economic, social, and political impact of the Pax Romana.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.5 |
Classroom
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42.6 Judaism/Christianity: Examine
The learner will be able to
examine the origin, traditions, customs, beliefs, and spread of Judaism and Christianity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Analysis |
Master |
1.0 |
OK: PASS Standard 5.6 |
Classroom
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42.7 Contributions: Describe
The learner will be able to
describe the contributions in art, architecture, technology, science, literature, history, language, religion, and law.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Knowledge |
Master |
1.0 |
OK: PASS Standard 5.7 |
Classroom
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42.8 Roman Empire: Decline/Fall
The learner will be able to
explain the reasons for the decline and fall of the Roman Empire (e.g., the invasions of the Visigoths and Vandals).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Analysis |
Master |
1.0 |
OK: PASS Standard 5.8 |
Classroom
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43.1 Islam: Origin/Traditions/Beliefs
The learner will be able to
describe the origin, theological foundations, traditions, customs, beliefs, and spread of Islam.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Knowledge |
Master |
1.0 |
OK: PASS Standard 6.1 |
Classroom
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43.2 Influences: Mediterranean Region
The learner will be able to
identify religious, political, and economic influences in the Mediterranean region.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Knowledge |
Master |
1.0 |
OK: PASS Standard 6.2 |
Classroom
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Byzantine Empire and Russia
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44.1 Byzantine Empire: Constantinople
The learner will be able to
explain the expansion of the Byzantine Empire and economy with the establishment of Constantinople.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Synthesis |
Master |
1.0 |
OK: PASS Standard 8.1 |
Classroom
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44.2 Split: Describe Conflicts
The learner will be able to
describe the conflicts that led to the split between the Roman Catholic and Eastern Orthodox churches.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Application |
Master |
1.0 |
OK: PASS Standard 8.2 |
Classroom
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44.3 Byzantine: Evaluate Influence
The learner will be able to
evaluate Byzantine influence on Kievan Russian and Eastern Europe.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Future Civilizations |
Evaluation |
Master |
1.0 |
OK: PASS Standard 8.3 |
Classroom
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45.1 Feudal Society: Social/Economic
The learner will be able to
describe the structure of feudal society and its social, economic, and political effects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Comprehension |
Master |
1.0 |
OK: PASS Standard 9.1 |
Classroom
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45.2 Age of Charlemagne: Examine
The learner will be able to
examine the Age of Charlemagne and the revival of the idea of the Roman Empire.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Analysis |
Master |
1.0 |
OK: PASS Standard 9.2 |
Classroom
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45.3 Invasion/Settlement: Trace
The learner will be able to
trace the invasions and settlements of the Magyars in Eastern Europe, and the Vikings, Angles, and Saxons in Great Britain.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Application |
Master |
1.0 |
OK: PASS Standard 9.3 |
Classroom
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45.4 Christianity: Spread/Influence
The learner will be able to
analyze the spread and influence of Christianity throughout Europe, and the secular roles of the Roman Catholic Church.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Analysis |
Master |
1.0 |
OK: PASS Standard 9.4 |
Classroom
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45.5 Eurasian Powers: Describe
The learner will be able to
describe conflicts among Eurasian powers, such as the Crusades, the Mongol conquests, and the expansion of the Ottoman Turks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Comprehension |
Master |
1.0 |
OK: PASS Standard 9.5 |
Classroom
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45.6 Feudal System/Feudalism: Evaluate
The learner will be able to
compare and contrast the feudal system in Asia (e.g., the society in Japan) with European feudalism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Evaluation |
Master |
1.0 |
OK: PASS Standard 9.6 |
Classroom
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46.1 Economic Foundations: Examine
The learner will be able to
examine the economic foundations of the Renaissance, increased trade, role of the Medicis, and new economic practices, including the rise of Italian city-states.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Analysis |
Master |
1.0 |
OK: PASS Standard 10.1 |
Classroom
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46.2 Creative Contributions: Evaluate
The learner will be able to
describe artistic, literary, scientific, political and intellectual creativity (e.g., as reflected in the works of Leonardo da Vinci, Michelangelo, Machiavelli, Cervantes, and Shakespeare) as contrasted with the Middle Ages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Comprehension |
Master |
1.0 |
OK: PASS Standard 10.2 |
Classroom
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47.1 Reformation: Evaluate Effects
The learner will be able to
evaluate the effects of the theological, political, and economic differences that emerged during the Reformation (e.g., the views and actions of Martin Luther, John Calvin, the council of Trent and Henry VIII).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Evaluation |
Master |
1.0 |
OK: PASS Standard 11.1 |
Classroom
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47.2 Religious Conflicts: Influence
The learner will be able to
describe the influence of religious conflicts on government actions, (e.g., the Edict of Nantes in France, and the reign of Elizabeth I in England).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Comprehension |
Master |
1.0 |
OK: PASS Standard 11.2 |
Classroom
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48.1 Roles: Explorers/Conquistadors
The learner will be able to
describe the roles of explorers and conquistadors (e.g., Prince Henry the Navigator, Columbus, Magellan, and Cortes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Comprehension |
Master |
1.0 |
OK: PASS Standard 12.1 |
Classroom
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48.2 Migration/Settlement: Analyze
The learner will be able to
analyze migration, settlement patterns, and cultural diffusion, including the exchange of technology, ideas, and agricultural practices, the introduction of new diseases, and the trade of slaves, gold, furs, and tobacco.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Analysis, Synthesis |
Master |
1.0 |
OK: PASS Standard 12.2 |
Classroom
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48.3 Transformations: Emergence/Plants
The learner will be able to
evaluate the economic and cultural transformations created by the emergence of plants (e.g., tobacco and corn) in new places and the arrival of the horse in the Americas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Evaluation |
Master |
1.0 |
OK: PASS Standard 12.3 |
Classroom
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48.4 Competition/Mercantilism: Describe
The learner will be able to
describe the competition for resources and the rise of mercantilism, including the commercial and maritime growth of European nations, and the emergence of money and banking, global economics, and market systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Impact |
Knowledge |
Master |
1.0 |
OK: PASS Standard 12.4 |
Classroom
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