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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Social Studies - United States History |
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8.1 Sources: Primary/Secondary
The learner will be able to
identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters, photographs, documents, newspapers, media, and computer-based technologies).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Knowledge |
Master |
1.0 |
OK: PASS Standard 1.1; EOI |
Classroom
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8.2 Points of View: Influenced
The learner will be able to
recognize and explain how different points of view have been influenced by nationalism, racism, religion, culture, and ethnicity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Knowledge, Comprehension |
Master |
1.0 |
OK: PASS Standard 1.2 |
Classroom
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8.3 Documentary Sources: Fact/Opinion
The learner will be able to
distinguish between fact and opinion in examining documentary sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Analysis |
Master |
1.0 |
OK: PASS Standard 1.3; EOI |
Classroom
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8.4 United States: History/Timeline
The learner will be able to
construct timelines of United States history (e.g., landmark dates of economic changes, social movements, military conflicts, constitutional amendments, and presidential elections).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Synthesis |
Master |
1.0 |
OK: PASS Standard 1.4; EOI |
Classroom
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8.5 Development: Geography/Historical
The learner will be able to
explain the relationships between geography and the historical development of the United States by using maps, graphs, charts, visual images, and computer-based technologies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Comprehension, Synthesis |
Master |
1.0 |
OK: PASS Standard 1.5; EOI |
Classroom
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8.6 Enduring Issues: Discuss/Debate
The learner will be able to
develop discussion, debate, and persuasive writing and speaking skills, focusing on enduring issues (e.g., individual rights vs. the common good, and problems of intolerance toward cultural, ethnic, and religious groups), and demonstrating how divergent viewpoints have been and continue to be addressed and reconciled.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Synthesis |
Master |
1.0 |
OK: PASS Standard 1.6 |
Classroom
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52.1 Totalitarian Regimes: Relate/Rise
The learner will be able to
relate the rise of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan to the rise of communism, Nazism, and fascism in the 1930s and 1940s, and the response of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Application |
Master |
1.0 |
OK: PASS Standard 8.1 |
Classroom
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52.2 Isolationism/War: Debates
The learner will be able to
investigate appeasement, isolationism, and the war debates in the United States prior to the outbreak of war.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Evaluation |
Master |
1.0 |
OK: PASS Standard 8.2; EOI |
Classroom
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52.3 War: Preparation/Mobilization
The learner will be able to
evaluate the impact of preparation and mobilization for war, including the internment policies and their effects (e.g., Korematsu v. United States).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Evaluation |
Master |
1.0 |
OK: PASS Standard 8.3; EOI |
Classroom
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52.4 Decisions: Battles/Turning Points
The learner will be able to
detail major battles, military turning points, and key strategic decisions in both European and Pacific theaters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Comprehension |
Master |
1.0 |
OK: PASS Standard 8.4; EOI |
Classroom
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52.5 Holocaust: Reactions/United States
The learner will be able to
analyze public and political reactions in the United States to the events of the Holocaust.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Analysis |
Master |
1.0 |
OK: PASS Standard 8.5; EOI |
Classroom
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54.1 North/South: Differences
The learner will be able to
examine the economic and philosophical differences between the North and South, as exemplified by such persons as Daniel Webster and John C. Calhoun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Analysis |
Master |
1.0 |
OK: PASS Standard 2.1; EOI |
Classroom
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54.2 Events: Secession/War
The learner will be able to
trace the events leading to secession and war (e.g., the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott case).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Knowledge |
Master |
1.0 |
OK: PASS Standard 2.2; EOI |
Classroom
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54.3 Leaders: Identify
The learner will be able to
identify leaders on both sides of the war (e.g., Abraham Lincoln, Ulyssess S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Knowledge |
Master |
1.0 |
OK: PASS Standard 2.3; EOI |
Classroom
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54.4 Critical Developments: Battles
The learner will be able to
interpret the importance of critical developments in the war, such as major battles (e.g., Fort Sumter, Gettysburg, and Vicksburg), the Emancipation Proclamation, and Lee's surrender at Appomattox.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Evaluation |
Master |
1.0 |
OK: PASS Standard 2.4; EOI |
Classroom
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54.5 Amendments: 13th/14th/15th
The learner will be able to
relate the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the Constitution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Analysis |
Master |
1.0 |
OK: PASS Standard 2.5: EOI |
Classroom
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54.6 Reconstruction Policies: South
The learner will be able to
evaluate the continuing impact of Reconstruction policies on the South, including southern reaction (e.g., sharecropping, Black Codes, Ku Klux Klan, Plessy v. Ferguson, and Jim Crow laws).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Evaluation |
Master |
1.0 |
OK: PASS Standard 2.6; EOI |
Classroom
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55.1 Contributions: Immigrant/Cultural
The learner will be able to
detail the contributions of various immigrant, cultural, and ethnic groups (e.g., Irish, Chinese, Italians, and Germans).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immigration |
Comprehension |
Master |
1.0 |
OK: PASS Standard 3.1; EOI |
Classroom
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55.2 Conflict/Discrimination: Examine
The learner will be able to
examine ethnic conflict and discrimination.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immigration |
Analysis |
Master |
1.0 |
OK: PASS Standard 3.2 |
Classroom
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55.3 Domestic Policies: Immigration
The learner will be able to
investigate changes in the domestic policies of the United States relating to immigration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immigration |
Analysis |
Master |
1.0 |
OK: PASS Standard 3.3; EOI |
Classroom
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55.4 Attitudes: Compare/Contrast
The learner will be able to
compare and contrast the attitudes toward Native American groups as exhibited by federal Indian policy (e.g., establishment of reservations, assimilation, and the Dawes Act) and actions of the United States Army, missionaries, and settlers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Immigration |
Evaluation |
Master |
1.0 |
OK: PASS Standard 3.4; EOI |
Classroom
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56.1 New: Inventions/Industrial
The learner will be able to
identify the impact of new inventions and industrial production methods, including new technologies in transportation and communication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economy |
Knowledge |
Master |
1.0 |
OK: PASS Standard 4.1; EOI |
Classroom
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56.2 Immigration: Labor Supply/Workers
The learner will be able to
evaluate the significance of immigration on the labor supply and the movement to organize workers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economy |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.2; EOI |
Classroom
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56.3 Government Policies: Muckrakers
The learner will be able to
describe the effects of the "muckrakers" and reform movements (e.g., women's suffrage and temperance) that resulted in government policies affecting child labor, wages, working conditions, trade, monopolies, taxation and the money supply.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economy |
Comprehension |
Master |
1.0 |
OK: PASS Standard 4.3; EOI |
Classroom
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56.4 Industrialization/International
The learner will be able to
assess the impact of industrialization, the expansion of international markets, urbanization, and immigration on the economy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economy |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.4 |
Classroom
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56.5 Progressive Movement: Rise
The learner will be able to
evaluate the rise of the Progressive Movement in relation to political changes at the national and state levels (e.g., workers' compensation, the direct primary, initiative petition, referendum, and recall).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economy |
Evaluation |
Master |
1.0 |
OK: PASS Standard 4.5; EOI |
Classroom
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56.6 Money Panics: 1873/1893/1907
The learner will be able to
examine the causes of the money panics of 1873, 1893, and 1907, explaining how the establishment of the Federal Reserve System addressed the problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economy |
Analysis |
Master |
1.0 |
OK: PASS Standard 4.6 |
Classroom
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57.1 Goals: Imperialism/Impact/Develop
The learner will be able to
identify the goals of imperialism, explaining its impact on developed and developing nations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Knowledge |
Master |
1.0 |
OK: PASS Standard 5.1; EOI |
Classroom
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57.2 Spanish-American War: Development
The learner will be able to
identify the role of the Spanish-American War in the development of the United States as a world power.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Knowledge |
Master |
1.0 |
OK: PASS Standard 5.2; EOI |
Classroom
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57.3 US Foreign Policy: Panama
The learner will be able to
evaluate the role of United States foreign policy and presidential leadership in the construction of a canal in Panama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Evaluation |
Master |
1.0 |
OK: PASS Standard 5.3; EOI |
Classroom
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57.4 Theodore Roosevelt: "Big Stic
The learner will be able to
describe the strengths and weaknesses of Theodore Roosevelt's "Big Stick Diplomacy".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Comprehension |
Master |
1.0 |
OK: PASS Standard 5.4; EOI |
Classroom
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57.5 World War I: United States
The learner will be able to
analyze the causes and effects of United States involvement in World War I.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Analysis |
Master |
1.0 |
OK: PASS Standard 5.5; EOI |
Classroom
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57.6 League of Nations: Isolationism
The learner will be able to
examine the rationale for the failure of the United States to join the League of Nations and the nation's return to isolationism.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Analysis |
Master |
1.0 |
OK: PASS Standard 5.6; EOI |
Classroom
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57.7 Reform Movements: Longterm Effect
The learner will be able to
investigate the longterm effects of reform movements, such as women's suffrage and prohibition (e.g., the 18th, 19th, and 21st Amendments to the Constitution).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Application |
Master |
1.0 |
OK: PASS Standard 6.2; EOI |
Classroom
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57.8 Tensions/Labor: Tulsa Race Riot
The learner will be able to
describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riot and the sit-down strikes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Comprehension |
Master |
1.0 |
OK: PASS Standard 6.4; EOI |
Classroom
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57.9 Disparity: Corporate/Business
The learner will be able to
examine the growing disparity between the wealth of corporate leaders and the incomes of small business owners, industrial workers, and farmers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Analysis |
Master |
1.0 |
OK: PASS Standard 6.5 |
Classroom
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57.10 Entertainment: Music/Dance
The learner will be able to
evaluate literature, music, dance, and forms of entertainment, including the Harlem Renaissance, the Jazz Age, and "talkies".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Evaluation |
Master |
1.0 |
OK: PASS Standard 6.1; EOI |
Classroom
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57.11 Impact:Automobile/Electrification
The learner will be able to
analyze the impact of the automobile, and urban and rural electrification on society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Analysis |
Master |
1.0 |
OK: PASS Standard 6.3; EOI |
Classroom
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57.12 Causes: Unstable/Economy
The learner will be able to
identify causes contributing to an unstable economy (e.g., the increased reliance on installment buying, a greater willingness to speculate and buy on margin in the stock market, and government reluctance to interfere in the economy).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States |
Knowledge |
Master |
1.0 |
OK: PASS Standard 6.6; EOI |
Classroom
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59.1 Business Cycles: Changes
The learner will be able to
examine changes in business cycles, weaknesses in key sectors of the economy, and government economic policies in the late 1920s.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Analysis |
Master |
1.0 |
OK: PASS Standard 7.1; EOI |
Classroom
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59.2 Analyze/Effects: Stock Market
The learner will be able to
analyze the effects of the Stock Market Crash.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Analysis |
Master |
1.0 |
OK: PASS Standard 7.2; EOI |
Classroom
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59.3 Impact: Depression/Dust Bowl
The learner will be able to
evaluate the impact of the Great Depression, the Dust Bowl, and the New Deal economic policies on business and agriculture, and on the American people, their culture and political behavior.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Evaluation |
Master |
1.0 |
OK: PASS Standard 7.3; EOI |
Classroom
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59.4 Individuals: Key/Contributions
The learner will be able to
identify the contributions of key individuals of the period (e.g., Will Rogers, Eleanor and Franklin Roosevelt, Charles Lindbergh, and Woody Guthrie).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Knowledge |
Master |
1.0 |
OK: PASS Standard 7.4; EOI |
Classroom
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59.5 Impact: Expanded Role/Government
The learner will be able to
assess the impact of the expanded role of government in the economy since the 1930s.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Causes |
Evaluation |
Master |
1.0 |
OK: PASS Standard 7.5; EOI |
Classroom
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60.1 Cold War: Origins/Consequences
The learner will be able to
identify the origins of the Cold War, and its foreign and domestic consequences, including confrontations with the Soviet Union in Berlin and Cuba.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Knowledge |
Master |
1.0 |
OK: PASS Standard 9.1; EOI |
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