|
|
|
OKCPS |
|
OCPS ACADEMIC STANDARDS |
|
Social Studies - US History: Second Semester |
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 |
Classroom
|
|
60.2 Nuclear Weapons/Arms Race
The learner will be able to
examine the proliferation of nuclear weapons and the arms race.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Analysis |
Master |
1.0 |
OK: PASS Standard 9.2; EOI |
Classroom
|
|
60.3 Role of US: United Nations/NATO
The learner will be able to
describe the role of the United States in the formation of the United Nations, NATO, and other alliances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Comprehension |
Master |
1.0 |
OK: PASS Standard 9.3; EOI |
Classroom
|
|
60.4 Communism: United States
The learner will be able to
evaluate the role of the United States in attempts at the containment of communism in Europe, Asia, and Latin America, including the Truman Doctrine and the involvement of the United Nations in Korea.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 9.4; EOI |
Classroom
|
|
60.5 Communist Influence: US/McCarthy
The learner will be able to
describe the fear of communist influence within the United States, including the McCarthy hearings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Comprehension |
Master |
1.0 |
OK: PASS Standard 9.5; EOI |
Classroom
|
|
60.6 Military Commitments:United States
The learner will be able to
evaluate the causes and longterm foreign and domestic consequences of United States military commitments in southeast Asia, especially Vietnam.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 9.6; EOI |
Classroom
|
|
60.7 Factors: Middle East Policy
The learner will be able to
examine the strategic and economic factors in the development of Middle East policy, and relations with African nations, such as South Africa.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Analysis |
Master |
1.0 |
OK: PASS Standard 9.7 |
Classroom
|
|
60.8 Collapse: Communism
The learner will be able to
assess the reasons for the collapse of communism in eastern Europe and the Soviet Union, and relate the end of the Cold War to new challenges to the United States leadership role in the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 9.8 |
Classroom
|
|
|
United States Transformation
|
61.1 Describe: De Jure/De Facto
The learner will be able to
describe de jure and de facto segregation policies, attempts at desegregation and integration, and the impact of the Civil Rights Movement on society (e.g., Brown v. Board of Education of Topeka, Kansas).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Comprehension |
Master |
1.0 |
OK: PASS Standard 10.1; EOI |
Classroom
|
|
61.2 Success: Women's/Liberation
The learner will be able to
evaluate the success of the women's liberation movement and the changing roles of women in society.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 10.2; EOI |
Classroom
|
|
61.3 Technology: Revolution/Impact
The learner will be able to
examine the technology revolution and its impact on communication, transportation, and industry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Analysis |
Master |
1.0 |
OK: PASS Standard 10.3 |
Classroom
|
|
61.4 Crime/Drugs/Trafficking: Impact
The learner will be able to
assess the impact of violent crime, and illegal drug use and trafficking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 10. 4 |
Classroom
|
|
61.5 Immigration/Aliens:Effects/Society
The learner will be able to
explain the effects of increased immigration, the influx of political refugees, and the increasing number of undocumented aliens on society and the economy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Analysis |
Master |
1.0 |
OK: PASS Standard 10.5; EOI |
Classroom
|
|
61.6 Contributions: Leaders/Activists
The learner will be able to
identify the contributions of political leaders, political activists, and civil rights leaders, and the major issues and trends in national elections (e.g., differences between the two major political parties, and the rise of third party candidates).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Knowledge |
Master |
1.0 |
OK: PASS Standard 10.6; EOI |
Classroom
|
|
61.7 Living: Oil Embargo/Inflation
The learner will be able to
examine the postwar rise in the standard of living, the oil embargo and the inflation of the 1970s, and the federal budget deficit problems of the 1980s and early 1990s.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Analysis |
Master |
1.0 |
OK: PASS Standard 10.7 |
Classroom
|
|
61.8 Scandals: Watergate/Iran-Contra
The learner will be able to
evaluate the impact of political scandals (e.g., Watergate, Iran-Contra, and the Clinton impeachment) on federal law, national policies, and political behavior.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 10.8; EOI |
Classroom
|
|
61.9 Constitution:Principles/Structures
The learner will be able to
analyze how the principles and structures of the United States Constitution have changed through amendment and judicial interpretation (e.g., the 22nd and 25th Amendments, and Gideon v. Wainwright and Miranda v. Arizona).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Analysis |
Master |
1.0 |
OK: PASS Standard 10.9; EOI |
Classroom
|
|
61.10 Compare/Contrast: Conservative
The learner will be able to
compare and contrast conservative and liberal economic strategies, including the positions of political parties and interest groups on major issues in the post-World War II era.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post World War II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 10.10 |
Classroom
|
|
|
