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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Social Studies - World History: Second Semester |
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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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49.1 Establishment: Monarchies
The learner will be able to
describe the establishment and authority of absolute monarchies (e.g., Louis XIV, Frederick the Great, and Peter the Great).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Changes |
Knowledge |
Master |
1.0 |
OK: PASS Standard 13.1 |
Classroom
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49.2 Revolutions: Glorious/French
The learner will be able to
examine the Glorious Revolution in England and the French Revolution, including the ideas of significant individuals (e.g., Hobbes, Locke, Montesquieu, Rousseau, Adam Smith, and Jefferson).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Changes |
Analysis |
Master |
1.0 |
OK: PASS Standard 13.2 |
Classroom
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49.3 Enlightenment: Political/Religious
The learner will be able to
explain how the political and religious ideas of the Enlightenment affected the founders of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Changes |
Analysis |
Master |
1.0 |
OK: PASS Standard 13.3 |
Classroom
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49.4 Change: Theories/Scientific
The learner will be able to
explain how new scientific theories (e.g., those of Newton, Kepler, Copernicus, Galileo, Harvey, and Franklin) and technological changes brought about social, political, and cultural changes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Changes |
Analysis |
Master |
1.0 |
OK: PASS Standard 13.4 |
Classroom
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49.5 Creative Expression: Influence
The learner will be able to
describe how the arts, philosophy, and literature were influenced by significant individuals (e.g., Voltaire, Diderot, Rembrandt, Gainsborough, Bach, and Mozart).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Changes |
Knowledge |
Master |
1.0 |
OK: PASS Standard 13.5 |
Classroom
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50.1 Congress: Vienna/Impact
The learner will be able to
analyze the impact of the Congress of Vienna.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Analysis |
Master |
1.0 |
OK: PASS Standard 14.1 |
Classroom
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50.2 Europe: Democracy/Urbanization
The learner will be able to
describe the expansion of democracy in Europe, the effects of urbanization, the revolutions of 1848, and British reform laws.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Knowledge |
Master |
1.0 |
OK: PASS Standard 14.2 |
Classroom
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50.3 Germany/Italy: Unification
The learner will be able to
analyze the unification of Germany and of Italy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Analysis |
Master |
1.0 |
OK: PASS Standard 14.3 |
Classroom
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50.4 Japan: Meiji Restoration/Impact
The learner will be able to
evaluate the impact of the Meiji Restoration in Japan.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Developments |
Evaluation |
Master |
1.0 |
OK: PASS Standard 14.4 |
Classroom
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51.1 Rise/Impact: Industrial Economy
The learner will be able to
describe the rise and impact of industrial economies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Effects |
Comprehension |
Master |
1.0 |
OK: PASS Standard 15.1 |
Classroom
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51.2 Changes: Scientific/Technological
The learner will be able to
describe the scientific and technological changes (e.g., the inventions of Watt, Bessemer, and Whitney) which brought about massive social and cultural change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Effects |
Knowledge |
Master |
1.0 |
OK: PASS Standard 15.2 |
Classroom
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51.3 Capitalism/Free Enterprise: Analyze
The learner will be able to
analyze the emergence of capitalism and free enterprise as a dominant economic pattern.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Effects |
Analysis |
Master |
1.0 |
OK: PASS Standard 15.3 |
Classroom
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51.4 Capitalism: Evaluate Responses
The learner will be able to
evaluate the responses to capitalism (e.g., utopianism, socialism, and communism), including the trade union movement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Effects |
Evaluation |
Master |
1.0 |
OK: PASS Standard 15.4 |
Classroom
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51.5 European Commercial Power: Explain
The learner will be able to
explain how Asia, Africa, and South America were transformed by European commercial power.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Effects |
Analysis |
Master |
1.0 |
OK: PASS Standard 15.5 |
Classroom
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52.1 Totalitarian: Rise/Aggression/Cost
The learner will be able to
examine the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Analysis |
Master |
1.0 |
OK: PASS Standard 16.3 |
Classroom
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52.2 World War II: Rise/Nationalism
The learner will be able to
examine the rise of nationalism and the causes and effects of World War II (e.g., the Holocaust, economic and military power shifts since 1945, the founding of the United Nations, and the political partitioning of Europe, Africa, and Asia).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Analysis |
Master |
1.0 |
OK: PASS Standard 16.4 |
Classroom
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Global and Contemporary Events
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53.1 Conflicts: Military/Political
The learner will be able to
describe regional military and political conflicts, such as Korea and Vietnam.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post War World II |
Knowledge |
Master |
1.0 |
OK: PASS Standard 17.1 |
Classroom
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53.2 Israel: Creation/Conflicts
The learner will be able to
evaluate the creation of the modern state of Israel, and the recurring conflicts between and among Israel and the Arab neighbors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post War World II |
Evaluation |
Master |
1.0 |
OK: PASS Standard 17.2 |
Classroom
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53.3 Cold War: Beginning/End
The learner will be able to
examine the beginning and end of the Cold War and the collapse of the Soviet Union.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post War World II |
Analysis |
Master |
1.0 |
OK: PASS Standard 17.3 |
Classroom
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53.4 Beijing: Revolution/Demonstration
The learner will be able to
describe the Chinese Cultural Revolution and the pro-democracy student demonstrations at Tiananmen Square in Beijing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post War World II |
Knowledge |
Master |
1.0 |
OK: PASS Standard 17.4 |
Classroom
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53.5 Movements: Asia/Leaders
The learner will be able to
describe the revolutionary movements in Asia and their leaders (e.g., Mao Zedong and Ho Chi Minh).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post War World II |
Knowledge |
Master |
1.0 |
OK: PASS Standard 16.5 |
Classroom
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53.6 African/Asian: Independence/Rule
The learner will be able to
examine African and Asian countries which achieved independence from European colonial rule (e.g., India under Mohandas Gandhi and Ghana under Kwame Nkrumah).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post War World II |
Analysis |
Master |
1.0 |
OK: PASS Standard 16.6 |
Classroom
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79.1 World War I: Causes/Effect
The learner will be able to
evaluate the causes and effects of World War I (e.g., assassination of Archduke Ferdinand, Woodrow Wilson and the Fourteen Points, and the League of Nations).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Evaluation |
Master |
1.0 |
OK: PASS Standard 16.1 |
Classroom
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79.2 Russia: Bolshevik/Soviet Union
The learner will be able to
describe the Bolshevik Revolution in Russia and the creation of the Soviet Union.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Knowledge |
Master |
1.0 |
OK: PASS Standard 16.2 |
Classroom
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