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Social Studies
· Grade Pre-K
· Grade K
· Grade K: First Quarter
· Grade K: Second Quarter
· Grade K: Third Quarter
· Grade K: Fourth Quarter
· Grade T-1
· Grade T-1: First Quarter
· Grade T-1: Second Quarter
· Grade T-1: Third Quarter
· Grade T-1: Fourth Quarter
· Grade 1
· Grade 1: First Quarter
· Grade 1: Second Quarter
· Grade 1: Third Quarter
· Grade 1: Fourth Quarter
· Grade 2
· Grade 2: First Quarter
· Grade 2: Second Quarter
· Grade 2: Third Quarter
· Grade 2: Fourth Quarter
· Grade 3
· Grade 3: First Quarter
· Grade 3: Second Quarter
· Grade 3: Third Quarter
· Grade 3: Fourth Quarter
· Grade 4
· Grade 4: First Quarter
· Grade 4: Second Quarter
· Grade 4: Third Quarter
· Grade 4: Fourth Quarter
· Grade 5
· Grade 5: First Quarter
· Grade 5: Second Quarter
· Grade 5: Third Quarter
· Grade 5: Fourth Quarter
· Grade 6
· Grade 6: First Quarter
· Grade 6: Second Quarter
· Grade 6: Third Quarter
· Grade 6: Fourth Quarter
· Grade 6: First Semester
· Grade 6: Second Semester
· Grade 7
· Grade 7: First Semester
· Grade 7: Second Semester
· Grade 8
· Grade 8: First Semester
· Grade 8: Second Semester
· World Geography
· World Geography: First Semester
· World Geography: Second Semester
· World History
· World History: First Semester
· World History: Second Semester
· United States History
· US History: First Semester
· US History: Second Semester
· US Government/Economics
· US Gov't/Econ: First Semester
· US Gov't/Econ: Second Semester

Introduction
Ordering Info
Copyright

© 2003 by OKCPS and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

OKCPS
OCPS ACADEMIC STANDARDS
Social Studies - Grade 8: Second Semester

Historical Situations
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
  
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
  
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
  
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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Process Skills
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
  
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
  
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
  
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 Source Activities
Using Resources Knowledge Master 1.0 OK: PASS Standard 1.4 Classroom
  
8.5 Issues: Maps/Tables/Charts/Cartoon
The learner will be able to interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and economic graphs.
Strand Bloom's Scope Hours Source Activities
Using Resources Evaluation Master 1.0 OK: PASS Standard 1.5 Classroom
  
8.6 Distinctions: Propaganda/Relations
The learner will be able to make distinctions among propaganda, fact and opinion; evaluate cause and effect relationships; and draw conclusions.
Strand Bloom's Scope Hours Source Activities
Using Resources Analysis Master 1.0 OK: PASS Standard 1.6 Classroom
  
8.7 Patriotic: Slogans/Excerpts
The learner will be able to interpret patriotic slogans and excerpts from notable quotations, speeches, and documents (e.g., "Give me liberty or give me death," " Don't Tread On Me, " " One if by land and two if by sea," "The shot heard 'round the world," "E Pluribus Unum," the Declaration of Independence, the Preamble to the Constitution, "Fifty-four forty or Fight," and the Gettysbury Address).
Strand Bloom's Scope Hours Source Activities
Using Resources Evaluation Master 1.0 OK: PASS Standard 1.7 Classroom
  
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Westward Expansion
36.1 Manifest Destiny: Motivation
The learner will be able to examine and discuss Manifest Destiny as a motivation and justification for westward expansion, the lure of the West, and the reality of life on the frontier.
Strand Bloom's Scope Hours Source Activities
United States Analysis Master 1.0 OK: PASS Standard 9.1 Classroom
  
36.2 Acquisitions: Territorial/Events
The learner will be able to delineate and locate territorial acquisitions (e.g., Texas Annexation, Mexican Cession, and Gadsden Purchase), explorations, events, and settlement of American West using a variety of resources.
Strand Bloom's Scope Hours Source Activities
United States Comprehension Master 1.0 OK: PASS Standard 9.2 Classroom
  
36.3 Louisiana Purchase: Lewis/Clark
The learner will be able to describe the causes and effects of the Louisiana Purchase and the explorations of Lewis and Clark.
Strand Bloom's Scope Hours Source Activities
United States Comprehension Master 1.0 OK: PASS Standard 9.3 Classroom
  
36.4 Causes: Independence/War
The learner will be able to analyze the causes of Texas independence and the Mexican-American War, and evaluate the provisions and consequences of the Treaty of Guadalupe Hidalgo.
Strand Bloom's Scope Hours Source Activities
United States Analysis Master 1.0 OK: PASS Standard 9.4 Classroom
  
36.5 Immigration: Increased/Conflict
The learner will be able to assess the factors that led to increased immigration (e.g., the Irish potato famine, railroad construction, and employment opportunities) and how ethnic and cultural conflict was intensified.
Strand Bloom's Scope Hours Source Activities
United States Evaluation Master 1.0 OK: PASS Standard 9.5 Classroom
  
36.6 Oregon/California: Settlement
The learner will be able to compare and contrast the causes and character of the rapid settlement of Oregon and California in the late 1840s and 1850s.
Strand Bloom's Scope Hours Source Activities
United States Evaluation Master 1.0 OK: PASS Standard 9.6 Classroom
  
36.7 Mormons: Motives/Contributions
The learner will be able to examine the religious origins and persecution of the Mormons; explain the motives for their trek westward, and evaluate their contributions to the settlement of the West.
Strand Bloom's Scope Hours Source Activities
United States Analysis Master 1.0 OK: PASS Standard 9.7 Classroom
  
36.8 Trade: Importance/Impact
The learner will be able to describe the importance of trade on the frontiers and assess the impact of westward expansion on Native American peoples, including their displacement and removal and the Indian Wars of 1850s-1870s.
Strand Bloom's Scope Hours Source Activities
United States Evaluation Master 1.0 OK: PASS Standard 9.8 Classroom
  
36.9 Homestead Act: Impact/Movement
The learner will be able to evaluate the impact of the Homestead Act of 1862 and the resulting movement westward to "free land".
Strand Bloom's Scope Hours Source Activities
United States Evaluation Master 1.0 OK: PASS Standard 9.9 Classroom
  
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North and South
37.1 North/South: Differences
The learner will be able to identify and explain the economic, social, and cultural sectional differences between the North and the South.
Strand Bloom's Scope Hours Source Activities
Differences Comprehension Master 1.0 OK: PASS Standard 10.1 Classroom
  
37.2 Inventions: Cotton Gin/New Lands
The learner will be able to examine how the invention of the cotton gin, the demand for cotton in northern and European textile factories, and the opening of new lands in the South and West led to the increased demand for slaves.
Strand Bloom's Scope Hours Source Activities
Differences Analysis Master 1.0 OK: PASS Standard 10.2 Classroom
  
37.3 Slavery: Importance/Cause/Conflict
The learner will be able to evaluate the importance of slavery as a principal cause of the conflict.
Strand Bloom's Scope Hours Source Activities
Differences Evaluation Master 1.0 OK: PASS Standard 10.3 Classroom
  
37.4 Polarization: Increased
The learner will be able to explain how the Compromise of 1850, the publication of Uncle Tom's Cabin, the Kansas-Nebraska Act, the Dred Scott decision, and John Brown's raid on Harper's Ferry contributed to and increased sectional polarization.
Strand Bloom's Scope Hours Source Activities
Differences Analysis Master 1.0 OK: PASS Standard 10.4 Classroom
  
37.5 Presidential Election: 1860/Issues
The learner will be able to discuss the significance of the presidential election of 1860, including the issues, personalities, and results.
Strand Bloom's Scope Hours Source Activities
Differences Application Master 1.0 OK: PASS Standard 10.5 Classroom
  
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Civil War and Reconstruction Era
38.1 Union/Confederacy: Resources/War
The learner will be able to compare the economic resources of the Union and the Confederacy at the beginning of the Civil War and assess the tactical advantages of each side.
Strand Bloom's Scope Hours Source Activities
People Evaluation Master 1.0 OK: PASS Standard 11.1 Classroom
  
38.2 War: Turning Points/Outcome
The learner will be able to identify the turning points of the war (e.g., major battles and the Emancipation Proclamation) and evaluate how political, economic, military, and diplomatic leadership affected the outcome of the conflict.
Strand Bloom's Scope Hours Source Activities
People Evaluation Master 1.0 OK: PASS Standard 11.2 Classroom
  
38.3 Soldiers: Confederate/Union
The learner will be able to compare and contrast the motives for fighting and the daily life experiences of Confederate soldiers with those of Union soldiers, both white and African American.
Strand Bloom's Scope Hours Source Activities
People Evaluation Master 1.0 OK: PASS Standard 11.3 Classroom
  
38.4 Women: Homefront/Battlefront
The learner will be able to compare homefront and battlefront roles of women in the Union and the Confederacy.
Strand Bloom's Scope Hours Source Activities
People Analysis Master 1.0 OK: PASS Standard 11.4 Classroom
  
38.5 Reconstruction: Plans/Programs
The learner will be able to examine the various plans for Reconstruction, the programs to transform social relations in the South, and the successes and failures of Reconstruction in the South, North, and West (e.g., the role of carpetbaggers and scalawags, the passage of Black Codes, the accomplishments of the Freedmen's Bureau, and the rise of the Ku Klux Klan).
Strand Bloom's Scope Hours Source Activities
People Analysis Master 1.0 OK: PASS Standard 11.5 Classroom
  
38.6 Amendments: Provisions/Support
The learner will be able to explain the provisions of the 13th, 14th, and 15th Amendments and the political forces supporting and opposing each.
Strand Bloom's Scope Hours Source Activities
People Analysis Master 1.0 OK: PASS Standard 11.6 Classroom
  
38.7 President/Congress: Conflict
The learner will be able to analyze the escalating conflict between the president and Congress, and explain the reasons for and consequences of Andrew Johnson's impeachment and trial.
Strand Bloom's Scope Hours Source Activities
People Analysis Master 1.0 OK: PASS Standard 11.7 Classroom
  
38.8 Reconstruction: End/How
The learner will be able to analyze how and why the Compromise of 1877 effectively ended Reconstruction.
Strand Bloom's Scope Hours Source Activities
People Analysis Master 1.0 OK: PASS Standard 11.8 Classroom
  
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