|
|
|
OKCPS |
|
OCPS ACADEMIC STANDARDS |
|
Social Studies - World Geography: 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, art, music, literature, photographs, documents, newspapers, and contemporary media).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Process Standard 1.1 |
Classroom
|
|
8.2 Geography: Oklahoma/Historical
The learner will be able to
identify, evaluate, and explain the relationships between the geography of Oklahoma and its historical development by using different kinds of maps, graphs, charts, diagrams, and other representations such as photographs, satellite-produced images, and computer-based technologies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Process Standard 1.2 |
Classroom
|
|
8.3 Materials: Almanacs/Atlases
The learner will be able to
interpret information from a broad selection of research materials (e.g. encyclopedias, almanacs, dictionaries, atlases, and cartoons).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Process Standard 1.3 |
Classroom
|
|
8.4 History: Oklahoma/Timeline
The learner will be able to
construct and examine timelines of Oklahoma history (e.g., removal and relocation of Native American groups, economic cycles, immigration patterns, and the results of redistricting and statewide elections).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Using Resources |
Application, Analysis |
Master |
1.0 |
OK: PASS Oklahoma History Process Standard 1.4 |
Classroom
|
|
14.1 Expeditions: Spanish/French
The learner will be able to
explain the significance of early Spanish and French expeditions (e.g., Coronado, Onate, and LaHarpe).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploration |
Comprehension |
Master |
1.0 |
OK: PASS Oklahoma History Standard 2.1 |
Classroom
|
|
14.2 Exploration: Pike/Wilkinson/Long
The learner will be able to
evaluate the lasting impact of American exploration, including the Pike, Wilkinson, and Long expeditions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploration |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Standard 2.2 |
Classroom
|
|
14.3 Claims: Territorial/Oklahoma
The learner will be able to
analyze the impact of territorial claims on the development of the state of Oklahoma, including the Louisiana Purchase and Adams-Onis Treaty.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exploration |
Analysis |
Master |
1.0 |
OK: PASS Oklahoma History Standard 2.3 |
Classroom
|
|
14.4 Cultures: Prehistoric/Significance
The learner will be able to
identify and describe significant phases of prehistoric cultures, including the Paleo Indians (Clovis points), Archaic Indians (Folsom points), the Mound Builders, and the Plains Tribes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prehistoric |
Comprehension |
Master |
1.0 |
OK: PASS Oklahoma History Standard 3.1 |
Classroom
|
|
14.5 Movement: People/Tribes
The learner will be able to
trace the movement of other North American peoples into present-day Oklahoma, including the Five Tribes, Plains Tribes, and Eastern Tribes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prehistoric |
Application |
Master |
1.0 |
OK: PASS Oklahoma History Standard 3.2 |
Classroom
|
|
14.6 Perspectives: Cultural
The learner will be able to
compare and contrast cultural perspectives (e.g., land ownership and use, agricultural methods, production and distribution of commodities, and trading practices) of Native Americans and European Americans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prehistoric |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Standard 3.3 |
Classroom
|
|
14.7 Native Americans: Significant
The learner will be able to
identify significant historical and contemporary Native Americans (e.g., John Ross, Sequoyah, Quanah Parker, Jim Thorpe, Will Rogers, the Five Indian Ballerinas, the Kiowa Five, and Wilma Mankiller).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prehistoric |
Knowledge |
Master |
1.0 |
OK: PASS Oklahoma History Standard 3.4 |
Classroom
|
|
14.8 Mercantile: Settlements/Forts
The learner will be able to
analyze tribal alliances, river transportation, and the fur trade, and their relationship to early mercantile settlements (e.g., Fort Towson, Fort Gibson, Fort Coffee, Fort Washita, and Chouteau's Trading Post).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Analysis |
Master |
1.0 |
OK: PASS Oklahoma History Standard 4.1 |
Classroom
|
|
14.9 Civil War: Figures/Groups/Battles
The learner will be able to
explain the significance of the Civil War in Indian Territory and the prominent figures and groups that fought in its battles (e.g., Stand Watie, General James Blunt, General Douglas Cooper, and the 1st Kansas Colored Regiment).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Comprehension |
Master |
1.0 |
OK: PASS Oklahoma History Standard 4.2 |
Classroom
|
|
14.10 Industry: Cattle/Impact
The learner will be able to
assess the impact of the cattle industry (e.g., cattle trails, railheads and cow towns in Kansas, and the location of railroad lines).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Standard 4.3 |
Classroom
|
|
14.11 Land: Allotments/Land Runs
The learner will be able to
evaluate the impact and importance of the various means of distributing land in Oklahoma (e.g., allotments, land runs, lottery, and Supreme Court settlement).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Events |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Standard 4.4 |
Classroom
|
|
14.12 Dawes Commission: Non-Native
The learner will be able to
examine the work of the Dawes Commission and the distribution of lands to non-Native American settlers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Analysis |
Master |
1.0 |
OK: PASS Oklahoma History Standard 5.1 |
Classroom
|
|
14.13 Governments: Development
The learner will be able to
analyze the development of governments among the Native American tribes; the movement towards the all-Indian state of Sequoyah; the movement for single statehood; and the impact and influence of the Enabling Act and the Constitutional Convention.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Government |
Analysis |
Master |
1.0 |
OK: PASS Oklahoma History Standard 5.2 |
Classroom
|
|
14.14 Map: Features/State
The learner will be able to
locate the significant physical and human features of the state on a map (e.g., major waterways, cities, natural resources, military installations, major highways, and major landform regions).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Features |
Knowledge |
Master |
1.0 |
OK: PASS Oklahoma History Standard 6.1 |
Classroom
|
|
14.15 Cycles: Economic
The learner will be able to
examine how economic cycles (e.g., the Great Depression and the Dust Bowl, and oil boom and bust) have affected and continue to affect major sectors of state employment (e.g., fossil fuels, timber, mining, tourism, the military, and agriculture).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Features |
Evaluation |
Master |
1.0 |
OK: PASS Oklahoma History Standard 6.2 |
Classroom
|
|
14.16 Groups: Cultural/Ethnic
The learner will be able to
identify cultural and ethnic groups in Oklahoma (e.g., African Americans, Eastern Europeans, Italians, Germans, and Vietnamese) and explore the causes and effects of their immigration and settlement patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Groups |
Analysis |
Master |
1.0 |
OK: PASS Oklahoma History Standard 7.1 |
Classroom
|
|
14.17 Contributions: Groups
The learner will be able to
trace the cultural, political, and economic contributions of these groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Groups |
Knowledge |
Master |
1.0 |
OK: PASS Oklahoma History Standard 7.2 |
Classroom
|
|
14.18 Individuals: Contributions
The learner will be able to
identify significant individuals and their contributions (e.g., Jerome Tiger, Frank Phillips, Kate Barnard, Angie Debo, Ada Lois Sipuel, Clara Luper, George Lynn Cross, Ralph Ellison, Robert S. Kerr, Henry Bellmon, and Reba McEntire).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| History |
Knowledge |
Master |
1.0 |
OK: PASS Oklahoma History Standard 8.1 |
Classroom
|
|
14.19 Impact: Movements/History
The learner will be able to
analyze the impact of the Populist Movement, the Temperance Movement, the Dust Bowl, and political corruption (e.g., Ku Klux Klan activities; the prosecutions and convictions of Governor David Hall and the county commissioners) on Oklahoma history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| History |
Analysis |
Master |
1.0 |
OK: PASS Oklahoma History Standard 8.2 |
Classroom
|
|
14.20 Relations: Evolution/Race
The learner will be able to
examine the historical evolution of race relations in Oklahoma (e.g., the significance of Jim Crow laws, the Tulsa Race Riot, and the contributions of Governor Raymond Gary to the peaceful integration of public facilities).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| History |
Analysis |
Master |
1.0 |
OK: PASS Oklahoma History 8.3 |
Classroom
|
|
|
