Oklahoma State Standards for Social Studies: Grade 12

OK.1. Economics: The student will evaluate how societies answer the three basic economic questions: what goods and services to produce, how to produce them and for whom are they produced?

1.1. Examine the different economic systems used to allocate resource, goods and services and wealth in other countries around the world.

1.2. Compare the relative size and responsibilities of governments in different countries.

OK.2. Economics: The student will explain how prices are set in a market economy by using supply and demand graphs, and determine how prices provide incentives to buyers and sellers.

2.1. Determine how price and non-price factors affect the demand and supply of goods and services available in the marketplace.

2.2. Explain what causes shortages and surpluses, including government imposed price floors and price ceilings; and determine the impact they have on prices and people's decisions to buy or sell.

OK.3. Economics: The student will evaluate how changes in the level of competition in different markets affect prices.

3.1. Explain how competition among sellers lowers costs and prices while encouraging producers to produce more, and competition among buyers increases prices and allocates goods and services to those persons willing and able to pay higher prices.

3.2. Explain how people's own self-interest helps markets make decisions.

OK.4. Economics: The student will describe the role of economic institutions (e.g., banks, labor unions, corporations, legal systems, and not-for-profits) in a market economy.

4.1. Evaluate the impact of different institutions in a market economy (e.g., the legal system ensuring private property rights, banks matching savers with borrowers, and corporations allowing people to pool their incomes and provide future income through investing in stocks).

4.2. Describe how some institutions (e.g., labor unions, religious organizations, and not for-profits) work to promote the goals of certain interest groups.

OK.5. Economics: The student will analyze how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.

5.1. Explain how individuals, businesses and the overall economy benefit from using money.

5.2. Determine the components of the money supply in the United States (e.g., currency, coins, and checking account deposits).

5.3. Identify the different functions of money and give examples of each.

5.4. Explain how the value of money is determined by the goods and services it can buy.

OK.6. Economics: The student will evaluate the role of interest rates in a market economy.

6.1. Identify current interest rates on different kinds of savings instruments and loans, and compare those rates with current interest rates on credit cards.

6.2. Discuss the relationship between interest rates and inflation rates, and determine how changes in real interest rates impact people's decisions to borrow money and purchase goods.

6.3. Determine the factors affecting the differences in interest rates (e.g., new versus used car loans, home mortgages, and good versus bad credit ratings).

OK.7. Economics: The student will explain the role of entrepreneurs, risks, and profits in a market economy.

7.1. Identify an entrepreneur and describe how his/her decisions affect job opportunities for others.

7.2. Analyze the potential risks and potential gains of entrepreneurs opening new businesses or inventing a new product, and determine the non-financial incentives that motivate them, and the risks or disincentives they face.

OK.8. Economics: The student will evaluate the economic role of government in a market economy.

8.1. Explain the role that government has in dealing with issues, such as poverty, pollution, and medical research.

8.2. Describe the costs and benefits of government assistance programs, education and other government-funded projects.

8.3. Identify projects or programs where the cost of government policies may have exceeded the economic benefits received, and explain why government would continue supporting such projects.

OK.9. Economics: The student will determine current economic conditions in the United States, and explain how these conditions have an impact on consumers, producers, and government policymakers.

9.1. Explain what gross domestic product (GDP) is and how it can be used to describe economic output over time.

9.2. Compare the GDP per capita in the United States with the same data for other countries.

9.3. Describe the impact on the economy when GDP is growing or declining.

OK.10. Economics: The student will explain the role of inflation and unemployment in an economic system.

10.1. Define inflation and unemployment, and explain the impact they have on an economy.

10.2. Determine when the United States historically has faced high unemployment, high inflation, low unemployment, and low inflation; and identify the economic conditions that existed during those times.

10.3. Give examples of the types of unemployment and analyze the differences among them.

10.4. Determine how inflation is measured and the impact it has on different sectors of the economy.

OK.11. Economics: The student will identify the potential economic impact of policy changes by the Federal Reserve and the federal government.

11.1. Identify historical examples of fiscal policies, and explain why they were adopted.

11.2. Determine the differences between federal deficits and surpluses, and their impact on the economy.

11.3. Examine the tools of monetary policy and its impact on the economy.

11.4. Determine when the federal government and the Federal Reserve should use expansionary or contractionary policies.

OK.1. Oklahoma History: The student will demonstrate process skills in social studies.

1.1. Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters, art, music, literature, photographs, documents, newspapers, and contemporary media).

1.2. 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.

1.3. Interpret information from a broad selection of research materials (e.g., encyclopedias, almanacs, dictionaries, atlases, and cartoons).

1.4. 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).

OK.2. Oklahoma History: The student will describe both European and American exploration and claims to the territory that would become Oklahoma.

2.1. Explain the significance of early Spanish and French expeditions (e.g., Coronado, Onate, and LaHarpe).

2.2. Evaluate the lasting impact of American exploration, including the Pike, Wilkinson, and Long expeditions.

2.3. Analyze the impact of territorial claims on the development of the state of Oklahoma, including the Louisiana Purchase and Adams-Onis Treaty.

OK.3. Oklahoma History: The student will evaluate the social, economic, and political development and contributions of Native Americans from prehistoric settlement through modern times.

3.1. 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.

3.2. Trace the movement of other North American peoples into present-day Oklahoma, including the Five Tribes, Plains Tribes, and Eastern Tribes.

3.3. 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.

3.4. 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).

OK.4. Oklahoma History: The student will evaluate the major political and economic events prior to statehood.

4.1. 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).

4.2. 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).

4.3. Assess the impact of the cattle industry (e.g., cattle trails, railheads and cow towns in Kansas, and the location of railroad lines).

4.4. Evaluate the impact and importance of the various means of distributing land in Oklahoma (e.g., allotments, land runs, lottery, and Supreme Court settlement).

OK.5. Oklahoma History: The student will describe the development of constitutional government in Oklahoma.

5.1. Examine the work of the Dawes Commission and the distribution of lands to non Native American settlers.

5.2. 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.

OK.6. Oklahoma History: The student will investigate the geography and economic assets of Oklahoma and trace their effects on the history of the state.

6.1. 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).

6.2. 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).

OK.7. Oklahoma History: The student will examine major cultural and ethnic groups represented in Oklahoma.

7.1. 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.

7.2. Trace the cultural, political, and economic contributions of these groups.

OK.8. Oklahoma History: The student will examine factors that contributed to the political, economic, and social history of Oklahoma during the twentieth century.

8.1. 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).

8.2. 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.

8.3. 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).

OK.1. United States Government: The student will demonstrate process skills in social studies.

1.1. Identify, analyze, and interpret primary and secondary sources, such as artifacts, letters, photographs, art, documents, newspapers, and contemporary media (e.g., television, motion pictures, and computer-based technologies) that reflect events in United States government and politics.

1.2. Interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and economic graphs.

1.3. Make distinctions among propaganda, fact and opinion; evaluate cause and effect relationships; and draw conclusions in examining documentary sources.

1.4. 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).

OK.2. United States Government: The student will define government as the formal institution with the authority to make and implement binding decisions about such matters as distribution of resources, allocation of benefits and burdens, and management of conflicts.

OK.3. United States Government: The student will analyze the philosophical and historical development of government as an institution.

3.1. Discuss the development of democracy in ancient Greece and Rome, the United Kingdom, and the American colonies.

3.2. Examine and interpret the contributions of Locke, Hobbes, Rousseau, Montesquieu, and Blackstone to contemporary political theory and governmental structure.

OK.4. United States Government: The student will describe the purpose of government and analyze how its powers are acquired, used, and justified.

4.1. Distinguish between civic life (i.e., the public life of the citizen concerned with community and national affairs) and private life (i.e., the personal life of the individual devoted to the pursuit of private interests).

4.2. Examine political authority, its sources and functions, and the difference between authority and power without authority.

4.3. Distinguish between and explain the essential characteristics of limited and unlimited governments, and identify historical and contemporary examples of each.

4.4. Research examples of formal institutions with the authority to control and direct the behavior of those in a society (e.g., tribal councils, courts, monarchies, and democratic legislatures).

OK.5. United States Government: The student will compare and contrast how governments are organized in terms of the number of people who have access to power (i.e., despotism, oligarchy, republic, and democracy), where power is located (i.e., unitary, federal, and confederal), and the relationship between the legislative and executive branches (i.e., presidential and parliamentary).

OK.6. United States Government: The student will analyze and describe examples of fundamental United States constitutional principles contained in the Magna Carta, English Bill of Rights, Declaration of Independence, Articles of Confederation, Constitution, Federalist Papers, and the Bill of Rights and subsequent amendments.

OK.7. United States Government: The student will identify and explain the fundamental concepts of the system of government of the United States.

7.1. This includes the equality of all citizens under the law; majority rule and minority rights; the fundamental worth and dignity of the individual; the necessity of compromise; individual freedom; the rule of law; constitutionalism and limited government; democracy and republicanism; consent of the governed; and liberties, privileges, rights, and responsibilities.

OK.8. United States Government: The student will analyze the United States Constitution.

8.1. This includes purposes expressed in the Preamble; branches of government; powers and limitations; and the amendment process.

OK.9. United States Government: The student will compare and contrast the roles of the legislative, executive, and judicial branches of government at the national, state, and local levels.

9.1. This includes structures, functions, and authority; federalism; separation of powers; checks and balances; the extent to which power is shared rather than divided or separated (i.e., concurrent powers); and procedures for constitutional and charter amendment.

OK.10. United States Government: The student will analyze how the Constitution has evolved since 1789.

10.1. Examine the constitutional amendments, the conflicts or issues they addressed, and the reasons for their adoption.

10.2. Identify and explain the basic rulings in landmark Supreme Court cases, including Marbury v. Madison (1803), McCulloch v. Maryland (1819), Plessy v. Ferguson (1896), Brown v. Board of Education of Topeka, Kansas (1954), Mapp v. Ohio (1961), Miranda v. Arizona (1966), Furman v. Georgia (1972), United States v. Nixon (1974), and Gregg v. Georgia (1976).

OK.11. United States Government: The student will explain and give contemporary examples of how political parties, interest groups, the media, and individuals influence the policy agenda and decision-making of government institutions.

OK.12. United States Government: The student will describe the components of campaigns for national, state and local elective office, including the nominative process; campaign funding and spending, the influence of the media, advertising, and polling; reapportionment and redistricting; the role of the electoral college; and the term-limitation movement.

OK.13. United States Government: The student will explain the rights, responsibilities, and benefits of citizenship in the United States, such as voting, jury duty, obedience to lawful authority, and private ownership of property.

OK.14. United States Government: The student will compare and contrast the political and economic systems of the United States with those of major democratic and authoritarian nations.

OK.15. United States Government: The student will identify and distinguish among the units of local government in Oklahoma (i.e., counties, cities, towns, and regional authorities) by analyzing local public issues.

OK.16. United States Government: The student will develop and practice the skills needed for informed participation in public affairs, including analyzing public issues, examining candidates for public office, evaluating the performance of public officials, and communicating with public officials.

OK.1. United States History (1850 to the Present): The student will demonstrate process skills in social studies.

1.1. Identify, analyze, and interpret primary and secondary sources (e.g., artifacts, diaries, letters, photographs, documents, newspapers, media, and computer-based technologies).

1.2. Recognize and explain how different points of view have been influenced by nationalism, racism, religion, culture and ethnicity.

1.3. Distinguish between fact and opinion in examining documentary sources.

1.4. Construct timelines of United States history (e.g., landmark dates of economic changes, social movements, military conflicts, constitutional amendments, and presidential elections).

1.5. Explain the relationships between geography and the historical development of the United States by using maps, graphs, charts, visual images, and computer-based technologies.

1.6. 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.

OK.2. United States History (1850 to the Present): The student will analyze causes, key events, and effects of the Civil War era.

2.1. Examine the economic and philosophical differences between the North and South, as exemplified by such persons as Daniel Webster and John C. Calhoun.

2.2. Trace the events leading to secession and war (e.g., the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott case).

2.3. Identify leaders on both sides of the war (e.g., Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and William Lloyd Garrison).

2.4. 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.

2.5. Relate the basic provisions and postwar impact of the 13th , 14th , and 15th Amendments to the Constitution.

2.6. 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).

OK.3. United States History (1850 to the Present): The student will analyze the impact of immigration and the Westward Movement on American society.

3.1. Detail the contributions of various immigrant, cultural, and ethnic groups (e.g. Irish, Chinese, Italians, and Germans).

3.2. Examine ethnic conflict and discrimination.

3.3. Investigate changes in the domestic policies of the United States relating to immigration.

3.4. 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.

OK.4. United States History (1850 to the Present): The student will examine the effects of the Industrial Revolution on the economy of the United States.

4.1. Identify the impact of new inventions and industrial production methods, including new technologies in transportation and communication.

4.2. Evaluate the significance of immigration on the labor supply and the movement to organize workers.

4.3. 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.

4.4. Assess the impact of industrialization, the expansion of international markets, urbanization, and immigration on the economy.

4.5. 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).

4.6. Examine the causes of the money panics of 1873, 1893, and 1907, explaining how the establishment of the Federal Reserve System addressed the problems

OK.5. United States History (1850 to the Present): The student will analyze the changing role of the United States in world affairs at the turn of the twentieth century.

5.1. Identify the goals of imperialism, explaining its impact on developed and developing nations.

5.2. Identify the role of the Spanish-American War in the development of the United States as a world power.

5.3. Evaluate the role of United States foreign policy and presidential leadership in the construction of a canal in Panama.

5.4. Describe the strengths and weaknesses of Theodore Roosevelt's 'Big Stick Diplomacy.'

5.5. Analyze the causes and effects of United States involvement in World War I.

5.6. Examine the rationale for the failure of the United States to join the League of Nations and the nation's return to isolationism.

OK.6. United States History (1850 to the Present): The student will describe the social, cultural, economic, and technological ideas and events in the United States in the era between the World Wars.

6.1. Evaluate literature, music, dance, and forms of entertainment, including the Harlem Renaissance, the Jazz Age, and talkies.

6.2. 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).

6.3. Analyze the impact of the automobile, and urban and rural electrification on society.

6.4. Describe rising racial tensions and labor unrest common in the era (e.g., the Tulsa Race Riots and the sit-down strikes).

6.5. Examine the growing disparity between the wealth of corporate leaders and the incomes of small business owners, industrial workers, and farmers.

6.6. 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).

OK.7. United States History (1850 to the Present): The student will investigate and analyze the causes and legacy of the Great Depression.

7.1. Examine changes in business cycles, weaknesses in key sectors of the economy, and government economic policies in the late 1920s.

7.2. Analyze the effects of the Stock Market Crash.

7.3. 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.

7.4. Identify the contributions of key individuals of the period (e.g., Will Rogers, Eleanor and Franklin Roosevelt, Charles Lindbergh, and Woody Guthrie).

7.5. Assess the impact of the expanded role of government in the economy since the 1930s.

OK.8. United States History (1850 to the Present): The student will analyze the major causes, events, and effects of United States involvement in World War II.

8.1. 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.

8.2. Investigate appeasement, isolationism, and the war debates in the United States prior to the outbreak of war.

8.3. Evaluate the impact of preparation and mobilization for war, including the internment policies and their effects (e.g., Korematsu v. United States).

8.4. Detail major battles, military turning points, and key strategic decisions in both European and Pacific theaters.

8.5. Analyze public and political reactions in the United States to the events of the Holocaust.

OK.9. United States History (1850 to the Present): The student will assess the successes and shortcomings of United States foreign policy since World War II.

9.1. Identify the origins of the Cold War, and its foreign and domestic consequences, including confrontations with the Soviet Union in Berlin and Cuba.

9.2. Examine the proliferation of nuclear weapons and the arms race.

9.3. Describe the role of the United States in the formation of the United Nations, NATO, and other alliances.

9.4. 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.

9.5. Describe the fear of communist influence within the United States, including the McCarthy hearings.

9.6. Evaluate the causes and longterm foreign and domestic consequences of United States military commitments in southeast Asia, especially Vietnam.

9.7. Examine the strategic and economic factors in the development of Middle East policy, and relations with African nations, such as South Africa.

9.8. 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.

OK.10. United States History (1850 to the Present): The student will analyze the economic, social, and political transformation of the United States since World War II.

10.1. 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).

10.2. Evaluate the success of the women's liberation movement and the changing roles of women in society.

10.3. Examine the technology revolution and its impact on communication, transportation, and industry.

10.4. Assess the impact of violent crime, and illegal drug use and trafficking.

10.5. Explain the effects of increased immigration, the influx of political refugees, and the increasing number of undocumented aliens on society and the economy.

10.6. 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).

10.7. Examine the post-war 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.

10.8. Evaluate the impact of political scandals (e.g., Watergate, Iran-Contra, and the Clinton impeachment) on federal law, national policies, and political behavior.

10.9. 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).

10.10. 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.

OK.1. World Geography: The student will use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective.

1.1. Apply geographic representations and technologies to depict, analyze, explain and solve geographic problems.

1.2. Demonstrate the use of mental maps to organize information about people, places, and environments in a spatial context.

1.3. Analyze the spatial organization of people, places, and environments on earth's surface.

1.4. Design appropriate forms of maps incorporating elements of geographic information such as: relative/absolute location, direction, size, shape, elevation, and scale.

1.5. Recognize the different map projections and explain the concept of distortion.

OK.2. World Geography: The student will use the concepts of places and regions as the basic units of geographic inquiry.

2.1. Identify the human and physical characteristics of particular places and regions.

2.2. Conduct regional analysis of geographic issues and questions.

2.3. Explain how culture and experience influence people's perceptions of places and regions and how these perceptions change over time.

OK.3. World Geography: The student will examine earth's physical processes (e.g., climate and landforms) and organize them into ecosystems.

3.1. Identify and describe the components of the earth's physical system (e.g., atmosphere, lithosphere, biosphere, and hydrosphere).

3.2. Explain how earth's physical systems and processes shape the patterns found on earth's surface.

3.3. Describe the characteristics and spatial distribution of ecosystems on earth's surface.

3.4. Analyze patterns of natural phenomena such as earthquakes, volcanic eruptions, tornadoes, and hurricanes.

OK.4. World Geography: The student will examine human cultures, populations and activities such as settlement, migration, commerce, conflict, and cooperation.

4.1. Identify the characteristics, distribution, and migration of human populations on earth's surface.

4.2. Describe the characteristic, distribution, and migration of human populations on earth's cultures.

4.3. Interpret the patterns and networks of economic interdependence on earth's surface.

4.4. Explain how the processes, patterns, and functions of human settlement have changed over time.

4.5. Explain how the forces of cooperation and conflict among people influence the division and control of earth's surface.

OK.5. World Geography: The student will evaluate the interactions between humans and their environment.

5.1. Explain how human actions modify the physical environment.

5.2. Describe how physical systems affect human systems such as the impact of major natural hazards/disasters on humans.

5.3. Explain the changes that occur in the meaning, use, distribution, and importance of resources.

5.4. Observe and predict the possible economic effects and environmental changes resulting from natural phenomena (e.g., tornadoes, hurricanes, droughts, insect infestations, earthquakes, El Nino, and volcanoes).

OK.6. World Geography: The student will analyze problems and issues from a geographic perspective using the tools and skills of geography.

6.1. Explain the fundamental role that geographical context has played in affecting events in history.

6.2. Apply geography to examine contemporary issues in the context of spatial and environmental perspectives.

6.3. Use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

OK.1. World History: The student will demonstrate social studies research skills.

1.1. Identify, analyze, and interpret primary and secondary sources and artifacts.

1.2. Validate sources as to their authenticity, authority, credibility, and possible bias.

1.3. Construct timelines of key events, periods, and historically significant individuals.

1.4. Identify and analyze the reasons for major shifts in national political boundaries.

OK.2. World History: The student will describe early physical and cultural development of humankind from the Paleolithic Era to the emergence of agriculture.

2.1. Describe the characteristics of hunter-gatherer societies, their use of fire and tools, and the impact of geography on these societies.

2.2. Identify the technological and social advancements that gave rise to stable communities.

OK.3. World History: The student will compare selected ancient river civilizations (e.g., Egypt, Mesopotamia, the Indus Valley, and Shang China), and other ancient civilizations (e.g., the Hebrew and Phoenician kingdoms, and the Persian Empire).

3.1. Describe their location in time and place.

3.2. Trace their development of cultural, political, and economic patterns.

OK.4. World History: The student will describe and analyze ancient Greece (circa 2000 to 300 B.C.E.) and its impact on contemporary and future civilizations.

4.1. Explain the influence of geography on Greek culture including the contributions of Greek playwrights, poets, historians, sculptors, architects, scientists, mathematicians, and philosophers, (e.g., Socrates, Plato, Aristotle, Sophocles, Pythagoras, Hippocrates, Herodotus, and Archimedes).

4.2. Analyze the impact of Greek commerce and colonies on the Mediterranean region.

4.3. Describe the social structure, significance of citizenship, and development of democracy in the city-state of Athens.

4.4. Describe life in Athens during the Golden Age of Pericles.

4.5. Evaluate the conquest of Greece by Macedonia, and the spread of Hellenistic culture by Alexander the Great.

OK.5. World History: The student will describe and analyze ancient Rome (700 B.C.E. to 500 C.E.) and its impact on contemporary and future civilizations.

5.1. Explain the influence of geography on Roman economic, social, and political development.

5.2. Describe the social structure, the significance of citizenship, and the development of democratic features in the government of the Roman Republic.

5.3. Analyze the Roman military domination of the Mediterranean basin and western Europe, and the spread of Roman culture in these areas.

5.4. Describe the collapse of the Republic and the rise of imperial monarchs.

5.5. Evaluate the economic, social, and political impact of the Pax Romana.

5.6. Examine the origin, traditions, customs, beliefs, and spread of Judaism and Christianity.

5.7. Describe the contributions in art, architecture, technology, science, literature, history, language, religion, and law.

5.8. Explain the reasons for the decline and fall of the Roman Empire, (e.g., the invasions of the Visigoths and Vandals).

OK.6. World History: The student will analyze the interactions and relationships between the Muslim world and Christendom from the seventh to the eleventh century C.E.

6.1. Describe the origin, theological foundations, traditions, customs, beliefs, and spread of Islam.

6.2. Identify religious, political, and economic influences in the Mediterranean region.

OK.7. World History: The student will describe, compare and contrast selected civilizations in Asia, Africa, and the Americas.

7.1. Analyze India's caste system, the traditions, customs, beliefs, and significance of Hinduism, and the conquest by Muslim Turks and Mongols.

7.2. Describe China under the Qin, Han, T'ang, and Sung dynasties; the traditions, customs, beliefs, and significance of Buddhism; the impact of Confucianism and Taoism; and the construction of the Great Wall.

7.3. Describe Japan's development, and the significance of Shintoism and Buddhism, and the influence of Chinese culture.

7.4. Describe the kingdoms of Kush in eastern Africa and Ghana in western Africa.

7.5. Describe the Olmec, Mayan, Aztec, and Inca civilizations.

OK.8. World History: The student will describe and analyze the Byzantine Empire and Russia (circa 300 to 1400 C.E.) and their impact on contemporary and later civilizations.

8.1. Explain the expansion of the Byzantine Empire and economy with the establishment of Constantinople.

8.2. Describe the conflicts that led to the split between the Roman Catholic and Eastern Orthodox churches.

8.3. Evaluate Byzantine influence on Kievan Russia and Eastern Europe.

OK.9. World History: The student will describe and analyze the patterns of social, economic, and political change, and cultural achievement during the Middle Ages , circa 500 to 1500 C.E.

9.1. Describe the structure of feudal society and its social, economic, and political effects.

9.2. Examine the Age of Charlemagne and the revival of the idea of the Roman Empire.

9.3. Trace the invasions and settlements of the Magyars in Eastern Europe, and the Vikings, Angles, and Saxons in Great Britain.

9.4. Analyze the spread and influence of Christianity throughout Europe, and the secular roles of the Roman Catholic Church.

9.5. Describe conflicts among Eurasian powers, such as the Crusades, the Mongol conquests, and the expansion of the Ottoman Turks.

9.6. Compare and contrast the federal system in Asia (e.g., the society in Japan) with European federalism.

OK.10. World History: The student will analyze the historical sources and developments of the Renaissance.

10.1. Examine the economic foundations of the Renaissance, increased trade, role of the Medicis, and new economic practices, including the rise of Italian city-states.

10.2. Describe artistic, literary, scientific, political, and intellectual creativity, (e.g., as reflected in the works of Leonardo da Vinci, Michelangelo, Machiavelli, Cervantes, and Shakespeare) as contrasted with the Middle Ages.

OK.11. World History: The student will analyze the historical sources and developments of the Reformation.

11.1. Evaluate the effects of the theological, political, and economic differences that emerged during the Reformation (e.g., the views and actions of Martin Luther, John Calvin, the Council of Trent and Henry VIII).

11.2. Describe the influence of religious conflicts on government actions, (e.g., the Edict of Nantes in France, and the reign of Elizabeth I in England).

OK.12. World History: The student will analyze the impact of European expansion into the Americas, Africa, and Asia.

12.1. Describe the roles of explorers and conquistadors (e.g., Prince Henry the Navigator, Columbus, Magellan, and Cortes).

12.2. Analyze migration, settlement patterns, and cultural diffusion, including the exchange of technology, ideas, and agricultural practices, the introduction of new diseases, and trade in slaves, gold, furs, and tobacco.

12.3. 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.

12.4. 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.

OK.13. World History: The student will analyze the scientific, political, and economic changes in Europe and North America in the sixteenth, seventeenth, and eighteenth centuries.

13.1. Describe the establishment and authority of absolute monarchies (e.g., Louis XIV, Frederick the Great, and Peter the Great).

13.2. 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).

13.3. Explain how the political and religious ideas of the Enlightenment affected the founders of the United States.

13.4. 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.

13.5. Describe how the arts, philosophy, and literature were influenced by significant individuals (e.g., Voltaire, Diderot, Rembrandt, Gainsborough, Bach, and Mozart).

OK.14. World History: The student will describe nineteenth century political developments.

14.1. Analyze the impact of the Congress of Vienna.

14.2. Describe the expansion of democracy in Europe, the effects of urbanization, the revolutions of 1848, and British reform laws.

14.3. Analyze the unification of Germany and of Italy.

14.4. Evaluate the impact of the Meiji Restoration in Japan.

OK.15. World History: The student will analyze and explain the effects of the Industrial Revolution.

15.1. Describe the rise and impact of industrial economies.

15.2. Describe the scientific and technological changes (e.g., the inventions of Watt, Bessemer, and Whitney) which brought about massive social and cultural change.

15.3. Analyze the emergence of capitalism and free enterprise as a dominant economic pattern.

15.4. Evaluate the responses to capitalism (e.g., utopianism, socialism, and communism), including the trade union movement.

15.5. Explain how Asia, Africa, and South America were transformed by European commercial power.

OK.16. World History: The student will analyze major twentieth century historical events through World War II.

16.1. 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).

16.2. Describe the Bolshevik Revolution in Russia, and the creation of the Soviet Union.

16.3. Examine the rise, aggression, and human costs of totalitarian regimes in the Soviet Union, Germany, Italy, and Japan.

16.4. 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).

16.5. Describe the revolutionary movements in Asia and their leaders (e.g., Mao Zedong and Ho Chi Minh).

16.6. Examine African and Asian countries which achieved independence from European colonial rule (e.g., India under Mohandas Gandhi and Ghana under Kwame Nkrumah).

OK.17. World History: The student will evaluate post-World War II global and contemporary events.

17.1. Describe regional military and political conflicts, such as Korea and Vietnam.

17.2. Evaluate the creation of the modern state of Israel, and the recurring conflicts between and among Israel and the Arab neighbors.

17.3. Examine the beginning and end of the Cold War and the collapse of the Soviet Union.

17.4. Describe the Chinese Cultural Revolution and the pro-democracy student demonstrations at Tiananmen Square in Beijing.