Appendix
Oklahoma Academic Standards for Social Studies United States Government
USG.2 The student will describe the historical and philosophical foundations of the republican system of government in the United States.
USG.2.4 Compare the points of view toward the structure and powers of government as expressed in the Federalist Papers, authored by Madison, Hamilton and Jay, as well as the writings of the Anti-Federalists.
USG.3 The student will analyze the fundamental principles of the American system of government resulting in a republic, as established in the Constitution of the United States, the supreme law of the land.
USG.3.1 Examine the American system of federalism and evaluate the changes that have occurred in the relationship between the states and the national government over time.
USG.4 The student will examine the Constitution of the United States by comparing the legislative, executive, and judicial branches of government as they address the needs of the public.
USG.4.1 Explain the purposes of government expressed in the Preamble and how the Constitution of the United States preserves the core principles of American society.
USG.4.2 Examine the structure, functions, and authority exercised by the executive, legislative, and judicial branches of government.
E. Examine how government exercises its authority in real world situations including current issues and events.
USG.5 The student will be able to evaluate the significance of civic participation in order to ensure the preservation of our constitutional government.
USG.5.1 Define civic virtue and explain the individual’s duty and responsibility to participate in civic life by voting, serving on juries, volunteering within the community, running for office, serving on a political campaign, paying state and federal taxes prior to the April 15th annual deadline, and respecting legitimate authority
Oklahoma Academic Standards for Social Studies United States History
USH.1 The student will analyze the transformation of the United States through its civil rights struggles, immigrant experiences, and settlement of the American West in the Post Reconstruction Era, 1865 to the 1920s.
USH.1.1 Explain the constitutional issues that arise in the post-Civil War era including federalism, separation of powers, and the system of checks and balances.
USH.1.2 Analyze the post-Reconstruction civil rights struggles.
B. Examine the purposes and effects of the 13th, 14th, and 15th Amendments.
C. Assess the impact of the Black Codes, Jim Crow laws, and the actions of the Ku Klux Klan.
USH.2 The student will analyze the social, economic and political changes that occurred during the American Industrial Revolution, the Gilded Age, and significant reform movements from the 1870s to the 1920s.
USH.2.1 Evaluate the transformation of American society, economy and politics during the American Industrial Revolution.
G. Compare early civil rights leadership including the viewpoints of Booker T. Washington, and W.E.B. DuBois in response to rising racial tensions, the anti-lynching work of Ida B. Wells, and the use of poll taxes and literacy tests to disenfranchise blacks.
USH.7 The student will analyze the cause and effects of significant domestic events and policies from 1945 to 1975.
USH.7.1 Analyze the major events, personalities, tactics and effects of the Civil Rights Movement.
B. Evaluate the events arising from separate but equal, policies, such as poll taxes and literacy tests, violent responses such as the Birmingham church bombing and the assassination of Dr. Martin Luther King, Jr., and conflicts over segregation including:
6. Marches on Washington and Selma to Montgomery
7. adoption of the 24th Amendment
8. passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
C. Compare the viewpoints and the contributions of civil rights leaders and organizations linking them to events of the movement, including Dr. Martin Luther King, Jr. and his I Have a Dream speech, the leadership of Malcolm X, the role of organizations such as the Black Panthers; describe the tactics used at different times including civil disobedience, non-violent resistance, sit-ins, boycotts, marches, and voter registration drives.
USH.9 The student will examine contemporary challenges and successes in meeting the needs of the American citizen and society, 2002 to the present.
USH.9.3 Examine the ongoing issues to be addressed by the Donald Trump and subsequent administrations, including taxation, immigration, employment, climate change, race relations, religious discrimination and bigotry, civic engagement, and perceived biases in the media.
Social Studies Practices 9-12 Progression
1. Engage in Democratic Processes Students will understand the principles of government, the benefits of democratic systems, and their responsibilities as citizens.
A. Students will demonstrate an understanding of the virtues that citizens should use when interacting with each other and the virtues that guide official government institutions.
1.A.9-12.1 Evaluate various significant documents from the United States and other countries to compare civic virtues and principles of political systems.
1.A.9-12.2 Evaluate the impact of perspectives, civic virtues, democratic principles, constitutional rights, and human rights on addressing issues and problems in society.
B. Students will demonstrate an understanding of the important institutions of their society and the principles that these institutions are intended to reflect.
1.B.9-12.2 Analyze the role of informed and responsible citizens in their political systems and provide examples of changes in civic participation over time.
C. Students will demonstrate understanding of the processes and rules by which groups of people make decisions, govern themselves, and address public problems.
1.C.9-12.2 Engage in a range of deliberative and democratic processes to develop strategies to address authentic, real-world problems in the community and out of school contexts
2. Analyze and Address Authentic Civic Issues Students will utilize interdisciplinary tools and master the basic concepts of the social studies in order to acquire and apply content understanding in all related fields of study.
A. Students will develop skills and practices which demonstrate an understanding that historical inquiry is based on the analysis and evaluation of evidence and its credibility.
2.A.9-12.1 Develop, investigate and evaluate plausible answers to essential questions that reflect enduring understandings across time and all disciplines.
3. Acquire, Apply, and Evaluate Evidence Students will utilize interdisciplinary tools and master the basic concepts of the social studies in order to acquire and apply content understanding in all related fields of study.
A. Students will develop skills and practices which demonstrate an understanding that historical inquiry is based on the analysis and evaluation of evidence and its credibility.
3.A.9-12.1 Gather, organize, and analyze various kinds of primary and secondary source evidence on related topics, evaluating the credibility of sources.
3.A.9-12.5 Evaluate how multiple, complex events are shaped by unique circumstances of time and place, as well as broader historical contexts.
4. Read Critically and Interpret Informational Sources Students will engage in critical, active reading of grade-level appropriate primary and secondary sources related to key social studies concepts, including frequent analysis and interpretation of informational sources.
A. Students will comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies.
4.A.9-12.2 Analyze information from visual, oral, digital, and interactive texts (e.g. maps, charts, images, political cartoons, videos) in order to draw conclusions and defend arguments.
B. Students will apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts from historical, ethnic, and global perspectives.
4.B.9-12.3 Actively listen, evaluate, and analyze a speaker’s message, asking questions while engaged in collaborative discussions and debates about social studies topics and texts.
5. Engage in Evidence-Based Writing Students will apply effective communication skills by demonstrating a variety of evidence-based written products designed for multiple purposes and tasks, in order to demonstrate their understandings of social studies concepts, ideas, and content.
A. Students will summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content.
5.A.9-12.4 Write independently over extended periods of time, varying modes of expression to suit audience, purpose, and task; synthesize information across multiple sources and/or articulate new perspectives. B. Students will engage in authentic inquiry to acquire, refine, and share knowledge through written presentations related to social studies
5.B.9-12.3 Construct visual and/or multimedia presentations, using a variety of media forms to enhance understanding of findings and reasoning, for diverse audiences.
Comments: