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Oklahoma Social Studies Standards Comparison

This tool allows you to compare Oklahoma's current Social Studies standards (2019) with a leaked draft proposed standards for 2025 introduced late this summer. We're working to add the proposed standards that were announced in December 2024. Follow us on social media for updates.

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View detailed objectives and concepts for each standard

Current (2019)

Kindergarten

Current (2019)

First Grade

Current (2019)

Second Grade

Current (2019)

Third Grade

Current (2019)

Fourth Grade

Current (2019)

Fifth Grade

5.3

The student will examine the foundations of the American nation established during the Revolutionary Era.

Link to Source

Objectives:

. Examine the causes and effects of significant events leading to armed conflict between the thirteen American colonies and Great Britain including:

French and Indian WarProclamation of 1763Sugar and Stamp ActsTownshend Actcolonial arguments regarding taxation and rightful representation in Parliamentboycotts of British goods and the efforts of the Committees of CorrespondenceQuartering ActBoston MassacreTea Act and The Boston Tea PartyCoercive Acts (Intolerable Acts)British raids on Lexington and Concordpublication of Common Sense, by Thomas Paine
. Analyze the ideals stated in the Declaration of Independence, drafted by Thomas Jefferson and adopted July 4, 1776, used to:

identify natural, unalienable rights, such as life, liberty, and the pursuit of happinessdeclare the equality of all individualsdefine the purpose of governmentestablish the principle of self-government and consent of the governedexplain specific colonial grievances
. Explain the importance of the Articles of Confederation as the first American national system of government under which the colonies waged a war in order to gain independence.
. Compare the Iroquois Confederacy’s representative government to the early attempts of the colonies to unite as one nation.
. Compare the advantages and disadvantages of the British and the American colonies at the eve and during the Revolutionary War, including political and military leadership, military strength, population, resources, foreign alliances, and motivations for fighting.
. Analyze the relationships of significant military and diplomatic events of the Revolutionary War including the leadership of General George Washington, experiences of Valley Forge, impact of the battles of Bunker Hill, Trenton, Saratoga, Yorktown, and the Treaty of Paris in 1783.
. Identify the points of view of major groups that remained loyal to Britain, joined the patriot cause, or remained neutral.
. Identify the contributions of key individuals involved in the American Revolution including Patrick Henry, Samuel Adams, John Adams, Abigail Adams, Paul Revere, Nathan Hale, John Paul Jones, Thayendanegea (Joseph Brant), Nancy Ward the Beloved Woman of the Cherokee, Marquis de Lafayette, Benjamin Franklin, Mercy Otis Warren, and Phillis Wheatley.

Current (2019)

Sixth Grade

Current (2019)

Seventh Grade

Current (2019)

Eighth Grade

8.1

The student will analyze the foundations of the United States by examining the causes, events, and ideologies which led to the American Revolution

Link to Source

Objectives:

. Describe the political climate in the British colonies prior to the French and Indian War including the policy of salutary neglect, mercantilism through the Navigation Acts and colonial reaction through the Albany Plan of Union; compare the Iroquois Confederacy to early attempts to unite the colonies.
. Summarize the political and economic consequences of the French and Indian War including imperial policies of taxation, the Proclamation of 1763, and the migration of colonists into American Indian sovereign territories.
. Summarize British attempts to regulate the colonies and colonial responses including:

Sugar ActStamp Act Congress ResolvesCommittees of Correspondencelegal principle of taxation and political representationTownshend Act and boycotts of British goodsQuartering ActBoston MassacreTea Act and Boston Tea PartyCoercive Acts (Intolerable Acts)First Continental CongressBritish raids on Lexington and Concord
. Analyze the significance of the Second Continental Congress including:

formation of the Continental Armyestablishment of currencyOlive Branch PetitionFrench alliance negotiated by Benjamin Franklincommittee to draft a declaration of independence
. Analyze the ideological and propaganda war between Great Britain and the colonies including:

points of views of the Patriots and the Loyalistswritings of Mercy Otis Warren and Phillis Wheatleyuse of Paul Revere’s engraving of the Boston Massacrerejection of the Olive Branch PetitionGive Me Liberty or Give Me Death, speech attributed to Patrick HenryCommon Sense pamphlet by Thomas Paine
. Examine the central ideas expressed in the Declaration of Independence, drafted by Thomas Jefferson and adopted July 4, 1776, and their intellectual origins including:

John Locke's theory on natural and unalienable rights, including life, liberty and the pursuit of happinessthe ideals of equality for all individuals, including the impact of the First Great Awakeningthe purpose of government as a social contract requiring the consent of the governedeconomic and political grievances against British policies

8.3

The student will examine the formation of the American system of government following the Revolutionary War and the creation of the Constitution of the United States as the supreme law of the land.

Link to Source

Objectives:

. Examine the strengths and weaknesses of the Articles of Confederation that led to the Constitutional Convention in Philadelphia in 1787, including: A. resolution of disputes over the western territories as resolved by the Northwest Ordinance B. organization and leadership necessary to win the war C. lack of a common national currency D. lack of a common defense E. lack of a national judiciary F. mismanagement of war debts due to an inability to tax G. unanimous vote required to amend the Articles of Confederation H. civil unrest as typified in Shays’ Rebellion.
. Analyze the significance of the Constitutional Convention, contributions of the Framers, major debates and compromises including the Virginia and New Jersey Plans, Great Compromise, the leadership of James Madison, Father of the Constitution, and George Washington, President of the Convention.
. Describe how the framers of the Constitution addressed the issue of slavery including the Three-Fifth Compromise which maintained the institution of slavery in both northern and southern states, the Fugitive Slave Clause, and the delayed ban on the slave trade.
. Explain the significance of the Commerce Clause in establishing a constitutional relationship between Indian tribes and the United States government.
. Examine the concept of self-government, the purpose, and the responsibilities of government as expressed in the Preamble to the Constitution of the United States.
. Analyze the key principles of government established by the Constitution of the United States including: A. federalism (reserved and concurrent powers) B. separation of powers among three branches of government (legislative, executive, judicial) C. a system of checks and balances among the three branches D. popular sovereignty and consent of the governed E. judicial review F. rule of law
. Examine the Federalist and Anti-Federalist arguments for and against the ratification of the Constitution as expressed in the Federalist Papers authored by James Madison, Alexander Hamilton, and John Jay and the writings of Anti-Federalists, such as George Mason, including concerns over a strong central government and the omission of a bill of rights.
. Explain how the Constitution of the United States was amended to include the Bill of Rights; identify and analyze the guarantees of individual rights and liberties as expressed in each of the ten amendments.
. Identify the structure and responsibilities of the elected and appointed officials of the three branches of government in relationship to the legislative process, including the role of Congress and the President, as well as the Supreme Court’s power of judicial review.
. Describe the responsibilities of United States citizens such as: A. registering and voting in public elections B. engaging in informed civil discourse C. serving on a jury D. paying taxes E. obeying laws F. registering for military service

Current (2019)

Economics

Current (2019)

Oklahoma History

OKH.5

The student will examine the Oklahoma’s political, social, cultural, and economic transformation during the early decades following statehood.

Link to Source

Objectives:

. Examine the policies of the United States and their effects on American Indian identity, culture, economy, tribal government and sovereignty including: A. passage of the Indian Citizenship Act of 1924 B. effects of the federal policy of assimilation including Indian boarding schools (1880s-1940s) C. authority to select tribal leaders as opposed to appointment by the federal government D. exploitation of American Indian resources, lands, trust accounts, head rights, and guardianship as required by the Bureau of Indian Affairs.
. Examine multiple points of view regarding the evolution of race relations in Oklahoma, including: A. growth of all-black towns (1865-1920) B. passage of Senate Bill 1 establishing Jim Crow Laws C. rise of the Ku Klux Klan D. emergence of “Black Wall Street” in the Greenwood District E. causes of the Tulsa Race Riot and its continued social and economic impact. F. the role labels play in understanding historic events, for example “riot” versus “massacre”.
. Analyze how various segments of Oklahoma society including agriculture, mining, and state politics were influenced by the organized labor and socialist movements.
. Examine how the economic cycles of boom and bust of the oil industry affected major sectors of employment, mining, and the subsequent development of communities, as well as the role of entrepreneurs, including J.J. McAlester, Frank Phillips, E.W. Marland and Robert S. Kerr, and the designation of Tulsa as the “Oil Capital of the World”.
. Evaluate the impact of the boom and bust cycle of Oklahoma’s agricultural production due to mechanization and the needs of World War I, including its effect as a precursor of the Great Depression.
. Analyze William H. “Alfalfa Bill” Murray’s response to the conditions created by the Great Depression.
. Describe the impact of environmental conditions and human mismanagement of resources resulting in the Dust Bowl and the migration of the “Okies”, the national perceptions of Oklahomans, and the New Deal policies regarding conservation of natural resources.
. Describe the contributions of Oklahomans including African-American jazz musicians, the political and social commentaries of Will Rogers and Woody Guthrie’s, Wiley Post’s aviation milestones, and the artwork of the Kiowa Six.
. Summarize and analyze the impact of mobilization for World War II including the establishment of military bases, prisoner of war installations, and the contributions of Oklahomans to the war effort including the American Indian code talkers and the 45th Infantry Division.

OKH.6

The student will investigate how post-war social, political, and economic events continued to transform the state of Oklahoma from the 1950s through the present.

Link to Source

Objectives:

. Evaluate the progress of race relations and actions of civil disobedience in the state including: A. judicial interpretation of the equal protection clause of the 14th Amendment which ultimately resulted in the desegregation of public facilities and public schools and universities B. landmark Supreme Court cases of Sipuel v. Board of Regents of the University of Oklahoma (1948) and McLaurin v. Oklahoma Board of Regents for Higher Education (1950) C. lunch counter sit-ins organized by Clara Luper and the NAACP D. leadership of Governor Gary in the peaceful integration of the public common and higher education systems.
. Analyze the impact of economic growth in various sectors including:

impact of rural to urban migrationdevelopment of wind, water, and timber resourcescontinuing role of agricultureemergence of tourism as an industrydevelopment of the aerospace and aviation industry including the FAA and the influence of weather research on national disaster preparednessoil and gas boom and bust, including the discovery of new fossil fuel resourcesimprovement of the state's transportation infrastructures, such as the interstate highway system and the McClellan-Kerr Arkansas River Navigation System
. Describe the artistic contributions of Oklahomans in the fields of music, art, literature, theater, and dance such as Ralph Ellison and the Five Indian Ballerinas.
. Summarize the impact of individual Oklahomans’ leadership on state and national politics including political realignment.
. Analyze the evolving relationship between state and tribal governments impacting tribal self-determination and control over American Indian lands and resources including issues of jurisdiction, taxation, and gaming.
. Examine the contributions of major cultural and ethnic groups, including Asians, African Americans, American Indians, and Latinos to the state of Oklahoma and their impact on the social and economic transformation of the modern state of Oklahoma.
. Analyze the causes and effects of the domestic terrorist attack on the Murrah Federal Building in Oklahoma City including the responses of Oklahomans to the act, concept of the “Oklahoma Standard” and the creation of the Oklahoma City National Memorial and Museum.
. Describe the changing perceptions, both internal and external, of the state and its citizens, as reflected in the Grapes of Wrath, the musical Oklahoma!, Route 66, and the professional basketball team the Oklahoma City Thunder.
. Examine ongoing issues including immigration, criminal justice reform, employment, environmental issues, race relations, civic engagement, and education.

Current (2019)

Psychology

Current (2019)

United States Government

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.

Link to Source

Objectives:

. 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.
. Analyze the system of federalism including the

enumerated (express) powersimplied powerspowers denied to the national governmentreserved powers to the statesconcurrent powers
. Summarize and explain the relationships and the responsibilities among national, state, tribal, and local governments.
. Explain that tribal sovereignty is a tribal nation’s inherent power to self-govern, such as challenges made regarding the Major Crimes Act.
. Analyze how the Commerce Clause established the initial constitutional relationship between the Indian tribes and the United States government.
. Explain how power is separated as well as shared under the American system including the A. system of separation of powers B. system of checks and balances C. principle of judicial review.
. Evaluate the importance of the rule of law on the purposes and functions of government; explain how the rule of law provides for the protection of individual liberties, including due process and equality under the law.
. Analyze the concept of popular sovereignty, including the government’s responsibility to legitimize majority rule while protecting minority rights.
. Analyze the rights and liberties guaranteed to all citizens in the Bill of Rights and how they are protected at the state level through the doctrine of incorporation using the 14th Amendment.
. Analyze historic and contemporary examples of landmark Supreme Court decisions which have addressed and clarified individual rights under the First Amendment, including A. Gitlow v. New York (1925) B. West Virginia v. Barnette (1943) C. Engel v. Vitale (1962) D. Tinker v. Des Moines (1969) E. Texas v. Johnson (1989)
. Analyze historic and contemporary examples of landmark Supreme Court cases which have specified individual rights of due process under the Constitution, including: A. Mapp v. Ohio (1961) B. Gideon v. Wainwright (1963) C. Miranda v. Arizona (1966) D. Roe v. Wade (1973) E. Furman v. Georgia (1972).

Current (2019)

United States History

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.

Link to Source

Objectives:

. Evaluate the transformation of American society, economy and politics during the American Industrial Revolution. A. Analyze the impact of capitalism, laissez-faire policy and the role of leading industrialists as robber barons, captains of industry and philanthropists including John D. Rockefeller and Andrew Carnegie and his Gospel of Wealth essay on American society. B. Identify the impact of new inventions and industrial production methods including new technologies by Thomas Edison, Alexander G. Bell, Henry Ford, and the Bessemer process. C. Evaluate the contributions of muckrakers, including Ida Tarbell, Jacob Riis and Upton Sinclair, in changing government policies regarding child labor, working conditions and regulation of big business. D. Analyze major social reform movements including the Women’s Suffrage and Temperance Movement and the leadership of Susan B. Anthony, Alice Paul, and Jane Addams. E. Evaluate the significance of the Labor Movement on the organization of workers including the impact of the Pullman strikes, the Haymarket Riot, and the leadership of Eugene V. Debs. F. Assess and summarize changing race relations as exemplified in the Plessy v. Ferguson case. 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.
. Evaluate the rise and reforms of Populism and the Progressive Movement including: A. direct primary, initiative petition, referendum, and recall intended to limit the corrupting influence of political machines B. impact of William Jennings Bryan and his Cross of Gold speech on the political landscape C. series of events leading to and the effects of the 16th, 17th, 18th, 19th, and 21st Amendments to the Constitution of the United States.
. Analyze and summarize the key personalities, actions and policies of Presidents Theodore Roosevelt, William Howard Taft, and Woodrow Wilson by: A. comparing the policies of Roosevelt and Taft on environmental conservation and trust busting, B. evaluating the 1912 presidential election including the role of Roosevelt's Bull Moose Party and Eugene V. Debs Socialist Party. C. describing the policies of Wilson on the issue of women’s right to vote.

USH.3

The student will analyze the expanding role of the United States in international affairs as America was transformed into a world power in the late 19th and early 20th centuries, 1890 to 1920.

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Objectives:

. Evaluate the impact of American imperialism on international relations and explain its impact on developing nations. A. Compare the economic, religious, social, and political rationales for American imperialism including the concept of “white man’s burden,” the annexation of Hawaii, the impact of Admiral Alfred T. Mahan, and the actions of the Anti-Imperialist League. B. Assess the role of yellow journalism and jingoism in inciting the desire of Americans to go to war with Spain. C. Examine how the Spanish-American War resulted in the rise of the United States as a world power and led to new territorial acquisitions and national insurrections in Cuba and the Philippines. D. Compare the foreign policies of Presidents Roosevelt, Taft, and Wilson including Big Stick Diplomacy, Dollar Diplomacy, Missionary Diplomacy, the Roosevelt Corollary, military interventionism, and the territorial acquisition and construction of the Panama Canal.
. Evaluate the long-term impact of America’s entry into World War I on national politics, the economy, and society. A. Summarize the transformation of the United States from a position of neutrality to engagement in World War I including the Zimmermann Telegram and the threats to international trade caused by unrestricted submarine warfare. B. Analyze the impact of the war on the home front including the use of propaganda, women’s increased role in industry, the marshaling of industrial production, and the Great Migration. C. Analyze the institution of a draft and the suppression of individual liberties resulting in the First Red Scare, including the Palmer Raids and the Sacco-Vanzetti trials. D. Evaluate Wilson’s foreign policy as proposed in his Fourteen Points and the reasons for the nation’s return to isolationism highlighted by the Senate’s rejection of the League of Nations.

USH.4

The student will analyze the cycles of boom and bust of the 1920s and 1930s on the transformation of American government, the economy and society.

Link to Source

Objectives:

. Examine the economic, political, and social transformations between the World Wars. A. Describe modern forms of cultural expression including the significant impact of people of African descent on American culture as exhibited by the Harlem Renaissance and the Jazz Age. B. Describe the rising racial tensions in American society including the resurgence of the Ku Klux Klan, increased lynchings, race riots as typified by the Tulsa Race Riot, the rise of Marcus Garvey and black nationalism, and the use of poll taxes and literacy tests to disenfranchise blacks. C. Assess the impact of the Indian Citizenship Act of 1924 on the American Indian nations. D. Examine growing labor unrest and industry’s reactions, including the use of sit-down strikes and court injunctions, and why socialism and communism appealed to labor. E. Describe the booming economy based upon access to easy credit through installment buying of appliances and inventions of modern conveniences including the automobile.
. Analyze the effects of the destabilization of the American economy. A. Identify causes contributing to an unstable economy including the overproduction of agriculture products, greater speculation and buying on margin in the Stock Market, and the government’s pro-business and laissez-faire policies. B. Examine the role of the Stock Market Crash and bank failures in weakening both the agricultural and manufacturing sectors of the economy leading to the Great Depression. C. Analyze how President Herbert Hoover’s financial policies and massive unemployment as exemplified by the Bonus Army March and Hoovervilles impacted the presidential election of 1932. D. Compare points of view regarding the economic and social impact of the Great Depression on individuals, families, and the nation.
. Analyze the impact of the New Deal in transforming the federal government’s role in domestic economic policies. A. Assess changing viewpoints regarding the expanding role of government as expressed in President Franklin Roosevelt’s First Inaugural Address. B. Examine how national policies addressed the economic crisis including John Maynard Keynes’ theory of deficit spending, Roosevelt’s court packing plan, and the new federal agencies of the Social Security Administration, Federal Deposit Insurance Corporation (FDIC), Works Progress Administration (WPA), Civilian Conservation Corps (CCC), and the Tennessee Valley Authority (TVA). C. Summarize the causes and impact of the Dust Bowl including the government’s responses.

USH.6

The student will analyze foreign events and policies during the Cold War, 1945-1975.

Link to Source

Objectives:

. Analyze the origins of international alliances and efforts at containment of Communism following World War II. A. Identify the origins of Cold War confrontations between the Soviet Union and the United States including the leadership of President Harry Truman, the postwar division of Berlin, the Berlin Blockade and Airlift, the Iron Curtain, and the Marshall Plan. B. Describe the roles and consequences of the spheres of influence created by the formation of the United Nations and NATO by the United States and the formation of the Warsaw Pact by the Soviet Union. C. Assess the impact and successes of the Truman Doctrine including the American military response to the invasion of South Korea. D. Evaluate the Kennedy administration’s international goals as expressed in his Inaugural Address in light of the subsequent building of the Berlin Wall, the Bay of Pigs Invasion, the Cuban Missile Crisis, NASA, and the establishment of the Peace Corps.
. Describe domestic events related to the Cold War and its aftermath. A. Summarize the reasons for the public fear of communist influence within the United States and how politicians capitalized on this fear including the leadership of President Dwight D. Eisenhower, the Army-McCarthy hearings, the Second Red Scare, the Alger Hiss controversy, and the Rosenbergs’ spy trials. B. Examine the impact of the proliferation of nuclear weapons and the resulting nuclear arms race, the concept of brinkmanship, the doctrine of mutually assured destruction (MAD), the launching of Sputnik and the space race. C. Evaluate the continuing role of radio, television and other mass media in relationship to the Nixon and Kennedy debates as part of the 1960 and subsequent elections.
. Analyze the series of events and long term foreign and domestic consequences of the United States’ military involvement in Vietnam including the Domino Theory, the Gulf of Tonkin Resolution, the Tet Offensive, the presidential election of 1968, university student protests led by the counterculture movement, expanded television coverage of the war, the War Powers Resolution Act, and the 26th Amendment.
. Analyze the political and economic impact of President Nixon’s foreign policies including détente and the opening of China.

USH.7

The student will analyze the cause and effects of significant domestic events and policies from 1945 to 1975.

Link to Source

Objectives:

. Analyze the major events, personalities, tactics and effects of the Civil Rights Movement. A. Assess the effects of President Truman’s decision to desegregate the United States armed forces and the legal attacks on segregation by the NAACP and Thurgood Marshall, the United States Supreme Court decisions in the cases of Oklahomans Ada Lois Sipuel Fisher and George McLaurin, and the differences between de jure and de facto segregation. 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: 1. Brown v. Board of Education, Topeka, Kansas decision 2. Montgomery Bus Boycott 3. desegregation of Little Rock Central High School 4. Oklahoma City lunch counter sit-ins led by Clara Luper 5. Freedom Rides 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.
. Analyze the ongoing social and political transformations within the United States. A. Summarize and examine the United States Supreme Court’s use of the 14th Amendment incorporation doctrine in applying the Bill of Rights to the states, thereby securing and further defining individual rights and civil liberties. B. Assess the rise of liberalism in the 1960s and the lasting impact of President Lyndon Johnson’s civil rights initiatives, the war on poverty, and the Great Society. C. Describe the goals and effectiveness of the American Indian movements on tribal identity and sovereignty including the American Indian Movement (AIM) and mismanagement by the federal government causing the occupations at Wounded Knee and Alcatraz. D. Describe the goals and effectiveness of the social movement of the United Farm Workers and César Chávez. E. Compare the changing roles of women from the post-war era through the 1970s including the goals of the Women’s Liberation Movement and the National Organization of Women under the leadership of Betty Friedan, various debates on the Equal Rights Amendment, and the United States Supreme Court’s ruling in Roe v. Wade. F. Evaluate the impact of the Watergate Scandal on executive powers including the role of the media, the Pentagon Papers, the first use of the 25th Amendment, and President Ford’s decision to pardon former President Nixon.

Current (2019)

World Human Geography

Current (2019)

World History

WH.5

The student will evaluate post World War II regional events leading to the transformations of the modern world (1945-1990 CE).

Link to Source

Objectives:

. Describe the creation of the modern state of Israel and ongoing territorial disputes, including the impact of significant regional leaders.
. Evaluate the ongoing regional disputes of the Middle East, including the Iranian Revolution, the Iran-Iraq conflict, and the invasion of Kuwait.
. Analyze the major developments in Chinese history during the second half of the 20th century including the A. Chinese Civil War and the Communist Revolution in China B. rise of Mao Zedong and the political, social, and economic upheavals under his leadership C. student protests of Tiananmen Square D. economic reforms under the leadership of Deng Xiaoping.
. Examine the origins of India and Pakistan as independent nations, including the A. struggle for independence achieved through Mohandas Gandhi’s non-violent civil disobedience movement B. development of India’s industrial economy C. ongoing struggles in the region.
. Evaluate the people, events, and conditions leading to the end of the Cold War including the A. effects of Poland’s Solidarity Movement B. policies of the perestroika and glasnost C. fall of the Berlin Wall D. breakup of the Soviet Union
. Assess the impact of African independence movements on human rights and the global expansion of democracy including the A. effects of Pan-Africanism on changing political boundaries B. struggle for self-government in Ghana, including the influence of Kwame Nkrumah C. creation and dismantling of South Africa’s apartheid system, including the influence of Nelson Mandela and Desmond Tutu.
. Compare multiple perspectives to examine the religious, ethnic, and political origins, as well as the lasting impact of modern genocide and conflicts including A. actions of the Khmer Rouge in Cambodia B. Northern Ireland’s Troubles C. ethnic-cleansing in the Balkans D. Rwanda’s mass murders E. crisis in Darfur

Current (2019)

Sociology

Leaked Draft (2025)

Pre-Kindergarten & Kindergarten

PK.1

The student identifies and understands core elements of American culture.

Link to Source

Objectives:

. Identify and describe the events or people celebrated during the following United Stat national and official Oklahoma state holidays and explain why we celebrate them.

American Founders MonthPatriot DayConstitution DayColumbus DayVeterans DayCelebrate Freedom WeekThanksgivingChristmasMartin Luther King, JrPresidents' DayMemorial DayJuneteenthIndependence Day
. Retell poems and stories inspired by American history and folklore and explain how demonstrate core virtues, including:

HonestyCourageFriendshipRespectResponsibilityLibertyWise exercise of authority
. Demonstrate the meaning of important American symbols by identifying:

The American flag and its colors and shapesThe melody of the national anthemThe pictures and names of George Washington, Abraham Lincoln, and the current presidentThe words of the Pledge of Allegiance
. Define patriotism as devotion to one’s country and a commitment to contributing to its well-being.
. Demonstrate the ability to recite by heart the following:

"We must consider that we shall be as a city upon a hill. The eyes of all people are upon us." - John Winthrop"Give me Liberty, or give me Death" - Patrick Henry"Great necessities call out great virtues." - Abigail Adams"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness." - Declaration of IndependenceDon't Tread on MeAppeal to Heaven"A republic, if you can keep it." - Benjamin FranklinIn God We Trust - National MottoE Pluribus UnumUnited We StandLand of the Free, Home of the BraveSweet Land of Liberty"A house divided against itself cannot stand" - Abraham Lincoln"Government of the people, by the people, for the people, shall not perish from the Earth." - Abraham LincolnLabor Omnia Vincit - State Motto"Ask not what your country can do for you, ask what you can do for your country." - John F. Kennedy"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character." - Martin Luther King, Jr.

Leaked Draft (2025)

First Grade

1.5

The student demonstrates familiarity with the traditional songs and stories of America.

Link to Source

Objectives:

. Demonstrate the ability to explain the Pledge of Allegiance and to sing and explain the meaning of the following:

"America the Beautiful""My Country, 'tis of Thee""God Bless America""The Star-Spangled Banner"
. Describe the main characters and their qualities in folktales and legends formative of American culture from at least five of the following:

Annie OakleyDaniel WebsterDavy CrockettIssun BoshiJames ArmsteadJohn HenryJohnny AppleseedKing Alfred and the CakesHua MulanMedio PollitoNathan HalePaul BunyanThe Frogs Who Desired a KingWilliam Tell or The Apple and the Arrow
. Describe the accomplishments and associated civic virtues found in stories of famous Americans, including one individual from each of the following categories:

Civil Society:

John Adams Abigail Adams Betsy Ross

Scientific:

Thomas Edison the Wright Brothers Neil Armstrong

Professional:

William Graham Sumner Kenesaw Mountain Landis Sandra Day O'Connor

Statesmanship:

John Marshall John Quincy Adams Henry Clay

Religious:

Francis Asbury Oral Roberts Stanley Rother

Entrepreneurship:

Andrew Carnegie John Jacob Astor Henry Ford

Military:

John Paul Jones Stand Watie Ulysses S. Grant

Athletic:

George Herman "Babe" Ruth Jim Thorpe Joe Louis

Artistic:

Frederick Law Olmstead Georgia O'Keeffe Will Rogers
. Identify stories from ancient Israel that informed the American colonists, the Founders, and American culture, including at least three of the following:

Hebrew Creation storyAdam and EveNoah and the FloodAbraham and IsaacMoses and the ExodusThe Burning Bush and the Ten CommandmentsDavid and GoliathDaniel in the Den of Lions
. Retell stories from ancient Greece that informed the American colonists, the Founders, and American culture, including at least five of the following:

Greek MythsTrojan War and AchillesOdysseusThe OlympicsMarathonThermopylaeAthenian DemocracySocrates, Plato, and AristotleAlexander the Great
. Explain how George Washington modeled courage, moderation, and sacrifice in his leadership during the Revolutionary War and as President.
. Retell stories and poems from the age of exploration, colonial American history, and the American Revolution, including:

Exploration by Columbus and other explorersThe settling of JamestownPlymouth, Massasoit, Squanto, and the First ThanksgivingDaniel BooneCrossing of the DelawareValley Forge

Leaked Draft (2025)

Second Grade

2.4

The student demonstrates familiarity with the traditional stories of America.

Link to Source

Objectives:

. Retell stories from ancient Rome that informed the American colonists, the Founders, American and culture, including at least five of the following:

Romulus and the Founding of RomeBrutus and the Roman RepublicHoratio at the BridgeCincinnatusThe Punic WarsThe Roman Civil WarsCiceroCato the YoungerJulius CaesarCaesar Augustus
. Identify stories from the ancient Christians that informed the American colonists, Founders, and culture, including at least three of the following:

The Birth of Jesus of NazarethTemptation in the DesertSermon on the MountThe Last SupperThe Passion and CrucifixionThe Resurrection, Ascension, an PentecostPeter and Paul
. Retell stories and poems from the early American republic, including:

The Corps of DiscoveryRobert Fulton and the Invention of the SteamboatThe Burning of WashingtonThe Defense of Fort McHenry and “The Star-Spangled Banner”USS Constitution vs HMS GuerriereSequoia and the Cherokee Syllabary
. Demonstrate the ability to recite by heart the final paragraph of Abraham Lincoln’s First Inaugural Address and at least one of the following:

Selections from Thomas Macaulay’s “Horatius”The first stanza of “The Star-Spangled Banner”
. Recognize and explain the meaning of the following:

“Yankee Doodle”“Battle Hymn of the Republic”“Butterfield’s Lullaby” (Taps)
. Describe and compare different ways people have achieved great distinction in American history by explaining the lives and achievements of one individual from each of the following categories:

Civil Society:

John Ross Catherine (Kate) Barnard Booker T. Washington

Scientific:

Nikola Tesla Frances Kelsey Hellen Linkswiler

Professional:

Daniel Boorstin Charles Lindbergh Vannevar Bush

Statesmanship:

Sam Houston Theodore Roosevelt George Marshall

Religious:

Reinhold Niebuhr Billy Sunday Fulton Sheen

Entrepreneurship:

J. Paul Getty Henry Charles Carey Asa Candler

Military:

John J. Pershing Dwight Eisenhower William F. “Bull” Halsey

Athletic:

Jackie Robinson Jack Nicklaus Pepper Martin

Artistic:

Ralph Ellison Ansel Adams Woody Guthrie

Leaked Draft (2025)

Third Grade

3.6

The student demonstrates knowledge of the exploration of North America by Europeans.

Link to Source

Objectives:

. Describe the early contacts between the Old World and the New World, from the earliest migrations of people from Asia into the Americas to the explorations of the New World by the Vikings.
. Identify the major pre-Columbian civilizations that existed in Central and South America (Maya, Aztec, and Inca) and in North America, including their contributions to American place names and to the English language, such as canoe, moccasin, caribou, chocolate, hurricane, and opossum.
. Explain why trade routes from Europe to Asia had been closed in the 15th century and consult maps used by explorers to show how maps of the world changed during exploration.
. Trace voyages of exploration on a map, describe what each of the following explorers sought to find out when they began their journeys, and identify which explorers entered present-day Oklahoma, including:

Christopher ColumbusJuan Ponce de LeonAmerigo VespucciFrancisco CoronadoHernando de SotoJacques CartierHenry HudsonFerdinand Magellan
. Explain the reasons why the Aztec and Inca civilizations declined in the 16th century, including the roles of:

Encounters between Cortés and MontezumaEncounters between Pizarro and the IncasThe goals of the Spanish conquistadorsThe goals of Indian nations allied with the Spanish (Tlaxcala, Huancas)The effects of Eastern hemisphere diseases, particularly smallpox, throughout the Western hemisphere
. Identify the six different European countries (France, Spain, England, Russia, Sweden, and the Netherlands) that colonized different regions of the present United States at the time the New World was being explored and their contributions to American place names.
. Describe the goals of the Dutch settlement in New Amsterdam (later called New York), the French settlements in Canada, and the Spanish settlements in Florida, the Southwest, and California, including the goals of the Spanish friars.

3.7

The student demonstrates knowledge of the settling of America's Thirteen Colonies.

Link to Source

Objectives:

. On a historical map of the Eastern United States, locate the thirteen colonies.
. Identify who the first settlers of Jamestown were, explain how they left Europe to seek prosperity, and describe their journey and their years in the Virginia Colony, including:

The roles of John Smith, Powhatan, John Rolfe, and PocahontasChallenges in settling in AmericaThe establishment of the House of Burgesses and how it demonstrated self-government
. Identify who the Pilgrims were, explain how they left Europe to seek religious freedom, and describe their journey to America and their early years in the Plymouth Colony, including:

The purpose of the Mayflower Compact and how it demonstrated self-governmentChallenges in settling in AmericaMassasoit, Squanto, and events leading to the first Thanksgiving
. Discuss the origins, meanings, and effects in history of the Mayflower Compact.
. Discuss the origins, meanings, and effects in history of John Winthrop's "City upon a Hill" speech.
. Explain the early relationship of the English settlers to the American Indian tribes of North America, including the differing views on ownership or use of land and the conflicts between them, including the Pequot and King Philip's Wars in New England.
. Identify some of the major leaders and groups responsible for the founding of the religiously diverse original colonies in North America.

Cecil Calvert Baltimore in Maryland (Catholic)William Penn in Pennsylvania (Quaker)James Oglethorpe in Georgia (Anglican)Roger Williams in Rhode Island (broad religious tolerance)John Winthrop in Massachusetts (Puritan)
. Explain how England's approach to colonization and the motivations of colonists allowed for a more permanent, robust, and expansive presence in the Americas compared to other European powers, including:

Decentralized and hands-off approach to settling and managing coloniesEnglish tradition and experience in self-governmentStrong religious, familial, and economic motivations for independent living
. Describe the role of slavery in world history, such as in Europe, Africa, the Middle East, and the pre-Columbian Americas.
. Describe the growth of slavery in the colonial Americas, the indentured servitude of Englishmen, the particularly harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition.

Leaked Draft (2025)

Fourth Grade

4.7

The student demonstrates knowledge of the American Revolution.

Link to Source

Objectives:

. Explain the reasons for the French and Indian War and how it led to an overhaul of British policy towards the colonies.
. Explain the colonial response to British policies following the French and Indian War and explain how the colonists' goal of changing British tax policies eventually developed into an effort to seek national independence from Britain, including:

Sugar Act (1764)Stamp Act (1765)Townshend Duties (1767)Tea Act (1773) and the Intolerable Acts (1774)The slogan, “no taxation without representation”The roles of the Stamp Act Congress and the Sons of Liberty
. Explain important events, places, and people leading to declaring independence, including:

The Boston MassacreThe Boston Tea PartyThe first battles of the Revolution at Lexington and ConcordNoble Train of Artillery and Bunker HillPaul Revere, Samuel Adams, and John Adams
. Discuss the origins, meanings, and effects in history of Patrick Henry's “Give me liberty or give me death” speech.
. Discuss the origins, meanings, and effects in history of the Declaration of Independence.
. Explain the meaning of the key ideas contained in the Declaration of Independence, including:

LibertyEqualityRepublican virtueRights of Englishmen and natural rightsThe rule of lawThe purpose of government to protect rights
. Explain how natural rights require both toleration and respect for the law.
. Discuss the political ideas of Patriots, Loyalists and “undecideds,” and explain why the Patriots’ ideas led them to declare independence from the British Empire.
. Discuss the origins, meanings, and effects in history of George Washington's Thanksgiving Proclamation.
. Describe the lives and achievements of important leaders during the Revolution.

Benjamin FranklinGeorge IIIAlexander HamiltonThomas JeffersonGeorge WashingtonBenedict ArnoldRichard HoweJohn BurgoyneCharles Cornwallis
. Discuss the origins, meanings, and effects in history of Phillis Wheatley's “His Excellency General Washington”.
. Explain the reasons for the adoption of the Articles of Confederation in 1781 and for its later weaknesses.
. Describe what Americans sought from France, Spain, and the Netherlands during the War for Independence.
. Describe the major battles of the Revolution following the Declaration of Independence and explain the factors leading to American victory, British defeat, and the exile of Loyalists to help form the new country of Canada.

Trenton (1776)Saratoga (1777)Valley Forge (1777-1778)Cowpens (1781)Yorktown (1781)

Leaked Draft (2025)

Fifth Grade

5.5

The student demonstrates knowledge of the growth of the American Republic following the adoption of the Constitution and into the 19th century.

Link to Source

Objectives:

. Explain how the abolition of property requirements expanded voting rights and compare who could vote in local, state, and national elections in the U.S. with who could vote in other countries at the time, including England, France, Russia, Asante, the Ottoman Empire, and China.
. Explain the events leading up to, and the significance of, the Louisiana Purchase of 1803.
. Describe the expedition of Meriwether Lewis and William Clark from 1803 to 1806.
. Describe developments which served to weaken or to strengthen slavery during the founding generation through 1808, including:

Abolition of slavery in the northern states and the Northwest TerritoriesManumission in the southern statesThomas Jefferson's first draft of the Declaration of IndependenceThomas Jefferson's proposed abolition in 1784 of slavery in all the western territoriesAntislavery societiesFugitive Slave Act of 1793Tightening of slave codes1808 law banning the importation of slaves into the United States
. Identify key characteristics and history related to Canada, including:

Its location on a map of North America, its provinces, and its major citiesThe climate, major physical characteristics, and major natural resources of Canada and their relationship to settlement, trade, and the Canadian economyThe location of at least three Indian tribes in Canada (e.g., Kwakiutl, Hurons, and Micmac), the Métis, and the Inuit nation, and describe their major social featuresWhen Canada was established as a confederation of British colonies in 1867 and explain how confederation was achieved
. Describe the causes of the War of 1812 and how events during the war contributed to a sense of American nationalism.

British restrictions on trade, and impressmentMajor battles and events of the war, including the role of the USS Constitution, the burning of the Capitol and the White House, and the Battle of New OrleansThe attack on Fort McHenry and the writing of "The Star-Spangled Banner"Parallel growth of Canadian nationalism

5.7

The student demonstrates knowledge of slavery, the Civil War, and Reconstruction.

Link to Source

Objectives:

. Describe the rapid growth of slavery in the South after 1800 and analyze slave life on plantations and farms across the South, as well as the effect of the cotton gin on the economics of slavery and Southern agriculture, including:

End of slave importation in 1808, growth of domestic slave population, the domestic slave trade, and westward expansion of slaveryEconomic dominance of plantation agriculture focused on selling products worldwideSlave society: slaveholder violence, family bonds, family separationChristianization: slave preachers, spirituals, emancipatory theologyMaterial condition: food, clothing, shelter, work, life expectancyState laws against education of slaves
. Describe the formation of the abolitionist movement, its Christian inspiration, the roles of Frederick Douglass, William Lloyd Garrison, Sojourner Truth, and Harriet Tubman, and the response of southerners and northerners to abolitionism.
. Describe important religious trends that shaped antebellum America, including the Second Great Awakening.
. Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century.
. Explain the critical developments leading to the Civil War.

The Missouri Compromise (1820)Nullification Crisis (1832-1833)The Compromise of 1850Publication of Harriet Beecher Stowe's Uncle Tom's Cabin (1851-1852)The Lincoln-Douglas debates (1858)The election of Abraham Lincoln (1860)
. On a map of North America, identify Union and Confederate States at the outbreak of the war.
. Analyze Abraham Lincoln's character and temperament, his presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered.
. Analyze the roles and policies of various Civil War leaders and describe the important Civil War battles and events.

Leaders: Jefferson Davis, Ulysses S. Grant, and Robert E. LeeBattles: The Massachusetts 54th Regiment and the Battle at Fort Wagner, Pea Ridge, Antietam, Chancellorsville, Vicksburg, Gettysburg, and Appomattox
. Provide examples of the various effects of the Civil War.

Physical and economic destructionThe increased role of the federal governmentThe greatest loss of life on a per capita basis of any U.S. war before or since
. Discuss the origins, meanings, and effects in history of Abraham Lincoln's "Gettysburg Address".
. Explain the policies and consequences of Reconstruction.

Presidential and Congressional ReconstructionThe 13th, 14th, and 15th AmendmentsReconstruction Treaties with Five TribesOpposition of southerners of European descent to ReconstructionAccomplishments and failures of Radical ReconstructionThe presidential election of 1876, and the end of Reconstruction

Leaked Draft (2025)

Sixth Grade

6.5

The student demonstrates understanding of the geography of Africa, Asia, and the Middle East.

Link to Source

Objectives:

. On a map of the world, locate the continent of Africa, the Atlantic Ocean, the Indian Ocean, the Mediterranean Sea, and the Great Rift Valley.
. On a map of Africa, locate the northern, eastern, western, central, and southern regions of Africa, the Sahara Desert, the Nile River, Lake Victoria, Mount Kilimanjaro, and the Cape of Good Hope.
. On a map of Africa, locate and identify the countries and capitals of Algeria, Angola, Cameroon, Côte d'Ivoire, Democratic Republic of the Congo, Egypt, Ethiopia, Kenya, Liberia, Libya, Madagascar, Morocco, Nigeria, Rwanda, Senegal, Sierra Leone, Somalia, South Africa, Sudan, Tunisia, Uganda, and Zimbabwe.
. On a map of South and Central Asia, locate the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indo-Gangetic Plain, the Northern Mountains, the Deccan Plateau, the Himalayan Mountains, and the Steppes.
. On a map of South and Central Asia, locate and identify the countries and capitals of Afghanistan, Bangladesh, Bhutan, India, Kazakhstan, Kyrgyzstan, Nepal, Pakistan, Tajikistan, Turkmenistan, and Uzbekistan.
. On a map of North and East Asia, locate the Arctic Ocean, Siberia, the Sea of Japan, the Yellow Sea, the East China Sea, the Gobi Desert, the Himalayas, and the Huang He (Yellow) and Chang Jiang (Yangtze) Rivers.
. On a map of North and East Asia, locate and identify the countries and capitals of China, Japan, Mongolia, North Korea, Russia, South Korea, and Taiwan.
. On a map of the Middle East, locate the Black Sea, Mediterranean Sea, Caspian Sea, Red Sea, Indian Ocean, Arabian Peninsula, and the Persian Gulf.
. On a map of Western Asia, locate and identify the countries and capitals of Armenia, Azerbaijan, Cyprus, Iran, Iraq, Israel, Jordan, Lebanon, areas governed by the Palestinian Authority, Saudi Arabia, Syria, Turkey, United Arab Emirates, and Yemen.

6.11

The student demonstrates understanding of the roots of Western Civilization in Ancient Greece.

Link to Source

Objectives:

. On a map of Europe, locate the Atlantic Ocean, Arctic Ocean, Norwegian Sea, and Barents Sea; the Volga, Danube, Ural, Rhine, Elbe, Seine, Po, and Thames Rivers; and the Alps, Pyrenees, and Balkan Mountains.
. On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300 BC.
. Identify the locations, dates of construction, and historical significance of great architectural sites including Knossos, Periclean Athens, and the Acropolis.
. Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence.
. Explain why the government of ancient Athens is considered the beginning of democratic government, discuss Greek conceptions of the rule of law, liberty, and democracy, and explain the political concepts developed in ancient Greece.

The “polis” or city-stateRule of lawLibertyCivic participation and voting rightsLegislative bodiesConstitution writing
. Describe the myths and stories of classical Greece and give examples of Greek gods and goddesses, heroes, and events and where and how we see their names used today.
. Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured.
. Compare and contrast life in Athens and Sparta.
. Identify the major accomplishments of the ancient Greeks, including:

Pythagoras and Euclid (mathematics); Hippocrates (medicine); Archimedes (physics and engineering); Ptolemy (astronomy)Socrates, Plato, Aristotle (philosophy)Herodotus, Thucydides, Homer, Aeschylus (history, poetry, and drama)The Parthenon, the Acropolis, and the Temple of Apollo (architecture)The development of the first complete alphabet with symbols for consonants and vowels, which is the ancestor of our own Latin alphabet
. Analyze the causes, course, and consequences of the Persian Wars, including the survival of Greek freedom and the origin of marathons.
. Discuss the origins, meanings, and effects in history of accounts of the Battles of Thermopylae and Salamis from Herodotus's *Histories*.
. Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta.
. Discuss the origins, meanings, and effects in history of Plato's *Apology* of Socrates.
. Describe the rise of Alexander the Great and the spread of Greek culture.

6.13

The student demonstrates understanding of the pre-Columbian peoples of North America.

Link to Source

Objectives:

. Identify and describe the earliest migrations of people from Asia into North America and of the explorations of the New World by the Vikings, including:

Pre-Clovis: suggestive archaeological and genetic evidenceAmerinds (Clovis culture)Vikings and L'Anse aux Meadows
. Identify as many as possible of the technologies available to North American peoples and describe how they were used.

MedicinesBasketry, pottery, and hidesImplements of bone, wood, stone, cold-hammered copperBows and arrowsBoatsNotable technological absences including most domestic animals, wheeled vehicles, plows, metallurgy, and writing
. Analyze the similarities and differences among select American Indian tribes from across what would become the United States.

Chieftains: personal merit, hereditarySocieties: egalitarian warrior bands, social hierarchies, division of roles by age and sexWarfare: raiding, fortifications, slavery, adoption of prisonersEconomies: hunting-and-gathering, fishing, agriculture, towns, trade, wampumReligions and cultures: cosmologies, medicine men, totem animals, ritual dances, kachina dolls, Plains Indian Sign Language
. Locate and describe the nature and archaeological remains of major pre-Columbian civilizations that emerged in North America.

Mesoamerican influencePueblo: Mesa Verde, Acoma, TaosMississippian Mound Builders: Cahokia, Moundville, Etowah, SpiroAdena/Fort Ancient: Serpent Mound
. Describe and analyze the long-distance effects of European colonization on North American peoples.

Depopulation and crippling of agriculture from disease pandemics (smallpox)Emergence of Great Plains horse culture (Comanche, Sioux, Kiowa)Reorientation of trade routes to European settlements (furs, guns, metal tools, slaves)
. Locate and describe the history, societies, and cultures of a range of tribes immediately prior to significant contact with European settlers.

Northeast: Iroquois ConfederacySoutheast: CherokeeSouthwest: PuebloCalifornian: Yokuts

Leaked Draft (2025)

Seventh Grade

7.4

The student demonstrates understanding of the Roman Empire and its collapse.

Link to Source

Objectives:

. On a map of Europe, locate and identify the countries and capitals of Albania, Andorra, Austria, Belarus, Belgium, Bosnia-Herzegovina, Bulgaria, Channel Islands (U.K.), Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Gibraltar (U.K.), Greece, Hungary, Iceland, Ireland, Italy, Kosovo, Latvia, Liechtenstein, Lithuania, Luxembourg, Macedonia, Malta, Moldova, Monaco, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russia, San Marino, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Ukraine, United Kingdom, and Vatican City.
. Identify the locations and time periods of the Roman Empire.
. Explain the reasons for the growth and long life of the Roman Empire.

Military organization, tactics, and conquestsThe purpose and functions of taxesThe promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routesThe benefits of a Pax RomanaThe significance of Europe's network of Roman roads
. Describe the role of historical figures in imperial Roman history.

Pliny the ElderSenecaVirgilTiberiusHadrianMarcus Aurelius
. Describe the central features of Christianity in ancient Rome.

MonotheismThe belief in Jesus as the Messiah and God's son who died on the cross, rose from the dead, and redeemed humans from sinBelief in the Old and New TestamentsThe lives and teachings of Jesus and Saint Paul
. Describe the origins and early expansion of Christianity and its central features.

The relationship of early Christians and JewsThe relationship of early Christians to officials of the Roman EmpireThe relationship of Christianity to Greek thought (logos)The effects of state persecution, martyrs, and saintsCouncil of Nicaea
. Discuss the origins, meanings, and effects in history of the Passion of Saints Perpetua and Felicity.
. Discuss the origins, meanings, and effects in history of the Nicene Creed.
. Explain the fourth- and fifth-century Christianization of the Roman Empire.
. Explain how internal forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire.

Sack of Rome (410)Fall of the Western Roman Empire (476)Establishment of Germanic kingdoms (Ostrogoths, Visigoths, Vandals, Franks, Anglo-Saxon kingdoms)
. Describe the contributions of Roman civilization in the following fields:

LawLiteraturePoetryArchitecture: arenas, bathsEngineering: roads, bridges, aqueductsTechnology: central heating, plumbing, sanitation

7.6

The student demonstrates understanding of the High Middle Ages in Europe from 1000-1300.

Link to Source

Objectives:

. Explain the origins of iconoclasm and the schism between Orthodoxy and Catholicism in 1054.
. Identify the significance of the Battles of Hastings in 1066 and of Manzikert in 1071.
. Describe political developments in medieval Europe from the Norman Conquest to the Mongol Invasions, including:

The development of England, including the Norman Conquest and the roles of William the Conqueror and Henry II.The development of France, including the growth of royal power and the role of Philip Augustus.The partial disintegration of the Holy Roman Empire and the rise of independent city-states in Italy and GermanyThe causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuriesThe Fourth Crusade (1204), the Crusader conquest of Orthodox Christian Byzantium, and the Crusader Kingdoms of GreeceThe divergence of Russia from Western Europe (Orthodox Christianity, Baltic Crusades, Mongol Yoke)
. Discuss the origins, meanings, and effects in history of the Magna Carta.
. Describe religious, intellectual, cultural, technological, and economic developments in medieval Europe from the Norman Conquest to 1300, including:

The role of the clash between papacy and empire in the development of law and freedomThe growing influence of universities, Roman law, canon law, and ScholasticismThe origin and growing influence of the mendicant ordersMedieval culture, including architecture (Romanesque, Gothic), music (Gregorian chant, polyphony), and literature (chivalric romance)The initial emergence of a modern economy, including the growth of commerce, towns, and a merchant classTechnological and agricultural improvements, including ploughs, stirrups, windmills, watermills,Military improvements, including the mounted knight and fortificationsIslamic transmission of Greek (Aristotelian) and Islamic thought and technology to the Christian West (Averroes, Avicenna)Marco Polo's travels to India and China

7.12

The student demonstrates understanding of the political democratization and westward expansion of America during the Early Republic.

Link to Source

Objectives:

. Summarize the major policies and political developments during the presidencies of George Washington (1789-1797), John Adams (1797–1801), and Thomas Jefferson (1801–1809), including:

The origins of the Federalist and Democratic-Republican parties in the 1790sThe conflicting ideas of Thomas Jefferson and Alexander HamiltonNegotiations with American Indians and Joseph BrantThe Alien and Sedition ActsThe Louisiana PurchaseThe Founders' changing views on emancipationThe War of 1812
. Describe the election of 1828, the importance of Jacksonian democracy, and Andrew Jackson's actions as President, including:

The spoils systemJackson's veto of the National BankJackson's policy of Indian Removal and popular opposition including the Cherokees and Chirstian missionaries
. Explain the doctrine of judicial review as manifested in *Marbury v. Madison* (1803).
. Describe the causes, major developments, and consequences of America's westward expansion and growing diplomatic assertiveness, including:

The 1823 Monroe DoctrineIndian RemovalBlackhawk War and the Treaty of Chicago (1833)The Trail of Tears and its effects on the Cherokee, Muscogee (Creek), Seminole, Choctaw, Chickasaw*Worcester v. Georgia*The 1836 Texas War of Independence and the 1845 annexation of TexasThe concept of Manifest Destiny and its relationship to westward expansionThe acquisition of the Oregon Territory in 1846The territorial acquisitions resulting from the Mexican-American WarThe California Gold RushPerry Expedition to Japan (1854)
. Explain the importance of the Transportation Revolution of the 19th century and the building of canals, roads, bridges, turnpikes, steamboats, and railroads.
. Explain the emergence and effects of industrial growth throughout antebellum America, including:

Textile industry in New England and roles of womenThe technological improvements and inventions that contributed to agricultural and industrial growth (Samuel Morse, Cyrus McCormick)The causes and effects of the wave of immigration from Northern Europe to America in the 1840s and 1850sThe rise of a business class of merchants and manufacturers
. Describe the rapid growth of slavery in the South after 1800 and analyze slave life on plantations and farms across the South, as well as the effect of the cotton gin on the economics of slavery and Southern agriculture.

Domestic slave trade and westward expansion of slaveryDependence on plantation agricultureConstrained industrialization and technological innovationChristianization: spirituals, emancipatory theologySlave society: slave quarters, slaveholder violence, family bonds, family separation
. Describe the formation of the abolitionist movement, its Christian inspiration, the roles of abolitionists Frederick Douglass, William Lloyd Garrison, Sojourner Truth, Harriet Tubman, and the response of southerners and northerners to abolitionism.
. Describe how important religious trends that shaped antebellum America, including the Second Great Awakening, antebellum reforms of religions, and their influence on Protestants' reaction to the growth of Catholic immigration, including the Bible Riots.
. Analyze the goals and effect of the antebellum women's suffrage movement, including the 1848 Seneca Falls convention, Declaration of Sentiments, Susan B. Anthony, and Elizabeth Cady Stanton.
. Analyze the emergence of a national American culture.

Writers: Washington Irving, Herman Melville, and Ralph Waldo EmersonArtists: John James Audubon and Albert BierstadtSongwriters: Stephen Foster and John Philip Sousa

7.13

The student demonstrates understanding of the Civil War and Reconstruction.

Link to Source

Objectives:

. Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century and the role of slavery as the main cause of the divisions and eventual war.
. Explain the critical developments leading to the Civil War.

The Missouri Compromise (1820)The South Carolina Nullification Crisis (1832-1833)The Compromise of 1850Publication of Harriet Beecher Stowe's *Uncle Tom's Cabin* (1851-1852)The Kansas-Nebraska Act (1854)The Dred Scott Supreme Court case (1857)The Lincoln-Douglas debates (1858)John Brown's raid on Harpers Ferry (1859)The election of Abraham Lincoln (1860)
. On a map of North America, identify Union and Confederate States at the outbreak of the war.
. Analyze Abraham Lincoln's character and temperament, his presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered.
. Discuss the origins, meanings, and effects in history of Abraham Lincoln's Gettysburg Address.
. Discuss the origins, meanings, and effects in history of Abraham Lincoln's Second Inaugural Address.
. Analyze the roles and policies of various Civil War leaders and describe as many as possible of the important Civil War battles and events.

Leaders: Jefferson Davis, Ulysses S. Grant, Robert E. LeeBattles: Antietam, Vicksburg, Gettysburg, March to the Sea, AppomattoxAssassination of Abraham Lincoln
. Provide examples of the various effects of the Civil War.

Physical and economic destructionThe increased role of the federal governmentThe greatest loss of life on a per capita basis of any U.S. war before or since
. Explain the policies and consequences of Reconstruction.

Presidential and Congressional ReconstructionThe 13th, 14th, and 15th AmendmentsAttempted creation of a free-labor economy in the SouthOpposition to ReconstructionReconstruction Treaties with Five TribesAbolition of American Indian slave owningAccomplishments and failures of Radical Reconstruction led by Thaddeus Stevens and Charles SumnerThe presidential election of 1876 and the end of ReconstructionPosse Comitatus Act (1878)The rise of Jim Crow laws

7.14

The student demonstrates knowledge of late 19th century industrial America and its emerging role in international affairs at the turn of the century.

Link to Source

Objectives:

. Explain the various causes of the Second Industrial Revolution, including:

The economic impetus provided by the Civil WarImportant technological and scientific advances including electricity, the Bessemer Process, and oil refinementThe role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, Cornelius Vanderbilt, and William HearstExamples of the virtues including enterprise, industry, and philanthropy
. Explain the important consequences of the Industrial Revolution, including:

Mass productionThe growth of corporations (general incorporation laws)Environmental consequencesIncreased life expectancy, population growth, the expansion of citiesAnti-monopolism and the rise of economic regulationHigher living standards
. Describe American culture between 1865 and 1914, including:

Writers such as Louisa May Alcott, Emily Dickinson, and Mark TwainArtists such as Winslow Homer and Frederic RemingtonMinstrel shows, vaudevilleMass culture, including cheap novels, professional sports teams, amusement parks, and jazz music
. Describe important aspects of American religion between 1865 and 1914, including the Social Gospel, Pentecostal Movement, foreign missions, and the increasing role of Catholicism and Judaism.
. Describe the causes of the immigration of Southern Europeans, Eastern Europeans, and East Asians to America in the late 19th and early 20th centuries and describe the major roles of these immigrants in the industrialization of America, including:

Tammany HallBlaine amendmentsColumbus Day celebrationsPierce v. Society of Sisters (1925)
. Analyze the causes of the continuing westward expansion of the American people after the Civil War and the effect of this migration on the American Indians, including:

Settlement promotion through the Homestead Act of 1862 and the First Transcontinental RailroadIndian wars: Battle of Little Big Horn, Wounded Knee MassacreReservation and assimilation policies: Bureau of Indian Affairs, Dawes Act, Indian boarding schoolsReligious responses: Christianization, Ghost Dance
. Explain the formation and goals of trade unions as well as the rise of third political parties during the Industrial era, including:

The American Federation of Labor headed by Samuel GompersThe Populist PartyThe Socialist Party headed by Eugene Debs
. Analyze in as much detail as possible the causes and course of America's growing role in world affairs following the Civil War, including:

The influence of the ideas associated with Social DarwinismThe purchase of Alaska from RussiaAmerica's growing influence in Hawaii leading to annexationThe Spanish-American WarU.S. expansion into Asia under the Open Door policyAnti-Imperialist LeaguePresident Roosevelt's Corollary to the Monroe DoctrineAmerica's role in the building of the Panama Canal

Leaked Draft (2025)

Eighth Grade

8.7

The student demonstrates knowledge of the French Revolution and Napoleonic Europe.

Link to Source

Objectives:

. Summarize the important causes of the French Revolution, including:

The effect of Enlightenment political thoughtThe influence of the American RevolutionEconomic troubles, national debt, and the rising influence of the middle classGovernment corruption
. Summarize the important events of the French Revolution, including:

The convening of the Estates GeneralThe National Assembly and the “Tennis Court Oath”The storming of the Bastille on July 14, 1789The 1789 Declaration of the Rights of Man and the CitizenThe Storming of the Tuileries, the creation of the First French Republic, and the new revolutionary calendar (1792; “year zero” of the new order)The execution of Louis XVI in 1793The Terror (Maximilien Robespierre)Anti-clerical policies and the nationalization of Church property
. Discuss the origins, meanings, and effects in history of Abbé Emmanuel Joseph Sieyes's What is the Third Estate?
. Summarize the major effects of the French Revolution, including:

Its contribution to modern nationalism and its relationship to totalitarianismThe debilitation of the Catholic church in FranceIts support for ideas of popular sovereignty and legal equalityTerror and anti-clericalism as a model for later revolutions
. Summarize the important events of the French Revolutionary and Napoleonic Wars, including:

The rise of Napoleon BonaparteItalian Campaign (1796-97)Trafalgar (1805)Austerlitz (1805)Invasion of Russia (1812)Waterloo (1815)Nationalist resistance to France, especially in Spain and RussiaThe Congress of Vienna, which established a European peace that lasted from 1815 to 1914
. Summarize the effects of Napoleon and the Napoleonic Wars.

The Continental SystemModernization of France's rivals Austria and PrussiaBritish commercial and industrial expansionCode NapoleonBattle deaths and economic devastationThe accelerated rise of nationalism and romanticism across EuropeBritain's leading role in maintaining the nineteenth-century Concert of Europe by balance-of-power diplomacyRussia's emergence as the great European land power and champion of counter-revolutionary regimes

8.11

The student demonstrates knowledge of the Roaring Twenties, the Great Depression, and the New Deal.

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Objectives:

. Describe the unwinding of wartime expansion of government under the Harding Administration (1920-23), including:

The demobilization of drafted soldiersFederal budget cutsAmnestying of political prisonersDesegregating the Executive Branch
. Identify major developments in American politics and society during the 1920s, including:

Palmer Raids (1919-1920), Wall Street Bombing (1920), Sacco and Vanzetti Trials (1921-1927)Flapper culturePresident Calvin Coolidge and his philosophy of limited governmentRacial and ethnic tensions: Ku Klux Klan, Tulsa Race MassacreProhibition
. Describe American culture between 1914 and 1945.

Writers such as Ernest Hemingway, Robert Frost, and Zora Neale HurstonArtists such as Norman Rockwell and Jacob LawrenceThe Fundamentalist-Modernist split in American ProtestantismThe Harlem RenaissanceThe Great MigrationRadio and HollywoodScience fiction and comic booksJazz, country, blues, Broadway musicals
. Describe the various causes and consequences of the global depression of the 1930s and analyze how Americans responded to the Great Depression.

German reparations and Allied World War I debts to AmericaInterest rate cuts by the Federal Reserve and speculative trading on “margin”Smoot-Hawley Tariff (1930)Suspension of the gold standard (1933)UnemploymentThe influence of the ideas of John Maynard Keynes
. Analyze the important policies of the New Deal era and the roles of Herbert Hoover, Franklin D. Roosevelt, and Eleanor Roosevelt, including:

Establishment of the Federal Deposit Insurance CorporationSecurities and Exchange CommissionTennessee Valley AuthorityThe Social Security ActThe Works Progress AdministrationSupreme Court’s changing approach to New Deal legislation following the “court-packing” controversyGeneral expansion of federal power in economic and social policies
. Examine the involvement of the American Federation of Labor, the Congress of Industrial Organizations, and the American Communist Party in New Deal policy.

8.12

The student demonstrates knowledge of World War II and America's involvement in the conflict.

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Objectives:

. Explain the reasons for American isolationist sentiment after World War I and analyze its effect on U.S. foreign policy.
. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan)
. Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war.

Fascism in Germany and Italy, including its roots in economic depression, effects of the Versailles Treaty, and ideologyGerman rearmament and militarization of the RhinelandGermany's seizure of Austria and Czechoslovakia and Germany's invasion of PolandJapan's invasion of ChinaThe Molotov-Ribbentrop Pact (August 1939) and the German and Soviet invasions of Poland in September 1939Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferencesTotal war: Rotterdam and Coventry, submarine warfare, strategic bombing (Dresden, Tokyo), atom bombs (Hiroshima, Nagasaki)American economic production: oil and the Inch Pipelines, the Arsenal of Democracy
. Explain the important domestic events that took place during the war.

Economic effects including full employment, migration to cities, and industrialization of the South and WestThe internment of West Coast Japanese-Americans in the U.S. and CanadaThe entry of large numbers of women into the workforceRationing and forced savingsIncreased importance of federal government, big business, and unionsTechnological advances: computers, nuclear weapons, microwavesGI Bill
. Describe the background, course, and consequences of the Holocaust.

Its roots in the long tradition of anti-Semitism among Christians and 19th century ideas about race and nationThe Nazi Party's seizure of unchecked power within GermanyThe Nazi regime's dehumanization of the JewsThe parallel mass murders of the physically disabled and GypsiesThe Nazis' culminating attempt to exterminate the Jewish peopleChristian opposition to the Nazis, including the Papal Encyclical Mit brennender Sorge of 1937 and Dietrich Bonhoeffer

8.14

The student demonstrates knowledge of American domestic developments and foreign policy events during the 1960s and 1970s.

Link to Source

Objectives:

. Analyze the important policies and events that took place during the presidencies of Presidents Kennedy and Johnson, including:

The space exploration programThe Cuban Missile CrisisThe Vietnam WarThe assassination of President KennedyJohnson's Great Society programsThe influence on politics and culture of televisionThe anti-war and counter-cultural movementsAmerican Indian Movement and the Wounded Knee Occupation
. Analyze the roles of Rosa Parks, Earl Warren, Martin Luther King Jr., Thurgood Marshall, Robert Kennedy, and the National Association for the Advancement of Colored People (NAACP) in the Civil Rights movement.
. Analyze the major events of the Civil Rights movement, including:

Brown v. Board of Education (1954)1955-1956 Montgomery Bus Boycott1957-1958 Little Rock School CrisisSit-ins and freedom rides of the early 1960s1963 March on Washington1968 assassination of Martin Luther King Jr.
. Examine the major accomplishments of the Civil Rights Movement, including:

The Twenty-Fourth Amendment1964 Civil Rights Act1965 Voting Rights ActThe expansion of the African American middle class and its political powerDeclining rates of African American poverty
. Discuss the origins, meanings, and effects in history of Martin Luther King, Jr.'s “I Have A Dream”.
. Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon.

Tonkin Gulf Resolution (1964)Tet Offensive (1968)Vietnamization (1969-1973)Paris Peace Accords (1973)North Vietnamese victory (1975)
. Analyze the important policies and events that took place during the presidencies of Presidents Nixon, Ford, and Carter.

Nixon's appeal to “the silent majority”The creation of the Environmental Protection Agency (EPA) in 1970The Watergate scandal (including the Supreme Court case, U.S. v. Nixon)1970s inflationIran Hostage Crisis

Leaked Draft (2025)

American Government

USG.2

The student demonstrates the ability to recite by heart or write from memory the constitutional amendments including the Bill of Rights, the Reconstruction Amendments, and at least five of the following:

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"Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged." - Northwest Ordinance of 1787, Article 3"If men were angels, no government would be necessary." — Federalist 10"I do solemnly swear (or affirm) that I will faithfully execute the Office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States. [So help me God.]" — Presidential Oath of Office with George Washington's addition"Our Constitution was made only for a moral and religious People. It is wholly inadequate to the government of any other." — John Adams's To the Officers of the Militia of Massachusetts"In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened." — George Washington's Farewell Address"Indeed I tremble for my country when I reflect that God is just; that his justice cannot sleep forever." — Thomas Jefferson on slavery in America"America is great because America is good, and if America ever ceases to be good, America will cease to be great." — Alexis de Tocqueville"Knowledge makes a man unfit to be a slave." — Frederick Douglass"All honor to Jefferson—to the man who, in the concrete pressure of a struggle for national independence by a single people, had the coolness, forecast, and capacity to introduce into a merely revolutionary document, an abstract truth, applicable to all men and all times, and so to embalm it there, that to-day, and in all coming days, it shall be a rebuke and a stumbling-block to the very harbingers of re-appearing tyranny and oppression." — Abraham Lincoln's Letter to Henry Pierce"Freedom is never more than one generation away from extinction. We didn't pass it to our children in the bloodstream. It must be fought for, protected, and handed on for them to do the same." — Ronald Reagan"There is not a liberal America and a conservative America—there is the United States of America. There is not a black America and a white America and Latino America and Asian America—there's the United States of America." — Barack Obama

USG.6

The student demonstrates understanding of the events and experiences that formed the American government.

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Objectives:

. Connect grievances listed in the Declaration of Independence to colonial and revolutionary experiences and events and identify them in terms of ideals of liberty, including due process of law, individual rights, natural rights, popular sovereignty, and social contract.
. Trace the colonial, revolutionary, and founding-era experiences and events that led to the writing, ratification, and implementation of the United States Constitution (1787) and the Bill of Rights (1791).
. Identify key events that led to the establishment of a secure republican order, including the Articles of Confederation and their failure, Annapolis Convention, Philadelphia Convention and state ratifying conventions, actions of the First Congress, Bill of Rights, George Washington's actions as President, George Washington's retirement, Election of 1800.
. Identify, define, explain, and provide examples of foundational ideas of American government including:

natural law (Declaration of Independence, Federalist 43)natural rights (Declaration of Independence)equality (Declaration of Independence)popular sovereignty (Preamble and Article VII)constitutionalism (Preamble and Article VII)republicanism (Article I sections 1-7, Article II section 1, Federalist 39)federalism (Article I section 3, Article I section 10, Article IV, Supremacy Clause)limited government (Article I Vesting Clause, Necessary and Proper Clause, Amendment 10)separation of powers (Articles I-III Vesting Clauses, power to declare war and Commander-in-Chief Clause)due process (Habeas Corpus, Amendments 5-8, Amendment 14)social contract (Preamble, Article VII)consent of the governed (Preamble, structure of elections)individual and unalienable rights of life, liberty, and property (Declaration of Independence)
. Explain how the United States Constitution and its amendments embody enduring political principles, including liberty, checks and balances, consent of the governed, democracy, due process of law, federalism, individual rights, limited government, representative government, republicanism, the rule of law, and the separation of powers.
. Compare and contrast ideas on government of the Federalists and the Anti-Federalists during their debates on ratification of the U.S. Constitution (1787–1788).
. Discuss the origins, meanings, and effects on the American experiment in self-government of Federalist 1, 9, 10, 39, 51, and 78.
. Explain arguments presented in the Federalist Papers in support of ratifying the United States Constitution and a republican form of government.
. Analyze the accuracy of the Federalists' and the Anti-Federalists' predictions, including the costs and benefits of increasing the size, scope, and centralization of power in the federal government.

USG.7

The student demonstrates understanding of America's core constitutional and government ideas.

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Objectives:

. Analyze how the Founding ideas of human nature as unchanging, rational, moral, and equally endowed with rights have shaped America as a constitutional republic.
. Explain the Republican Guarantee Clause in Article IV, Section 4 of the United States Constitution, which says, "The United States shall guarantee to every State in the Union a Republican form of Government...."
. Explain how the rule of law, embodied in a constitution, limits government to protect self- government and the rights of individuals.
. Explain how a constitutional, democratic republic provides majority rule with equal protection for the rights of individuals, including those in the minority, including through federalism, limited government, local self-government, and the rule of law.
. Analyze how the United States Constitution safeguards against authoritarianism.
. Explain how components of civil society contribute to the maintenance of limited government in a representative and democratic republic such as the United States, including good character, active communities, individual self-reliance, ethics, and religion.
. For the U.S. Civics Test for the Naturalization of New Citizens, the student demonstrates understanding of the principles of American democracy.

The Constitution is the supreme law of the land (Question 1)The Constitution sets up the government, defines the government, and protects the basic rights of Americans (Question 2)The idea of self-government is in the first three words of the Constitution: We the People. (Question 3)An amendment is a change or an addition to the Constitution. (Question 4)The first ten amendments to the Constitution are called the Bill of Rights. (Question 5)Freedom of speech, freedom of religion, right to assembly, freedom of press, and right to petition the government are rights or freedoms from the First Amendment. (Question 6)The Constitution has twenty-seven (27) amendments. (Question 7)The Declaration of Independence announced/declared our independence and said that the United States is free from Great Britain. (Question 8)Life, liberty, and the pursuit of happiness are rights in the Declaration of Independence. (Question 9)The freedom of religion is when you can practice any religion, or not practice a religion. (Question 10)The economic system in the United States is a capitalist or market economy. (Question 11)The “rule of law” is when everyone must follow the law, leaders must obey the law, government must obey the law, and no one is above the law. (Question 12)

USG.9

The student demonstrates the distribution of American constitutional government power at the national, state, tribal, and local levels.

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Objectives:

. Define and contrast governments that are unitary, confederate, and federal.
. Distinguish between the scope of the powers vested to the Executive Branch (Article I) and Legislative Branch (Article II).
. Define and distinguish among the enumerated, implied, concurrent, and reserved powers in United States Constitution, the Oklahoma Constitution, and tribal constitutions (such as the Choctaw Nation’s, the Cherokee Nation’s, and the Muscogee (Creek) Nation’s), including Article I Section 8, Necessary and Proper Clause, 10th Amendment, and Take Care Clause.
. Identify how the United States Constitution, the Oklahoma Constitution, and tribal constitutions (such as the Choctaw Nation’s, the Cherokee Nation’s, and the Muscogee (Creek) Nation’s) distribute powers and authority to the federal, state government, or tribal governments.
. Analyze and evaluate decisions by the United States Supreme Court about the constitutional principle of federalism, such as McCullogh v. Maryland, Gibbons v. Ogden, Plessy v. Ferguson, Wickard v. Filburn, Brown v. Board of Education, Heart of Atlanta Motel v. US, NFIB v. Sebelius, McGirt v. Oklahoma.
. Explain the role of the Electoral College in ensuring presidential candidates consider the rights and interests of American citizens from a broad coalition of states and why the Electoral College creates a different electoral majority from the House of Representatives or the Senate.
. Identify the different qualifications required for individuals to hold major offices under the Constitution and explain why they matter.
. Analyze the functions of political parties in elections and government at the national and state levels of the federal system.
. Explain the formal process of how a bill becomes a law.
. Explain the functions of the courts of law in the governments of the United States and Oklahoma.
. Explain the structure of the American court system and differentiate between original and appellate jurisdiction.
. Describe the ways in which the Judiciary is an independent branch of government and what is its power of judicial review, specifically with reference to Marbury v. Madison.
. Analyze and evaluate decisions by the United States Supreme Court about the constitutional principles of separation of powers and checks and balances, such as Marbury v. Madison, Myers v. United States, Humphrey's Executor v. US, US v. Curtiss-Wright Export Corp, Youngstown Sheet & Tube Co. v. Sawyer, US v. Nixon, INS v. Chadha, Hamdan v. Rumsfeld, Boumediene v. Bush.
. Explain the structure of local government in Oklahoma at both the county and town levels.
. Explain and give examples of how citizens are affected by the local, state and federal governments.
. Describe Oklahoma state constitutional provisions including the direct primary, initiative, petition, referendum, and recall.
. Explain how redistricting and primary elections determine the candidates for whom voters may vote.
. Explain the legal, fiscal, and operational relationships between state, county, city, and tribal governments in Oklahoma, including the division function, and sharing of powers.
. Identify major sources of local and state revenues and the services provided including education, health and human services, transportation, courts, corrections, and public safety.
. For the U.S. Civics Test for the Naturalization of New Citizens, the student demonstrates understanding of America's system of government.

Congress, the President, and the courts are parts of the government and legislative, executive, and judicial are branches of the government. (Question 13)Checks and balances and separation of powers stop one branch of government from becoming too powerful. (Question 14)The President is in charge of the executive branch. (Question 15)Congress (or U.S. or national legislature), consisting of the Senate and House of Representatives, makes federal laws. (Question 16)The Senate and House of Representatives are the two parts of the U.S. Congress. (Question 17)There are one hundred (100) U.S. Senators. (Question 18)We elect a U.S. Senator for six (6) years. (Question 19)Oklahoma's two sitting U.S. Senators are [Sen. Name 1] and [Sen. Name 2]. (Question 20)The House of Representatives has four hundred thirty-five (435) voting members. (Question 21)We elect a U.S. Representative for how two (2) years. (Question 22)Name your U.S. Representative. (Question 23)A U.S. Senator represents all people of the state. (Question 24)Some states have more Representatives than other states because they have more people/a larger population. (Question 25)We elect a President for how four (4) years. (Question 26)We vote for President in the month of November. (Question 27)The name of the sitting President of the United States is [Name]. (Question 28)The name of the Vice President of the United States is [Name]. (Question 29)If the President can no longer serve, the Vice President becomes President. (Question 30)If both the President and the Vice President can no longer serve, the Speaker of the House becomes President. (Question 31)The President is the Commander in Chief of the military. (Question 32)The President signs bills to become laws. (Question 33)The President vetoes bills. (Question 34)The President's Cabinet advises the President. (Question 35)Cabinet-level positions include the secretaries of Agriculture, Commerce, Defense, Education, Energy, Health and Human Services, Homeland Security, Housing and Urban Development, the Interior, Labor, State, Transportation, the Treasury, and Veterans Affairs, Attorney General, and Vice President. (Question 36)The judicial branch reviews laws, explains laws, resolves disputes (disagreements), and decides if a law goes against the Constitution. (Question 37)The highest court in the United States is the Supreme Court. (Question 38)There are nine (9) justices on the Supreme Court. (Question 39)The sitting Chief Justice of the United States is [Name]. (Question 40)Under our Constitution, some powers belong to the federal government, including the power to print money, declare war, create an army, and make treaties. (Question 41)Under our Constitution, some powers belong to the states, including the power to provide schooling and education, provide protection (police), provide safety (fire departments), give a driver's license, and approve zoning and land use.The current Governor of Oklahoma is [Gov. Name]. (Question 43)The capital of Oklahoma is Oklahoma City. (Question 44)The two major political parties in the United States are the Democratic Party and the Republican Party. (Question 45)The political party of the current President is [Party Name]. (Question 46)The name of the Speaker of the House of Representatives is [Speaker Name]. (Question 47)

USG.12

The student demonstrates understanding of the roles of citizens in the United States.

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Objectives:

. Explain the constitutional provisions that establish and affect citizenship, including the 14th Amendment.
. Explain the meaning and responsibilities of citizenship in the United States and Oklahoma.
. Describe roles of citizens in Oklahoma and the United States, including voting in public elections, attending and testifying at public meetings, and serving in public office and on juries.
. Research the platforms of the two major political parties and one third party as well as one candidate from each party for state or local government by visiting their official websites.
. Explain how citizens in the United States participate in public elections as voters and supporters of candidates for public office.
. Discuss the origins, meanings, and effects on the American experiment in self-government of Alexis de Tocqueville's Democracy in America, including arguments about the importance of voluntary civil associations.
. Identify and explain the importance of civic virtues for preserving and improving civil society and government.
. Identify specific ways for individuals to serve their communities and participate responsibly in civil society, including through voting, jury duty, and respecting the rule of law.
. Describe the political process at the local, state, and national levels of government.
. Analyze and evaluate decisions about the extent of the rights of individuals in landmark cases of the United States Supreme Court, including Loving v. Virginia, Dred Scott v. Sandford, Sicurella v. United States, Wickard v. Filburn, Janus v. AFSCME, and Miranda v. Arizona.
. Give examples of how political solutions to public policy problems are generated through interactions of citizens and civil associations with their government, including the examples of Prohibition and its repeal and Oklahoma State Question 687.
. Conduct simulations of the democratic process drawn from enduringly influential episodes in the history of Western Civilization and American history, including:

The Trial of Socrates (399 BC)The Putney Debates (1647)The Constitutional Convention (1787)The Oklahoma Constitutional Convention (1906-1907)Willmoore Kendall-Mulford Q. Sibley Debate on War and the Use of Force (1959)
. For the U.S. Civics Test for the Naturalization of New Citizens, the student demonstrates understanding of the rights and responsibilities of an American citizen.

The four amendments to the Constitution about who can vote include that you don't have to pay (a poll tax) to vote, a male citizen of any race (can vote), citizens eighteen (18) and older (can vote), and any citizen can vote (women and men can vote). (Question 48)Responsibilities that are only for United States citizens include serving on a jury and voting in a federal election. (Question 49)Rights only for United States citizens include voting in a federal election and running for federal office. (Question 50)Two rights of everyone living in the United States include freedom of expression, speech, assembly, to petition the government, religion, and the right to bear arms. (Question 51)We show loyalty to the United States and the flag when we say the Pledge of Allegiance. (Question 52)Promises you make when you become a United States citizen include giving up loyalty to other countries, defending the Constitution and laws of the United States, obeying the laws of the United States, serving in the U.S. military (if needed), serving (doing important work for) the nation (if needed), and being loyal to the United States. (Question 53)Citizens have to be eighteen (18) and older to vote for President. (Question 54)The ways Americans can participate in their democracy include voting, joining a political party, helping with a campaign, joining a civic group, joining a community group, giving an elected official your opinion on an issue, calling Senators and Representatives, publicly supporting or opposing an issue or policy, running for office, and writing to a newspaper. (Question 55)The last day you can send in federal income tax forms is April 15. (Question 56)All men must register for the Selective Service at the earliest age between eighteen (18) and twenty-six (26). (Question 57)

Leaked Draft (2025)

Economics

E.2

The student demonstrates understanding of various economic theories, their aims, and their results.

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Objectives:

. Describe six influential economic theories from the seventeenth century to the present day and identify notable economists associated with each theory:

Mercantilism/Economic nationalism:

Jean-Baptiste Colbert American School of Economics

Economic freedom/Classical liberalism:

Adam Smith David Ricardo Jean-Baptiste Say

Communism/Socialism:

Henri de Saint-Simon Karl Marx & Friedrich Engels

Keynesian economics:

John Maynard Keynes John Kenneth Galbraith

Chicago school economics:

George Stigler Milton Friedman

Austrian economics:

Carl Menger Friedrich Hayek Ludwig von Mises
. For each of the six economic theories:

Describe which private and public institutions are necessary to establish and sustain the theory, in theory and in practice, e.g., state-sponsored monopoly charters, property rights, rule of law, enforcement of contracts, competitive markets, a central bank, fiat currency, compulsory "cooperation"Describe and evaluate the theories of human nature assumed by the theory, e.g., human nature driven by self-interest, sociability, rational decision-making, purposeful actionDescribe the relationship between the concept of value and value creation for the theory, in theory and in practiceDescribe the relationship between the theory and economic growth, in theory and in practiceDescribe the relationship between the theory and economic modernization, in theory and in practiceDescribe the relationship between the theory and broadly distributed prosperity and human flourishing, in theory and in practiceDescribe the relationship between the theory and political freedom and individual liberty, in theory and in practice
. Describe the relationship between each of the modern economic theories (Keynesian economics, Chicago school, Austrian economics) and business (boom-bust) cycles, their origins/causes and effects.

E.4

The student demonstrates understanding of the role that supply and demand, prices, and profits play in determining production and distribution in a market economy.

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Objectives:

. Define supply and demand.
. Describe Say's Law (Jean-Baptiste Say) and explain what is meant by the concept that production (i.e., supply) is the source of demand.
. Describe the role of buyers and sellers in determining the equilibrium and market-clearing price.
. Describe how prices are merely signals of relative scarcity sent to producers and consumers, and how producers and consumers respond to those signals.
. Recognize that consumers ultimately determine what is produced in a market economy and that consumers over time establish the prices of consumer goods (consumer sovereignty).
. Explain the function of profit in a market economy as an incentive/reward for entrepreneurs to bear and accept the risks of business failure.
. Demonstrate how supply and demand determine equilibrium price and quantity in the consumer product, natural resource, and financial markets.
. Identify factors that cause changes in market supply and demand.
. Demonstrate how changes in supply and demand influence equilibrium price and quantity in the consumer product, natural resource, and financial markets.
. Demonstrate how government wage and price controls, such as rent controls and minimum wage laws, create distortions that may lead to artificial shortages and/or over-consumption and hoarding.
. Explain the connection between the fact that prices are merely signals (of relative scarcity) and attempts to 'control' prices suppress or distort those signals, leading to subsequent distortions in supply and demand.
. Use the concept of price elasticity to explain anticipated changes in the quantity supplied and the quantity demanded as prices change.
. Explain how financial markets, such as the stock market, channel funds from savers to investors.

E.5

The student demonstrates understanding of the organization and role of business firms and the various types of market structures in the United States economy.

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Objectives:

. Compare and contrast the following forms of business organization: sole proprietorship, limited liability company, partnership, and corporation (both C Corp and S Corp).
. Identify the three basic ways that firms finance operations (retained earnings, stock issues, and borrowing), and explain the advantages and disadvantages of each.
. Recognize the role of economic institutions, such as labor unions and not-for-profit organizations, in market economies, including ways in which these institutions can become

counterproductive, e.g., automatic deduction of union dues as a condition of employment andphilanthropic organizations that exist to serve and solicit donations from donors rather thantheir philanthropic mission.
. Identify the basic characteristics of monopoly, oligopoly, pure competition, and market process.
. Explain the difference between monopoly (i.e. existence of a single seller) and monopoly pricing (i.e. the ability of a monopolist (or oligopolistic cartel) to raise prices above that which would prevail in a competitive market without experiencing a significant reduction in demand).
. Explain how competition among many sellers lowers costs and prices and encourages producers to produce more.
. Explain ways that firms engage in competition, in terms of prices and other (non-price) attributes.
. Illustrate how investment in research and development, equipment and technology, and training of workers can increase productivity.
. Describe how the earnings of workers are determined by the value (to consumers) of the product produced and the workers' productivity.
. Explain how advances in technology (thus enabling increases in worker productivity) can ultimately lead to more rather than fewer workers in a given industry.
. Identify skills individuals need to be successful in the workplace and research how to start a small business.

E.6

The student demonstrates understanding of the roles of government in a market economy in attempts to resolve what it perceives as market failures.

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Objectives:

. Explain how government responds to perceived social needs by providing public goods and services, and contrast with examples from theory and practice of market provision of such goods.
. Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets.
. Identify laws and regulations adopted in the United States to promote competition among firms, discuss their consequences and effects from the perspective of market structures (monopoly, oligopoly, pure competition, and market process).
. Describe the characteristics of “natural” monopolies, such as utilities, and the intentions behind government regulation of such monopolies, including how excessively broad and/or anti-competitive regulations can ultimately harm consumers by stifling innovation.
. Define progressive, proportional, and regressive taxation and explain the effects of each type of taxation on high-income earners, especially earners who have the means to move to other tax jurisdictions.
. Describe how the costs of government policies often exceed their benefits because social or political goals other than economic efficiency are being pursued and how the larger the number of citizens being governed is, the more diverse the goals are, and the worse this problem is.
. Explain how subsidiarity mitigates the problem of diverse noneconomic goals negatively shaping economic policy.
. Explain how changes in federal spending and taxation can affect budget deficits and surpluses and the national debt.
. Define and explain the differing approaches to fiscal and monetary policy from the perspectives of modern theories of economics: Keynesian economics, Chicago school, and Austrian economics.
. Analyze how governments attempt to effectuate price stability, full employment, and economic growth via changes in taxation and government spending (i.e. fiscal policy).
. Describe how imprecision in the various economic measurements (e.g. inflation, unemployment, GDP) and the lag between policy enactment and realization of its effects can actually lead to instability in the measures that are attempted to be controlled.
. Analyze how the Federal Reserve attempts to effectuate price stability, full employment, and economic growth via monetary tools (i.e. changes in the discount rate, reserve requirements, and the money supply).

Leaked Draft (2025)

Ancient & Medieval World History

AWH.8

The student demonstrates understanding of the roots of Western Civilization in Ancient Israel.

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Objectives:

. On a historical map of the Mediterranean, locate Asia Minor, Greece and Mesopotamia, the kingdoms of the Hittites and ancient Israel, and Egypt. On a modern map, locate Egypt, Greece, Israel, Jordan, Lebanon, the areas governed by the Palestinian Authority and Hamas, Syria, and Turkey.
. Identify the ancient Israelites, or Hebrews, trace the Biblical account of their migrations from Mesopotamia to the land called Canaan and their later sojourn in Egypt, and explain the role of Abraham and Moses in their history.
. Discuss the origins, meanings, and effects in history of the Book of Exodus.
. Describe Judaism, the monotheistic religion of the Israelites, including:

The belief that there is one GodThe Torahic DecalogueThe emphasis on individual worth and personal responsibilityThe belief that all people must adhere to the same moral obligations, whether ruler or ruledThe role of the Hebrew Bible (Old Testament) as part of the history of early Israel
. Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including David's founding of Jerusalem as his capital city in 1000 BC and the building of the first temple by Solomon.
. Describe the Assyrian and Babylonian conquests of Israel and Judah, the Babylonian Exile, the return to Israel, and the establishment of the Maccabean and Herodian dynasties.
. Explain the expulsion/dispersion of the Jews to other lands (referred to as the Diaspora) after the destruction of the second temple in Jerusalem in 70 AD, and the renaming of the country by the Romans.
. Describe the changing nature of Jewish belief between 500 BC and 200 AD, including:

Effects of the Babylonian Captivity and the return to IsraelEffects of Greek thoughtBeliefs of Rabbinic Judaism, the Sadducees, and the EssenesThe effect on Jewish beliefs of the expulsion/dispersion of the Jews to other lands

AWH.9

The student demonstrates understanding of the roots of Western Civilization in ancient Greece.

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Objectives:

. On a historical map of the Mediterranean area, locate Greece and trace the extent of its influence to 300 BC. On a modern map of the extended Mediterranean area including Europe, England, the Middle East, and the Indian subcontinent, locate England, France, Greece, Italy, Spain, the countries of the Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and Turkey.
. Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence.
. Explain why the government of ancient Athens is considered the beginning of republican government; discuss Greek conceptions of the rule of law, liberty, and democracy; and explain the political concepts developed in ancient Greece.

The "polis" or city-stateRule of lawLibertyCivic participation and voting rightsLegislative bodiesConstitution writing
. Discuss the origins, meanings, and effects in history of The Athenian Constitution.
. Compare and contrast life in Athens and Sparta.
. Describe the status of women and the functions of slaves in ancient Athens and Sparta.
. Analyze the causes, course, and consequences of the Persian Wars, including the survival of Greek freedom and the origin of marathons.
. Discuss the origins, meanings, and effects in history of the accounts of the Battles of Thermopylae and Salamis in Herodotus's Histories.
. Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta.
. Discuss the origins, meanings, and effects in history of Pericles' Funeral Oration from Thucydides' History of the Peloponnesian War.
. Analyze the causes, course, and consequences of Thebes' liberation of Sparta's Messenian helots.
. Describe the rise of Alexander the Great and the spread of Greek culture.
. Describe the myths and stories of classical Greece; give examples of Greek gods and goddesses, heroes, and events, and where and how we see their names used today.
. Explain why the city-states of Greece instituted a tradition of athletic competitions and describe the kinds of sports they featured.
. Describe the purposes, functions, and development of Greek institutions such as the lyceum, the gymnasium, and the Library of Alexandria, identify the major accomplishments of the ancient Greeks, and identify English-language vocabulary drawn from the Greek in philosophy, politics, medicine, and science, including:

Accomplishments of the Ancient Greeks:

Science: Thales, Archimedes (physics and engineering), Ptolemy (astronomy) Math: Pythagoras and Euclid Medicine: Hippocrates, Galen Philosophy: Socrates, Plato, Aristotle, Diogenes the Cynic, Zeno of Citium, and Plotinus History, Poetry, Drama: Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides Architecture: The Parthenon, the Acropolis, and the Temple of Apollo Language: The first complete alphabet with symbols for consonants and vowels, ancestor of the West's Latin alphabet
. Discuss the origins, meanings, and effects in history of Plato's Apology of Socrates.

AWH.10

The student demonstrates understanding of the roots of Western Civilization in ancient Rome.

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Objectives:

. On a historical map, identify ancient Rome and trace the changing boundaries of the Roman Republic and Empire from 500 BC to 500 AD.
. Explain how the geographical location of ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond.
. Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history, including:

Romulus and RemusCincinnatusHannibal and the Carthaginian Wars
. Describe the government of the Roman Republic and its contribution to the development of republican self-government, including the separation of powers, liberty, the rule of law, representative government, and the notion of civic duty.
. Describe the influence of Greek civilization on Rome.
. Describe the collapse of the Roman Republic from the agrarian reform law of Tiberius Gracchus to the establishment of Julius Caesar's dictatorship, including:

Tiberius GracchusMarius and SullaCiceroJulius Caesar
. Discuss the origins, meanings, and effects in history of Cicero's First Oration Against Catiline.
. Describe Julius Caesar's and Augustus' transformation of Rome from a republic to an empire.
. Explain the reasons for the growth and long life of the Roman Empire, including:

Military organization, tactics, and conquests; and decentralized administrationThe purpose and functions of taxesThe promotion of economic growth through the use of a standard currency, road construction, and the protection of trade routesThe benefits of a Pax Romana
. Describe the role of historical figures in imperial Roman history, including:

TiberiusHadrianMarcus Aurelius
. Describe the characteristics of slavery under the Romans.
. Describe the central features of Christianity, including:

MonotheismThe belief in Jesus as the Messiah and God's son who died on the cross, rose from the dead, and redeemed humans from sinBelief in the Old and New TestamentsThe lives and teachings of Jesus and Saint Paul
. Discuss the origins, meanings, and effects in history of history of Jesus of Nazareth's words on Mount Eremos as recorded by Matthew of Capernaum.
. Discuss the origins, meanings, and effects in history of the Resurrection of Jesus and Resurrection of the Dead from Paul of Tarsus's First Epistle to the Corinthians.
. Describe the origins and early expansion of Christianity and its central features, including:

The relationship of early Christians and JewsThe relationship of early Christians to officials of the Roman EmpireThe appeal of Christianity to different populations within the Roman EmpireThe relationship to Greek thought (logos, Neoplatonism)The role of state persecution, martyrs, and saintsThe influence of Constantine, especially the legalization of Christianity in the Roman empire, and the convocation of the First Council of Nicaea
. Discuss the origins, meanings, and effects in history of the Nicene Creed.
. Explain how internal forces (including the rise of autonomous military powers, political corruption, and economic and political instability) and external forces (shrinking trade, attacks, and invasions) led to the disintegration of the Roman Empire.

Sack of Rome (410)Fall of the Western Roman Empire (476)Establishment of Germanic kingdoms (Ostrogoths, Visigoths, Vandals, Franks, Anglo-Saxon kingdoms)
. Describe the contribution of Roman civilization to law, literature, poetry, architecture, engineering, and technology (e.g., roads, bridges, arenas, baths, aqueducts, central heating, plumbing, and sanitation).

Pliny the ElderQuintilianSenecaUlpianVirgil
. Explain the spread and influence of the Roman alphabet and the Latin language, the survival of Roman civilization beyond the fall of the Roman empire, and the use of Latin as the language of education for more than 1,000 years; and identify English-language vocabulary drawn from the Latin in philosophy, politics, medicine, and science.

AWH.13

The student demonstrates understanding of the High Middle Ages in Europe from 1000-1300.

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Objectives:

. Explain the origins iconoclasm and the schism between Orthodoxy and Catholicism in 1054.
. Identify the significance of the Battles of Hastings in 1066 and of Manzikert in 1071.
. Describe political developments in medieval Europe from the Norman Conquest to the Mongol Invasions, including:

The development of England, including the Norman Conquest and the roles of William the Conqueror and Henry IIThe development of France, including the growth of royal power and the role of Philip AugustusThe partial disintegration of the Holy Roman Empire and the rise of independent city- states in Italy and GermanyThe causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuriesThe Fourth Crusade (1204), the Crusader conquest of Orthodox Christian Byzantium, and the Crusader Kingdoms of GreeceThe divergence of Russia from Western Europe (Orthodox Christianity, Baltic Crusades, Mongol Yoke)
. Discuss the origins, meanings, and effects in history of the Magna Carta.
. Describe religious, intellectual, cultural, technological, and economic developments in medieval Europe from the Norman Conquest to 1300, including:

The role of the clash between papacy and empire in the development of law and freedomThe growing influence of universities, Roman law, canon law, and ScholasticismThe origin and growing influence of the mendicant ordersMedieval culture, including architecture (Romanesque, Gothic), music (Gregorian chant, polyphony), and literature (chivalric romance)The initial emergence of a modern economy, including the growth of commerce, towns, and a merchant classTechnological and agricultural improvements, including ploughs, stirrups, windmills, watermillsMilitary improvements, including the mounted knight, and fortificationsIslamic transmission of Greek (Aristotelian) and Islamic thought and technology to the Christian West (Averroes, Avicenna)Marco Polo's travels to India and China

Leaked Draft (2025)

Modern World History

MWH.4

The student demonstrates understanding of the reasons for and developments in European expansion during the 15th and 16th centuries.

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Objectives:

. Explain the effects of the Black Death on Europe during the late 14th century.
. Describe the decline of Byzantium and the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453.
. Describe the decline of Muslim rule in the Iberian Peninsula and the rise of the Christian Iberian kingdoms up to the conquest of the Emirate of Granada in 1492.
. Explain why and how European nations sent explorers westward, including:

Motivations and Advances:

Economic and religious motivations: Marco Polo, trade with India, China, Japan, and the Spice Islands Advances in navigation, cartography, and military technology: Henry the Navigator Exploits of exploration by individuals including Christopher Columbus, Vasco da Gama, and Ferdinand Magellan
. Discuss the origins, meanings, and effects in history of Christopher Columbus' Journal.
. Discuss the origins, meanings, and effects in history of Hernán Cortés' Second Letter to Charles V.
. Explain how overseas expansion led to the growth of commerce and the development of the trans-Atlantic slave trade, including:

Trans-Atlantic Slave Trade:

History of slavery in antiquity and tribal societies European debates about the morality of slavery Spanish ban on enslaving American Indians, but permission to enslave Africans Approximately 90% of slaves that crossed the Atlantic were taken to South America and the Caribbean
. Compare different early modern forced-labor regimes, including slavery in the Islamic world, Eastern Europe's Second Serfdom, African slavery, American Indian slavery, and Caribbean and North American slavery.
. Describe the sixteenth-century expansion of the Spanish and Portuguese empires, including:

Spanish and Portuguese Empires:

Portuguese commercial and naval dominance in the Indian Ocean Spain's American empire: Hernán Cortés, Francisco Pizarro, Francisco Coronado, Hernando se Soto Spanish confrontation with the Ottoman Empire in the Mediterranean and the Battle of Lepanto, 1571 Spread of Catholicism to Latin America and Asia
. Describe the sixteenth- and seventeenth-century expansion of the Dutch, French, English, and Russian empires, including:

Dutch, French, English, and Russian Empires:

Piracy and privateering Columbian exchange of agricultural products, flora, and fauna Ecological expansion of Europe Mercantilism Trade wars

MWH.5

The student demonstrates understanding of the Renaissance and Reformation.

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Objectives:

. Describe the origins and development of the Renaissance, including:

Renaissance Origins and Development:

Johannes Gutenberg and the printing press Expanding literacy Vernacular literature and plays
. Describe how humanism furthered the values of republicanism, liberty, and individualism, including:

Humanism and Values:

Republic of Letters Christian humanism Tolerance Skepticism and secularism
. Explain the influence and accomplishments of leading Renaissance figures, including:

PetrarchNiccolo MachiavelliMichelangeloLeonardo da VinciRaphaelDesiderius ErasmusWilliam ShakespeareMichel de Montaigne
. Discuss the origins, meanings, and effects in history of Petrarch's The Ascent of Mont Ventoux.
. Discuss the origins, meanings, and effects in history of Martin Luther's Ninety-Five Theses.
. Describe the origins and effects of the Protestant Reformation, including:

Protestant Reformation:

Prior heretics from the Middle Ages The reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther and John Calvin The spread of Protestantism across Europe: Lutherans, Reformed (Calvinist), Church of England, Anabaptists The growth of parliamentary power and individual liberty in the Netherlands and England The slow growth of the idea and practice of religious tolerance The consolidation of royal power The Calvinist work ethic
. Explain the purposes and policies of the Catholic Counter-Reformation, including:

Catholic Counter-Reformation:

Ignatius Loyola and the Jesuits Teresa of Avila and Mysticism Individual catechism and devotion Missionary evangelization
. Explain the roles of politics and religion in the wars among European nations in the 16th and 17th centuries and the consequent birth of the modern system of secular states, including:

Schmalkaldic WarsDutch War of IndependenceFrench Wars of ReligionSpanish ArmadaThirty Years War

MWH.6

The student demonstrates understanding of the Scientific Revolution and Enlightenment.

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Objectives:

. Summarize how the Scientific Revolution and the scientific method led to new theories of the universe.
. Describe the accomplishments of leading figures of the Scientific Revolution, including:

Francis BaconNicolaus CopernicusRene DescartesGalileo GalileiJohannes KeplerIssac Newton
. Discuss the origins, meanings, and effects in history of Francis Bacon's Novum Organum, Aphorisms.
. Describe technological improvements that promoted economic development, including:

Development of crop rotationConstruction of turnpikes, aqueducts, canals, and lighthousesInnovations in producing cement, porcelain, and glassware
. Describe the main ideas of the Enlightenment in European history and characterize the British, French, and German Enlightenments, including:

Enlightenment Ideas:

Natural rights, self-interest, and sociability Empiricism, skepticism, and rationalism Enlightened Christianity and Judaism Humanitarian reform Consent of the governed Imperative to expand the political, religious, and social spheres of liberty Societal persuasion and government power as different means of achieving Enlightenment
. Describe the accomplishments of major Enlightenment thinkers, including:

John LockeMontesquieuDiderotJean-Jacques RousseauVoltaireImmanuel Kant
. Discuss the origins, meanings, and effects in history of John Locke's Second Treatise of Government.
. Identify the virtues articulated in John Locke's Some Thoughts Concerning Education.
. Describe important aspects of European religion in the eighteenth century, including:

State control of churches: Whig bishops, Josephism, Most Holy Governing Synod, Expulsions of JesuitsEvangelicalism: Pietism, MethodismDevotional revivals: Nicolaus Zinzendorf and the Moravians, Alphonsus Liguori and the Redemptorists, Paisius Velichkovsky and Orthodox spiritual eldersHassidism

MWH.7

The student demonstrates understanding of political developments in Europe from 1500-1800.

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Objectives:

. Describe the growing consolidation of political power in Europe manifested in the rise of nation- states ruled by monarchs, including:

The rise of the French monarchy and the policies and influence of Louis XIVThe Peace of WestphaliaThe military revolutionEnlightened absolutismMuscovy's combination of autocracy, Orthodox Christianity, and estrangement from and limited opening to the West and the attempts at Westernization by Peter the Great, the growth of serfdom, and Russia's rise as an important force in Eastern Europe and AsiaThe rise of Prussia and AustriaThe rise and fall of Poland and SwedenThe Ottoman dominance of southeastern Europe and invasions of central Europe until their defeat at the Siege of Vienna in 1683
. Explain why England (and the Netherlands) were the main exceptions to the growth of absolutism in royal power in Europe, including:

England and the Netherlands:

Recent Dutch independence, religious pluralism, prosperous city-states, and the formation of republican governments The causes and essential events of the English Civil War, the Glorious Revolution of 1688, and the Act of Union with Scotland of 1707 The effect of the Glorious Revolution on the development of parliamentary sovereignty, constitutional "mixed government," and liberty in England, including the importance of the English Bill of Rights and how it limited the power of the monarch to act without the consent of Parliament The eighteenth-century growth of a culture of liberty England's intensifying fiscal, commercial, and technological innovation, including the culture of trade, the creation of the Bank of England in 1694, and the emergence of the bond market and responsible public finance England's military and imperial success in successive wars with France, and the consequent establishment of a British Empire in North America and the Indian subcontinent

MWH.8

The student demonstrates understanding of the causes, events, and effects of the French Revolution.

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Objectives:

. Summarize the important causes of the French Revolution, including:

The effect of Enlightenment political thoughtThe influence of the American RevolutionEconomic troubles and the rising influence of the middle classGovernment corruption and the declining "credit rating" of absolutism
. Discuss the origins, meanings, and effects in history of Abbé Emmanuel Joseph Sièyes' What Is the Third Estate?
. Summarize the important causes of the French Revolution, including:

The convening of the Estates GeneralThe National Assembly and the "Tennis Court Oath"The storming of the Bastille on July 14, 1789The Storming of the Tuileries, the creation of the First French Republic, and the new revolutionary calendar (1792; "year zero" of the new order)The execution of Louis XVI in 1793The Terror and Maximilien RobespierreAnti-clerical policies and the nationalization of Church property
. Discuss the origins, meanings, and effects in history of the Declaration of the Rights of Man and the Citizen.
. Summarize the major effects of the French Revolution, including:

Its contribution to modern nationalism and its relationship to totalitarianismThe political, economic, and cultural debilitation of the Catholic church in FranceThe abolition of remaining feudal restrictions and obligationsIts support for ideas of popular sovereignty and legal equalityTerror and anti-clericalism as a model for later revolutions, especially the Russian Revolution
. Summarize the important events of the French Revolutionary and Napoleonic Wars, including:

The rise and fall of Napoleon BonaparteThe Continental SystemItalian Campaign (1796-97), Trafalgar (1805), Austerlitz (1805), invasion of Russia (1812), Waterloo (1815)Modernization of France's rivals (Austria, Prussia)Nationalist resistance to France (Spain, Russia)British commercial and industrial expansionThe Congress of Vienna, which established a European peace that lasted from 1815 to 1914
. Summarize the legacy of the Napoleonic Wars, including:

Battle deaths and economic devastationCode NapoleonEnduring ideological divisionsThe accelerated rise of nationalism and romanticism across EuropeBritain's leading role in maintaining the nineteenth-century Concert of Europe by balance-of-power diplomacyIndependence of the Latin American republicsRussia's emergence as the great European land power and champion of counter-revolutionary regimes

MWH.9

The student demonstrates understanding of the Industrial Revolution and social and political change from 1800-1914.

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Objectives:

. Identify the causes of the Industrial Revolution, including:

The rise in agricultural productivityTransportation improvements such as canals and railroadsThe influence of the ideas of Adam Smith to promote economic libertyInstitutions including secure property rights, patents for inventions, contract law, and the gold standardEntrepreneurial cultureNew sources of energy such as coal, technological innovations such as the steam engine and the railroad, and the application of scientific research to industrial innovation
. Discuss the origins, meanings, and effects in history of "Of the Division of Labor" in Adam Smith's Wealth of Nations.
. Summarize the social and economic consequences of the Industrial Revolution, including:

Vast increases in productivity and wealthIncreased life expectancy, population growth, and urban growthThe growth of a middle classMass cultureProblems caused by urbanization and harsh working conditions
. Describe the political characteristics of nineteenth-century England, including:

Catholic emancipationSuccessful reform to increase the number of votersRobert Peel, Benjamin Disraeli, and William GladstoneThe rise and significance of antislavery sentiment in Britain, including the role of Christian humanitarianism, the abolition of the slave trade by the British Parliament in 1807, the abolition of slavery within the British Empire in 1833, and the role of various antislavery societiesTrade unionism and the birth of the Labour Party
. Explain the effects of the various social and political reforms, reform movements, and revolutions in nineteenth-century Europe, including:

Liberalism (John Stuart Mill), modern conservatism (Joseph de Maistre, school of Edmund Burke), Christian reform (Pope Leo XIII)The rise of unions and socialism, including the ideas and influence of Robert Owen and Karl MarxEconomic protectionismChild labor laws, and social legislation such as old age pensions and health and unemployment insuranceThe expansion of voting rightsCoercive cultural policy: Russia's Official Nationality, Germany's Kulturkampf, France's laïcitéRevolutions of 1830 and 1848
. Discuss the origins, meanings, and effects in history of Karl Marx and Friedrich Engels' The Communist Manifesto.
. Summarize the causes, course, and consequences of France's semi-revolutionary nineteenth-century, including:

Cycles between empire and republic: July Monarchy, Second Republic, Napoleon III, Paris Commune, Third RepublicSmall landholder dominance and limited economic growthCultural revolution: urban renewal, fine arts, Eiffel Tower, Suez Canal
. Summarize the causes, course, and consequences of the unifications of Italy and Germany, including:

Germany's replacement of France as the dominant power in continental EuropeThe roles of Cavour and Bismarck in the unifications of Italy and GermanySeven Weeks War (1866), Franco-Prussian War (1870)
. Summarize the causes, course, and consequences of Russia's partially successful nineteenth-century reforms, including:

Serf emancipation (1861)Growth of revolutionary movements1905 RevolutionStolypin reforms and Stolypin's assassination
. Describe the transformations of Jewish life between 1750 and 1914, including:

Jewish Enlightenment and HasidismAssimilation and anti-SemitismUrbanization and emigrationZionism
. Describe the causes of 19th century European imperialism, including:

Economic gain and resourcesChristian missionsStrategic advantageNationalism
. Describe changes in European colonies during the 19th century.
. Describe the consequences of 19th century European imperialism, including:

Territorial conquests: Maratha Wars, Algerian Conquest, Herero WarsGrowth and political development of settler coloniesEuropean investments abroad and imperial reshaping of colonial economiesChanges in life expectancy and population growthInhumane treatment of native populationsAbolition of slaveryNationalist movementsSpread of Christianity in Africa and Asia
. Describe important political, economic, and cultural aspects of early modern India and China, including:

French and English rivalry for dominance in India and the rise of the British Raj (Marquis Dupleix, Robert Clive, Warren Hastings and his impeachment)Manchu conquest and formation of the Qing dynastyCommercial and intellectual exchanges with EuropeansSpread of Christianity
. Describe the apogee of the British Raj and Britain's political and economic subordination of India, 1790-1880, including:

Cornwallis CodeSepoy MutinyBrahmo SamajBritish moral reform legislation, including Bengal Sati Regulation, Hindu Widows' Remarriage Act, and Female Infanticide Prevention ActThe building of roads, canals, railroads, and universities
. Describe important political, economic, and cultural aspects of the decay of the Qing dynasty, including:

Growing Western influencePolitical, economic, and intellectual stagnation and collapseOpium WarsThe Taiping rebellion from 1850 to 1864Sino-Japanese WarThe Boxer Rebellion
. Describe the nineteenth-century European intellectual revolution, including:

Leading figures: Marie Curie, Charles Darwin, Émile Durkheim, Carl Friedrich Gauss, Ada Lovelace, James Clerk Maxwell, Dmitri Mendeleev, Leopold von Ranke, Heinrich Schliemann, Gregor MendalResearch universityIdeal of academic freedom
. Describe important aspects of European religion in the nineteenth century, including:

Social mission: Luigi Taparelli, Charles Kingsley, Leo TolstoyForeign missions: Father Damien, London Missionary SocietyDebates about theological authority: papal infallibility, higher criticism, Biblical archaeologyReform Judaism

MWH.10

The student demonstrates understanding of the World Wars.

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Objectives:

. Discuss causes of World War I, including:

Economic and imperial competitionAlliance blocs and the arms raceBalkan nationalismGerman militarism and Germany's fear of a strengthening RussiaPower vacuum in Europe attributable to the declining power of the Austro-Hungarian and Ottoman Empires
. Summarize the major events and consequences of World War I, including:

Physical and economic destructionThe unprecedented loss of life from prolonged trench warfareThe collapse of the Romanov dynasty and the subsequent Bolshevik Revolution and Civil War in RussiaPost-war economic and political instability in GermanyThe Armenian genocide and the collapse and partition of the Ottoman empireMilitary innovations (airplanes, tanks, poison gas)Triumph of free and democratic Britain and France and the expansion of their empiresThe League of Nations and attempts at disarmament
. Describe the various causes and consequences of the global depression of the 1930s and analyze how governments responded to the Great Depression, including:

Restrictive monetary policiesUnemployment and inflationPolitical instabilityEnglish and French social welfare legislation; the growth of the "mixed economy" and the welfare stateThe influence of the ideas of John Maynard Keynes, Ludwig von Mises, and Friedrich von Hayek
. Describe the rise and goals of totalitarianism in Italy, Germany, and the Soviet Union, and analyze the policies and ideas of Mussolini, Hitler, Lenin, and Stalin.
. Summarize the consequences of Soviet communism to 1945, including:

The establishment of a one-party dictatorship under LeninGovernment seizure of most privately owned industry and commerceAtheistic persecution of priests and religious believersThe mass murder of the peasantry caused by Stalin's policies of collectivization of agriculture and breakneck industrializationThe genocidal starvation of the Ukrainians known as the HolodomorThe use of mass terror against the population, the use of terror against internal "enemies," the destruction of civil society, the oppression and forced resettlement of minorities including Koreans, Jews, Tatars, Chechens, Cossacks, Poles, Ukrainians, and others, and the destruction of individual rightsThe Soviet Union's emergence as an industrial powerSupport of revolutionary Communist parties abroad
. Describe important political, economic, and cultural aspects of the history of Republican China, including:

Sun Yat-Sen and the 1911 nationalist revolutionChiang Kai-shek and Soong Mei-lingWarlord eraChinese Communist Party and the Long MarchJapanese invasionChinese Civil War
. Describe the German and Italian drives for empire in the 1930s, including:

Italy's invasion of Ethiopia in 1935Germany's militarization of the Rhineland, annexation of Austria, and aggression against Czechoslovakia, the Stalin-Hitler Pact of 1939, and the German attack on PolandGerman, Italian, and Soviet intervention in the Spanish Civil War as a prelude to pan- European ideological struggle
. Summarize the key battles and events of World War II in Europe, including:

The German conquest of continental Europe and Fall of FranceThe Soviet annexation of Bessarabia, eastern Poland, and the Baltic States, and the less successful invasion of FinlandBritish resistance: Battle of Britain; El Alamein; Battle of the AtlanticEastern Front: German invasion of Soviet Russia, Russian resistance (Moscow, Stalingrad, Leningrad) and counterattack (Kursk, Berlin)American entry into the war after Pearl Harbor and America's decision to concentrate its military forces against Germany instead of JapanWestern Fronts: Mediterranean (Anglo-American invasion of North Africa, Anglo-American invasion of Italy) and France (D-Day, Battle of the Bulge)Strategic bombing: Coventry, Hamburg, DresdenConferences: Teheran (1943), Yalta (1945)
. Discuss the origins, meanings, and effects in history of Winston Churchill's We Shall Fight on the Beaches.
. Summarize the key events of World War II for the European empires, including:

Japanese conquest of Burma, Singapore, Malaysia, Indochina, and IndonesiaQuit India movement and the economic modernization of IndiaRevelation of European empires' weakness to their subjects
. Identify the goals, leadership, and post-war plans of allied leaders Winston Churchill, Franklin D. Roosevelt, and Joseph Stalin.
. Describe the background, course, and consequences of the Holocaust, including:

Its roots in the long tradition of anti-Semitism among Christians and 19th century ideas about race and nationThe Nazi Party's seizure of unchecked power within GermanyThe Nazi regime's dehumanization of the JewsThe parallel mass murders of the physically disabled, Gypsies, and homosexualsThe Nazis' culminating attempt to exterminate the Jewish peopleChristian opposition to the Nazis, including the Papal Encyclical Mit brennender Sorge of 1937 and Dietrich Bonhoeffer
. Explain the major consequences of World War II, including:

Physical and economic destructionThe enormous loss of life, including millions of civilians through the bombing of population centers, the slaughter of political opponents, and the mass expulsion of ethnic minoritiesInability to maintain colonial empires: Britain, France, NetherlandsStrengthening Western European desires for democracy and peaceful cooperation across national boundariesSoviet empire in Eastern EuropeThe emergence of the U.S. and the Soviet Union as the world's two superpowersThe concentration of power in various national governments and the establishment of international power structures including the World Bank, the International Monetary Fund, and the United Nations
. Describe the fall of the British Raj and the emergence of an independent India and Pakistan, 1880-1947, including:

The rise of Indian nationalism and the influence and ideas of GandhiAll-India Muslim League and Muhammad Ali JinnahWorld War IIPartition of India and PakistanIntellectual figures, including Rabindranath Tagore (literature) and Srinivasa Ramanujan (mathematics)

MWH.11

The student demonstrates understanding of world events and developments from 1945-2022.

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Objectives:

. Discuss the origins, meanings, and effects in history of Winston Churchill's Iron Curtain Speech.
. Summarize the factors that contributed to the Cold War, including Soviet expansion in Eastern Europe, European political leaders' exploitation of superpower rivalry, and the differences between democracy and communism.
. Describe as many as possible of the important political, economic, and cultural aspects of the history of Communist China, including:

Triumph of the Communist Revolution in China in 1949Emergence of free, prosperous, and democratic TaiwanThe Great Leap Forward and its consequences (mass famine)The Cultural Revolution and its consequences (Jiang Qing, the terror of the Red Guards, and the expansion of the labor camps)Deng Xiaoping and the rebirth of capitalist China1989 Tiananmen Square demonstrationChina's economic and technological modernization and its growing involvement in world tradeChina's rise to great power status and rivalry with the United StatesTibetan and Uighur genocides
. Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America's response to Soviet expansionist policies.
. Describe the founding of Israel following the end of World War II and the Holocaust.
. Describe the establishment of the European Union and the continued strength of national loyalties, including the roles of Jean Monnet, Charles de Gaulle, and Konrad Adenauer.
. Describe the history of independent India, Pakistan, Bangladesh, and Sri Lanka, including:

International relations, including Indo-Pakistani wars, Indo-Chinese rivalry, and the Non-Aligned MovementIndian and Pakistani democracy, Pakistani coups d'état, and India's State of EmergencySocialism and free-market reformsMuslim, Sikh, and Tamil terrorHindu nationalismCulture, including Bollywood, Salman Rushdie (literature), and Satyajit Ray (film)
. Explain and describe the components of Western Europe's postwar rise to modern prosperity, including:

American aid (Marshall Plan)American-led free trade systemLong post-war peaceScientific, technological, and medical advancesWelfare statesThe economic recovery and development of GermanyThe mass rise in living standardsSlowing population growth and aging populations
. Describe the continuing European contribution to modern culture, science, and technology, including:

Albert Einstein and the Theories of RelativityWernher von Braun and rocketryRosalind Franklin, Francis Crick, and the discovery of DNATim Berners-Lee and the World Wide WebAustin Bradford Hill and the invention of modern epidemiologyPablo Picasso, Henri Matisse, Salvador Dalí, Henry Moore, and the invention of modern artGeorges Méliès, Fritz Lang, Sergei Eisenstein, and the invention of motion picturesVirginia Woolf, Simone de Beauvoir, and the invention of modern feminismCartoons (Hergé), fantasy novels (J. R. R. Tolkien), dystopian novels (Aldous Huxley, George Orwell), testimonials opposing totalitarianism (Primo Levi, Aleksander Solzhenitsyn)
. Describe important aspects of European religion in the twentieth century, including:

Anti-clerical persecution in Russia and SpainAnti-totalitarian witness: Dietrich Bonhoeffer, József MindszentyLiberal Christianity and ecumenicism: Second Vatican CouncilJewish theology: existentialism, mysticism, Holocaust theologySecularization
. Describe the development of the arms race and the key events of the Cold War era, including:

The Berlin AirliftThe 1956 uprising in Hungary1961 Berlin Crisis and building of the Berlin WallThe "Prague Spring"Arms control agreements (including the ABM and SALT treaties) and détente under Nixon
. Identify the major causes and the events of the decline and collapse of the Soviet Union and the communist regimes of Eastern Europe, including:

The weaknesses of the Soviet command economyThe burdens of Soviet military commitments: Soviet-Afghan WarThe unanticipated consequences of political reforms initiated by Mikhail GorbachevThe anticommunist policies of President Reagan, Margaret Thatcher, and Pope John Paul IIWestern diplomacy by individuals including Willy Brandt, James Baker, and Jeane KirkpatrickThe resistance to communism in the Soviet Union and Eastern Europe by individuals including Vaclav Havel, Andrei Sakharov, Aleksander Solzhenitsyn, and Lech WalesaThe Fall of the Berlin WallThe peaceful reunification of Germany
. Describe European politics since the fall of the Soviet Union, including:

Eastern Europe's re-integration into the free WestThe expansion of the European Union and NATOBrexitThe re-emergence of Russia as an independent powerDebates about Muslim immigration and Islamist terror: policies in France, Germany, Sweden, Denmark, and the United Kingdom

Leaked Draft (2025)

United States History

USH.4

The student demonstrates understanding of American geography and the pre-Columbian peoples of North America.

Link to Source

Objectives:

. For the U.S. Civics Test for the Naturalization of New Citizens, understand the following about the American Geography:

The two longest rivers in the United States are the Mississippi River and the Missouri River.The Pacific Ocean is on the West Coast of the United States.The Atlantic Ocean is on the East Coast of the United States.U.S. territories include Puerto Rico, U.S. Virgin Islands, American Samoa, Northern Mariana Islands, and Guam.States that border Canada include Maine, New Hampshire, Vermont, New York, Pennsylvania, Ohio, Michigan, Minnesota, North Dakota, Montana, Idaho, Washington, and Alaska.States that border Mexico include California, Arizona, New Mexico, and Texas.The capital of the United States is Washington, D.C.The Statue of Liberty is in New York (Harbor)/Liberty Island.
. Identify and describe the evidence for, periods, and locations of the earliest migrations of people from Asia into North America and for the explorations of the New World by the Vikings, including:

Migrations from Asia:

Pre-Clovis: suggestive archaeological and genetic evidence Amerinds: Clovis culture Dene peoples: suggestive genetic and linguistic evidence Paleo-Eskimos: Dorset culture

Vikings:

L'Anse aux Meadows
. Identify as many as possible of the technologies available to North American peoples and describe how they were used, including:

MedicinesBasketry, pottery, and hidesImplements: bone, wood, stone, cold-hammered copperBows and arrowsBoatswritingTechnological absences: most domestic animals, wheeled vehicles, plows, metallurgy
. Analyze as many similarities and differences as possible in the political structures, social structures, economies, religions, and cultures of a range of Indian tribes, including:

Polities:

kinship systems overlapping with villages, city-states, and confederacies

Chieftains:

personal merit, specific functions, hereditary

Societies:

egalitarian warrior bands, social hierarchies, division of roles by age and sex

Warfare:

massacre, raiding, counting coup, fortifications, slavery, adoption of prisoners

Economies:

hunting-and-gathering, fishing, horticulture, agriculture, towns, local and long-distance trade, wampum, potlatch

Religions and cultures:

cosmologies, medicine men, totem animals, ritual dances, kachina dolls, Plains Indian Sign Language
. Identify, locate, and describe the nature and archaeological remains of major pre-Columbian civilizations that emerged in North America, including:

Mesoamerican influence:

Pueblo:

Mesa Verde Acoma Taos

Mississippian Mound Builders:

Cahokia Moundville Etowah Spiro

Adena/Fort Ancient:

Serpent Mound
. Describe and analyze the long-distance effects of European colonization on North American peoples, including:

Depopulation, de-urbanization, and crippling of agriculture from disease pandemics (smallpox)Emergence of Great Plains horse culture: Comanche, Sioux, KiowaReorientation of trade routes to European settlements: furs, guns, metal tools, slaves
. Identify, locate, and describe the history, societies, and cultures of a range of tribes immediately prior to significant contact with European settlers, including:

Northeast:

Iroquois Confederation

Southeast:

Cherokee

Great Plains:

Comanche

Midwest:

Osage

Southwest:

Pueblo

Great Basin:

Ute peoples

Californian:

Yokuts

Northwest:

Coast Salish peoples

USH.7

The student demonstrates understanding of the political and intellectual origins of the American Nation founded in the Revolution and the Constitution.

Link to Source

Objectives:

. Explain the political and economic factors that contributed to the American Revolution, including:

The effect on the colonies of the French and Indian War and how the war led to an overhaul of British Imperial policy from 1763 to 1775How freedom from European feudalism and aristocracy and the widespread ownership of property fostered local self-government and contributed to the Revolution
. Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government, including:

The legacy of ancient Greece and Rome: eudaimonia, the pursuit of happinessProtestant (Calvinist) political theoryThe English inheritance of constitutional liberty, republican virtue, common law, and representative self-governmentThe political theories of such European philosophers as Locke and Montesquieu
. Explain the influence and ideas of key founders including Thomas Jefferson, John Adams, and Roger Sherman.
. Discuss the origins, meanings, and effects in history of the Declaration of Independence.
. Analyze how Americans resisted British policies before 1775, including:

The Stamp ActThe Declaratory ActThe Townshend DutiesThe Boston MassacreThe Boston Tea Party
. Analyze how Americans fought the Revolutionary War and the reasons for the American victory and the British defeat, including:

The Battles of Lexington, Concord, Bunker Hill, and Dorchester HeightsNew York and TrentonSaratogaValley ForgeCharleston and CowpensYorktown
. Discuss the first American system of government under the Articles of Confederation, including:

The reasons for the adoption of the Articles of Confederation in 1781Why its drafters created a weak central governmentThe shortcomings and successes of the national government under the ArticlesThe crucial events (e.g., Shays' Rebellion) leading to the Constitutional Convention
. Discuss the origins, meanings, and effects in history of the Northwest Ordinance.
. Discuss the origins, meanings, and effects in history of the Unted States Constitution.
. Explain the roles of various founders at the Constitutional Convention, including:

Benjamin FranklinAlexander HamiltonJames MadisonGeorge WashingtonRoger ShermanJames Wilson
. Describe the major debates that occurred at the Constitutional Convention, including:

The grounds of consensus regarding human nature and the importance of self-governmentThe distribution of political power in the Virginia Plan, the New Jersey Plan, and the Connecticut CompromiseThe rights of individualsThe rights of statesSlavery
. Describe the debate over the ratification of the Constitution between Federalists and Anti-Federalists and explain the key Anti-Federalist objections and the responses contained in the Federalist Papers on federalism, factions, checks and balances, and the importance of an independent judiciary.
. Explain the reasons for the passage of the Bill of Rights, including:

The influence of the British concept of limited governmentThe particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes
. On a map of North America, identify the first 13 states to ratify the Constitution.
. For the U.S. Civics Test for the Naturalization of New Citizens, understand the following about the Colonial Period and Independence:

Colonists came to America for reasons such as freedom, political liberty, religious freedom, economic opportunity, to practice their religion, and to escape persecution.American Indians (Native Americans) lived in America before the Europeans arrived.Africans were taken to America and sold as slaves.The colonists fought the British because of high taxes (taxation without representation), because the British army stayed in their houses (boarding, quartering), and because they didn't have self-government.Thomas Jefferson wrote the Declaration of Independence.The Declaration of Independence was adopted on July 4, 1776.We celebrate Independence Day on July 4.The 13 original states are New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina, and Georgia.The flag has 13 stripes because the stripes represent the thirteen original colonies.The flag has 50 stars because there is one star representing each of the 50 states.The Founding Fathers wrote the Constitution at the Constitutional Convention.The Constitution was written in 1787.The Federalist Papers that supported the passage of the U.S. Constitution were written by James Madison, Alexander Hamilton, and John Jay using the pseudonym "Publius".Benjamin Franklin is famous for many things, including being a U.S. diplomat, the oldest member of the Constitutional Convention, the first Postmaster General of the United States, the writer of "Poor Richard's Almanac", and starting the first free libraries.The "Father of Our Country" is George Washington.The first President was George Washington.

USH.8

The student demonstrates understanding of political democratization, westward expansion, and diplomatic developments in early republic and antebellum America.

Link to Source

Objectives:

. Summarize the major policies and political developments during the presidencies of George Washington (1789-1797), John Adams (1797-1801), and Thomas Jefferson (1801-1809), including:

The origins of the Federalist and Democratic-Republican parties in the 1790sThe conflicting ideas of Thomas Jefferson and Alexander Hamilton about politics, economics, banks, and financeNegotiations with American Indians and Joseph BrantThe Alien and Sedition ActsThe Louisiana PurchaseThe Founders' changing views on emancipation
. Discuss the origins, meanings, and effects in history of George Washington's Farewell Address.
. Trace the influence and ideas of Supreme Court Chief Justice John Marshall and the importance of the doctrine of judicial review as manifested in Marbury v. Madison (1803).
. Analyze the rising levels of political participation and the expansion of suffrage in antebellum America.
. Describe the election of 1828, the importance of Jacksonian democracy, and Andrew Jackson's actions as President, including:

The spoils systemJackson's veto of the National Bank and the ensuing role of state-chartered banksJackson's policy of Indian Removal and opposition from the Cherokee and Christian missionaries
. Use a map of North America to trace America's expansion to the Civil War, including the location of the Santa Fe and Oregon trails and the migration of Mormons.
. Describe the causes, course, and consequences of America's westward expansion and its growing diplomatic assertiveness, including:

The War of 1812Creek WarSeminole WarsAdams-Onis TreatyThe 1823 Monroe DoctrineIndian RemovalBlackhawk War and the Treaty of Chicago in 1833The Trail of Tears: Cherokee, Muscogee (Creek), Seminole, Choctaw, ChickasawWorcester v. GeorgiaThe 1836 Texas War of Independence and the 1845 annexation of TexasThe concept of Manifest Destiny and its relationship to westward expansionThe acquisition of the Oregon Territory in 1846The territorial acquisitions resulting from the Mexican-American WarThe California Gold RushGadsden Purchase of 1854Perry Expedition to Japan
. Explain the importance of the Transportation Revolution of the 19th century (the building of canals, roads, bridges, turnpikes, steamboats, and railroads), including the stimulus it provided to the growth of a market economy.
. Explain the emergence and effect of the textile industry in New England and industrial growth generally throughout antebellum America, including:

The technological improvements and inventions that contributed to agricultural and industrial growth (Samuel Morse, Cyrus McCormick)The causes and effects of the wave of immigration from Northern Europe to America in the 1840s and 1850sThe rise of a business class of merchants and manufacturersThe roles of women in New England textile factories
. Describe the rapid growth of slavery in the South after 1800 and analyze slave life on plantations and farms across the South, as well as the effect of the cotton gin on the economics of slavery and Southern agriculture, including:

Domestic slave trade and westward expansion of slaveryDependence on plantation agricultureConstrained industrialization and technological innovationEconomic productivity of free labor vs. slave laborChristianization: slave preachers, spirituals, emancipatory theologySlave society: slave quarters, slaveholder violence, family bonds, family separation
. Summarize the growth of the American education system and Horace Mann's campaign for free compulsory public education.
. Describe the formation of the abolitionist movement, its Christian inspiration, the responses of southerners and northerners to abolitionism, and the roles of key abolitionists, including:

Frederick DouglassWilliam Lloyd GarrisonSojourner TruthHarriet TubmanTheodore Weld
. Discuss the origins, meanings, and effects in history of Frederick Douglass's Independence Day speech at Rochester, New York.
. Describe important religious trends that shaped antebellum America, including:

The proliferation of Protestant denominationsThe Second Great Awakening and antebellum reformThe influence of these trends on Protestants' reaction to the growth of Catholic immigration (Bible Riots)The splintering of denominations over the issue of slavery
. Analyze the goals and effect of the antebellum women's suffrage movement and its opponents, including:

The 1848 Seneca Falls conventionSusan B. AnthonyMargaret FullerLucretia MottElizabeth Cady StantonCatharine Beecher
. Analyze the emergence of a national American culture, including:

Writers: Washington Irving, James Fennimore Cooper, Henry David Thoreau, Herman Melville, Walt Whitman, and Edgar Allan PoeArtists: John James Audubon, Thomas Cole, and Albert BierstadtSongwriters: Stephen Foster and John Philip SousaUnifying causes: patriotic sentiment and national publications

USH.9

The student demonstrates understanding of the Civil War and Reconstruction.

Link to Source

Objectives:

. Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century and the role of slavery as the main cause of the divisions and eventual war.
. Summarize the critical developments leading to the Civil War, including:

The Missouri Compromise (1820)Nat Turner Rebellion (1831)The South Carolina Nullification Crisis (1832-1833)The Wilmot Proviso (1846)The Compromise of 1850Publication of Harriet Beecher Stowe's Uncle Tom's Cabin (1851-1852)The Kansas-Nebraska Act (1854)The Dred Scott Supreme Court case (1857)The Lincoln-Douglas debates (1858)John Brown's raid on Harpers Ferry (1859)The election of Abraham Lincoln (1860)
. On a map of North America, identify Union and Confederate States at the outbreak of the war.
. Analyze Abraham Lincoln's character and temperament, his presidency, the Emancipation Proclamation (1863), his views on slavery, and the political obstacles he encountered.
. Discuss the origins, meanings, and effects in history of Abraham Lincoln's Gettysburg Address.
. Discuss the origins, meanings, and effects in history of Abraham Lincoln's Second Inaugural Address.
. Analyze the roles and policies of various Civil War leaders and describe as many as possible of the important Civil War battles and events, including:

Leaders:

Jefferson Davis Ulysses S. Grant Robert E. Lee

Battles:

First Battle of Bull Run Pea Ridge Antietam Fredericksburg and Chancellorsville Vicksburg Gettysburg the Massachusetts 54th Regiment and the Battle at Fort Wagner the Wilderness March to the Sea Siege of Petersburg Appomattox

Events:

Assassination of Abraham Lincoln
. Provide examples of the various effects of the Civil War, including:

Physical and economic destructionThe increased role of the federal governmentThe greatest loss of life on a per capita basis of any U.S. war before or since
. Explain the major policies and consequences of Reconstruction, including:

Presidential and Congressional ReconstructionThe impeachment of President JohnsonThe 13th, 14th, and 15th AmendmentsJuneteenthReconstruction Treaties with the Five TribesAbolition of American Indian slave owningAttempted creation of a free-labor economy in the SouthOpposition of Southern whites to ReconstructionAccomplishments and failures of Radical Reconstruction: Thaddeus Stevens, Charles SumnerThe presidential election of 1876, and the end of ReconstructionThe rise of Black Codes, Jim Crow laws, poll taxes, literacy tests, the Ku Klux Klan, and lynchingsThe Supreme Court case, Plessy v. Ferguson (1896)

USH.10

The student demonstrates understanding of industrial America and its emerging role in international affairs in the late 19th and early 20th centuries.

Link to Source

Objectives:

. Explain the various causes of the Industrial Revolution, including:

The economic impetus provided by the Civil WarImportant technological and scientific advancesThe role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt
. Explain the important consequences of the Industrial Revolution, including:

The growth of big businessEnvironmental consequencesIncreased life expectancy, population growth, the expansion of citiesAnti-monopolism and the rise of economic regulationHigher living standards
. Describe American culture between 1865 and 1914, including:

Writers: Louisa May Alcott, Emily Dickinson, Mark Twain, Stephen Crane, and Edith WhartonArtists: Winslow Homer, Charles Dana Gibson, Frederic Remington, and John Singer SargentMinstrel shows, vaudeville, Chautauquas, and circusesMass culture: cheap novels, professional sports teams, amusement parks, Tin Pan Alley, jazz music
. Describe important aspects of American religion between 1865 and 1914, including:

Social GospelHoliness movement: Keswickianism, Azusa Street Revival, PentecostalismForeign missionsIncreasing role of Catholicism: James GibbonsIncreasing role of Judaism: Solomon Schechter
. Describe the causes of the immigration of Southern Europeans, Eastern Europeans, and East Asians to America in the late 19th and early 20th centuries and describe the major roles of these immigrants in the industrialization of America, including:

Tammany HallBlaine amendmentsColumbus Day celebrationsPierce v. Society of Sisters (1925)
. Analyze the causes of the continuing westward expansion of the American people after the Civil War and the effect of this migration on the American Indians, including:

Settlement promotion: Homestead Act of 1862, First Transcontinental RailroadCattle drivesChisholm TrailIndian wars: Red Cloud, Battle of Little Big Horn, Chief Joseph, Wounded Knee MassacreReservation and assimilation policies: Bureau of Indian Affairs, Dawes Act, Indian boarding schoolsReligious responses: Christianization, Ghost Dance
. Explain the formation and goals of trade unions as well as the rise of third political parties during the Industrial era, including:

The Knights of LaborThe American Federation of Labor headed by Samuel GompersThe Populist Party, William Jennings Bryan's "Cross of Gold" speechThe Socialist Party headed by Eugene Debs
. Analyze in as much detail as possible the causes and course of America's growing role in world affairs from the Civil War to World War I, including:

The extension of the concept of Manifest Destiny to expansions of territory and influence beyond the continental United StatesThe influence of the ideas associated with Social DarwinismThe purchase of Alaska from RussiaAmerica's growing influence in Hawaii leading to annexationThe Spanish-American WarAnti-Imperialist LeagueU.S. expansion into Asia under the Open Door policyPresident Roosevelt's Corollary to the Monroe DoctrineAmerica's role in the building of the Panama CanalPresident Taft's Dollar DiplomacyPresident Wilson's intervention in MexicoAmerican entry into World War IHumanitarian aid to Europe during and after World War I through Herbert Hoover and the American Relief Administration
. Explain the course and significance of President Wilson's wartime diplomacy, including his Fourteen Points, the League of Nations, and the failure of the Versailles treaty.
. For the U.S. Civics Test for the Naturalization of New Citizens, understand the following about the 1800s:

The United States bought the Louisiana Territory from France in 1803.Wars fought by the United States in the 1800s include the War of 1812, Mexican-American War, Civil War, and Spanish-American War.The name of the national anthem is "The Star-Spangled Banner".The U.S. war between the North and the South is named the Civil War or the War between the States.Problems that led to the Civil War include slavery, economic reasons, and states' rights.Important things that Abraham Lincoln accomplished include freeing the slaves (Emancipation Proclamation), saving (or preserving) the Union, and leading the United States during the Civil War.The Emancipation Proclamation freed the slaves in the Confederacy/most Southern states.Susan B. Anthony fought for women's rights and civil rights.

USH.11

The student demonstrates understanding of Progressivism, the New Deal, and their Opponents.

Link to Source

Objectives:

. Analyze the origins of Progressivism and identify important proponents and opponents of Progressive reforms, including:

Jane AddamsWilliam Jennings BryanAnthony ComstockJohn DeweyHelen Kendrick JohnsonRobert La FollettePresident Theodore RooseveltCatherine BarnardUpton SinclairPresident William H. TaftIda TarbellJames WadsworthPresident Woodrow Wilson
. Explain the major achievements and consequences of Progressive policies, including:

Rival campaigns for the gold standard, the silver standard, and bimetallismBans against child labor: Keating-Owen Act (1916)The initiative, referendum, and recallSherman Anti-Trust Act (1890)Gold Standard Act (1900)Pure Food and Drug Act (1906)Meat Packing Act (1906)Federal Reserve Act (1913)Underwood Tariff Act (1913)Clayton Anti-Trust Act (1914)Segregation of the Executive Branch under President WilsonRatification of the Nineteenth Amendment in 1920Eugenics, rule by experts, anti-populism
. Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights, including:

Booker T. WashingtonCarrie Chapman CattW.E.B. Du BoisIda B. WellsMarcus GarveyEdward P. McCabeThe National Association for the Advancement of Colored People (NAACP)Alice Paul
. Discuss the origins, meanings, and effects in history of Booker T. Washington's Atlanta Exposition Address.
. Describe conflicts between liberty and authority in the early twentieth century, including:

The Selective Service Act of 1917 and the drafting of Americans to fight in the First World WarEspionage Act of 1917 and Sedition Act of 1918, and imprisonment of anti-war critics and activists by the Wilson AdministrationPersecution of Oklahoma MennonitesThe Versailles Treaty, the League of Nations, and debates between President Wilson and critics in Congress over ratificationThe unwinding of wartime expansion of government under the Harding Administration, including the demobilization of drafted soldiers, large federal budget cuts, the amnestying of political prisoners, and desegregating the Executive BranchThe Boston police strike in 1919Palmer Raids, Wall Street Bombing, Sacco and Vanzetti TrialsPresident Calvin Coolidge and his philosophy of limited governmentDebates over immigration policy and the Johnson-Reed Act of 1924Racial and ethnic tensions: Ku Klux Klan, Tulsa Race MassacreThe Scopes Trial and the debate over Darwin's On the Origins of SpeciesProhibition
. Describe the various causes and consequences of the global depression of the 1930s and analyze how Americans responded to the Great Depression.

German reparations, Allied World War I debts to America, American loans to Europe, Dawes Plan and the Young Plan, and the interrupted postwar European economic recoveryInterest rate cuts by the Federal Reserve and speculative trading on "margin"Smoot-Hawley Tariff of 1930Restrictive monetary policiesSuspension of the gold standard and Gold Reserve ActUnemploymentSupport for political and economic reformThe influence of the ideas of John Maynard Keynes, and the critique of centralized economic planning and management by Ludwig von Mises, Friedrich von Hayek, and Milton Friedman
. Discuss the origins, meanings, and effects in history of Franklin Delano Roosevelt's First Inaugural Address.
. Identify key figures in politics from the Great Depression, including:

President Herbert HooverPresident Franklin D. RooseveltEleanor RooseveltHuey LongCharles Coughlin
. Explain core policies and institutions form the New Deal era, including:

Establishment of the Federal Deposit Insurance CorporationSecurities and Exchange CommissionAbrogation of Gold Clauses and Executive Order 6102Tennessee Valley AuthorityThe Social Security ActThe National Labor Relations ActThe Works Progress AdministrationFair Labor Standards ActSupreme Court's changing approach to New Deal legislation, and the "court-packing" controversyAmerican Federation of LaborCongress of Industrial OrganizationsThe American Communist Party
. Explain how the Great Depression and the New Deal affected American society, including:

The increased involvement of the federal government in establishing economic and social policiesThe emergence of a "New Deal coalition" consisting of blue-collar workers, poor farmers, Jews, and CatholicsDebates across the political spectrum concerning the treatment of African-AmericansDust Bowl and "Okie" Migration to California

USH.13

The student demonstrates understanding of World War II and America's involvement.

Link to Source

Objectives:

. Explain the strength of American isolationist sentiment after World War I and analyze its effect on U.S. foreign policy.
. On a map of the world, locate the Allied powers (Britain, France, the Soviet Union, and the United States) and Axis powers (Germany, Italy, and Japan).
. Analyze how German aggression in Europe and Japanese aggression in Asia contributed to the start of World War II and summarize the major battles and events of the war, including:

Fascism in Germany and Italy: roots in economic depression, effects of the Versailles Treaty, and ideologyGerman rearmament and militarization of the RhinelandGermany's seizure of Austria and Czechoslovakia and Germany's invasion of PolandJapan's invasion of China and the Rape of NankingThe Molotov-Ribbentrop Pact and the German and Soviet invasions of Poland in September 1939Pearl Harbor, Midway, D-Day, Okinawa, the Battle of the Bulge, Iwo Jima, and the Yalta and Potsdam conferencesThe Holocaust, and the parallel mass murders of the physically disabled, Gypsies, and homosexualsTotal war: Rotterdam and Coventry, submarine warfare, strategic bombing (Dresden, Tokyo), atom bombs (Hiroshima, Nagasaki)
. Explain the important domestic events that took place during the war, including:

How wartime employment in the civilian economy and the armed services ended the Great Depression's high level of unemploymentMilitary-industrial investment in the South and the WestLarge-scale migrations, especially to the West CoastThe internment of West Coast Japanese-Americans in the U.S. and Canada and the Korematsu caseMilitary-industrial development, including in OklahomaThe entry of large numbers of women into the workforceA. Philip Randolph and the efforts to eliminate employment discriminationRationing and forced savingsIncreased importance of federal government, big business, and unionsTechnological advances: computers, nuclear weapons, microwavesPatriotic culture: Superman, Captain America, Boogie Woogie Bugle Boy, Saboteur, Appalachian Spring

USH.15

The student demonstrates understanding of economic growth, anticommunism, and reform in Cold War America.

Link to Source

Objectives:

. Analyze the causes and consequences of important domestic Cold War trends, including:

Economic growth and declining povertyThe baby boomGrowth of suburbs and home-ownershipGI Bill and general increase in education levelsDevelopment of mass media and consumerism
. Analyze the domestic policies of Presidents Truman and Eisenhower, including:

Truman's Fair DealThe Taft-Hartley ActEisenhower's response to the Soviet's launching of SputnikBracero Program
. Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism, including:

The roles of Whittaker Chambers, Alger Hiss, J. Edgar Hoover, Senator Joseph McCarthy, Julius and Ethel Rosenberg, and Maurice HalperinMajor institutions: The American Communist Party (including its close relationship to the Soviet Union), The Federal Bureau of Investigation (FBI), The House Committee on Un-American Activities (HUAC)Major events: The Venona Papers, Hollywood Blacklist
. Analyze the origins, goals, key events, and major figures of the Civil Rights movement, including:

The roles of:

Rosa Parks Herbert Brownell Earl Warren Martin Luther King Jr. Thurgood Marshall Malcolm X Robert Kennedy

Institutions:

National Association for the Advancement of Colored People (NAACP) Congress of Racial Equality (CORE) Student Nonviolent Coordinating Committee (SNCC)

Events:

Brown v. Board of Education (1954) Montgomery Bus Boycott Little Rock School Crisis sit-ins and freedom rides protest in Birmingham March on Washington protest in Selma assassination of Martin Luther King Jr.
. Identify the core accomplishments of the Civil Rights movement, including:

The Twenty-Fourth Amendment1964 Civil Rights Act1965 Voting Rights ActThe growth of the African American middle classIncreased African American political powerDeclining rates of African American poverty
. Discuss the origins, meanings, and effects in history of Martin Luther King, Jr.'s “I Have A Dream".
. Analyze as many as possible of the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, Nixon, Ford, and Carter, including:

The space exploration programThe birth control pillThe assassination of President KennedyThe Supreme Court's application of the Fourteenth AmendmentJohnson's Great Society programsNixon's appeal to "the silent majority"Nixon's end of the international convertibility of dollars into gold and detente with ChinaThe anti-war and counter-cultural movementsCesar Chavez and farm worker unionizationAmerican Indian Movement and the Wounded Knee OccupationThe women's rights movement, ERA, and STOP ERAThe creation of the Environmental Protection Agency (EPA) in 1970The 1973 Supreme Court case, Roe v. WadeThe Watergate scandal, including the Supreme Court case, U.S. v. NixonJimmy Carter, 1970s inflation, and the Iran Hostage Crisis
. Describe important aspects of American religion since 1945, including:

Evangelical revival and fundamentalism: Billy Graham, Pat Robertson, Oral RobertsLiberal Protestantism: ecumenism, civil rights activism, human rights activismCatholic reform, radicalism, and renewal: Second Vatican Council, liberation theology, Stanley Rother, papacies of John Paul II and Benedict XVIJewish denominational proliferation: Hassidim, Haredi, Modern Orthodox, Conservative, ReformSecularization: political debates about school prayer and abortion, and individual religiosity (New Age, spiritualism)

USH.16

The student demonstrates understanding of contemporary America.

Link to Source

Objectives:

. Analyze the presidency of Ronald Reagan, including:

Tax rate cuts and deregulationAnticommunist foreign and defense policies, including responses to communist aggression in Afghanistan and GrenadaSupreme Court appointmentsThe revitalization of the conservative movement during Reagan's tenure as PresidentThe replacement of striking air traffic controllers with non-union personnel
. Discuss the origins, meanings, and effects in history of Ronald Reagan's Berlin Wall Speech.
. Analyze the important policies and events of the Bush (I), Clinton, and Bush (II) presidencies, including:

The Persian Gulf WarThe passage of the North American Free Trade Agreement (NAFTA) in 1993President Clinton's welfare reform legislationOklahoma City Bombing in 1995The causes and consequences of the impeachment of President Clinton in 1998The contested 2000 electionThe September 11, 2001 terrorist attacks on the World Trade Center in New York City and on the Pentagon in Washington, D.C.The invasions and occupations of Afghanistan and IraqDomestic surveillance legislationHurricane KatrinaThe 2008 economic crisis
. Analyze the important policies and events of the Obama and Trump presidencies.

Election of first African American presidentAffordable Care ActExecutive amnesties for illegal aliensCovid pandemicGeorge Floyd RiotsAbraham AccordsSharply increased political polarization
. Describe some of the major economic and social trends of the late 20th and 21st centuries, including:

The computer and technological revolutionScientific and medical discoveriesMajor immigration and demographic changes, such as the rise in Asian and Hispanic immigration (both legal and illegal)Decreased real wages for large portions of the working classThe weakening of the nuclear family, and the rise in divorce rates and out-of-wedlock birth rates
. Describe American culture between 1945 and 2021, including:

Writers: Saul Bellow, Robert Hayden, Flannery O'Connor, Tom Wolfe, Raymond Carver, Toni MorrisonArtists: Jackson Pollock, Andy Warhol, Charles Addams, Jack Kirby, Tracy LettsSingers: Frank Sinatra, Elvis Pressley, Michael JacksonTelevisionArcade, computer, and video gamesInternet and streaming servicesSocial media and apps
. For the U.S. Civics Test for the Naturalization of New Citizens, understand the following about Recent American History and Other Important Historical Information:

Wars fought by the United States in the 1900s include World War I, World War II, Korean War, Vietnam War, and the (Persian) Gulf War.Woodrow Wilson was President during World War I.Franklin Roosevelt was President during the Great Depression and World War.The United States fought Japan, Germany, and Italy in World War II.Before he was President, Eisenhower was a general in World War II.During the Cold War, the main concern of the United States was Communism.The civil rights movement tried to end racial discrimination.Martin Luther King, Jr. fought for civil rights and worked for equality for all Americans.Terrorists attacked the United States on September 11, 2001.American Indian tribes in the United States include (but are not limited to) Cherokee, Navajo, Sioux, Chippewa, Choctaw, Pueblo, Apache, Iroquois, Creek, Blackfeet, Seminole, Cheyenne, Arawak, Shawnee, Mohegan, Huron, Oneida, Lakota, Crow, Teton, Hopi, and Inuit.U.S. national holidays include New Year's Day, Martin Luther King, Jr. Day, Presidents' Day, Memorial Day, Independence Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving, and Christmas.

Leaked Draft (2025)

History of 20th Century Totalitarianism

TOT.13

The student demonstrates understanding of antisemitic ideology and actions undertaken by Nazi Germany prior to 1941.

Link to Source

Objectives:

. Explain what is meant by “the Aryan Race” and why this terminology was used.
. Compare the meaning of Aryan to the Nazi meaning of Aryan Race.
. Explain how the Nazis used propaganda, pseudoscience and the law to transform Judaism from a religion to a race.
. Explain how identification, legal status, economic status and pseudoscience supported propaganda that was used to perpetuate the Nazi ideology of the “Master Race.”
. Explain how eugenics, scientific racism and Social Darwinism provided a foundation for Nazi racial beliefs.
. Describe how the life of Jews deteriorated under the Third Reich and the Nuremberg Laws in Germany and its annexed territories (the Rhineland, Sudetenland, Austria) from 1933 to 1938.
. Analyze the Nuremberg Laws and describe their effects.
. Explain how the Nazis used birth records, religious symbols and practices to identify and target Jews.
. Examine the manipulation of the international community to obtain the votes to host the 1936 Olympics and how the Berlin Games were utilized as propaganda for Nazi ideology to bolster the “superiority” of the Aryan race.
. Analyze the causes and effects of Kristallnacht and how it became a watershed event in the transition from targeted persecution and anti-Jewish policy to open, public violence against Jews in Nazi-controlled Europe.
. Understand the reasons for Herschel Grynszpan's actions at the German embassy in Paris and how the assassination of Ernst von Rath was a pretext used by the Nazis for Kristallnacht.
. Describe the different types of persecution that were utilized during Kristallnacht, both inside and outside Germany.
. Analyze the effects of Kristallnacht on European and world Jewry using primary sources, such as newspapers, images, video, and survivor testimony.
. Analyze the effects of Kristallnacht on the international community using primary sources, such as newspapers, images, video, survivor testimony.

TOT.20

The student understands the role of various camps during the Holocaust.

Link to Source

Objectives:

. Examine the origins, purpose, conditions, and geographic locations associated with various types of camps, including:

Forced labor campsConcentration campsTransit campsDeath camps
. Describe the physical structure, camp commandants, SS leadership, and mechanics of murder in the different kinds of camps.
. Describe the daily routines within the camps to include food intake, showers, bathrooms, sleeping arrangements, roll call, work details, severe, environmental conditions, clothing, selection process, torture, medical experiments, public executions, suicides and other aspects of daily life.
. Describe various attempts at escape and forms of resistance within the camps.
. Discuss how the use of existing transportation infrastructure facilitated the deportation of Jewish people to the camps, including the non-Aryan management of the transportation system that collaborated with the Nazis.
. Describe life in Terezin, including its function as a transit camp, its unique culture that generated art, music, literature, poetry, opera (notably Brundibar) and the production of Vedem Magazine as a form of resistance, its use by the Nazis as propaganda to fool the International Red Cross, and the creation of the film "Terezin: A Documentary Film of Jewish Resettlement."
. Identify and examine the 6 death camps (e.g., Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, Treblinka) and explain why the 6 death camps were only in Nazi-occupied Poland.
. Describe the significance of Auschwitz-Birkenau as the most prolific site of mass murder in the history of mankind.
. Explain the purpose of the death marches and recognize death marches as the forcible movement of prisoners by Nazis with the dual purpose of removing evidence and murdering as many people as possible (toward the end of World War II and the Holocaust) from Eastern Europe to Germany proper.

TOT.27

The student demonstrates understanding of the decay and dissolution of the Union of Soviet Socialist Republics.

Link to Source

Objectives:

. Discuss the effect of Ronald Reagan's foreign policy, including:

Military rearmament, including the Strategic Defense InitiativeThe Reagan Doctrine, including support for anti-Communists in Afghanistan and NicaraguaDiplomacy, including the Intermediate-Range Nuclear Forces Treaty (INF Treaty)
. Discuss the Soviet invasion of Afghanistan, including:

The reasons for and conduct of the USSR's invasion of AfghanistanThe United States' armament of the MujahadeenThe experiences of Soviet soldiers in Afghanistan
. Discuss politicized science in the USSR and the Chernobyl Disaster, including:

The ideas of Trofim Lysenko, and the consequences of his ideologyThe Chernobyl meltdown, including its causes, political and environmental consequences, and international responsesThe professional work and political critiques of Soviet dissident and nuclear physicist Andrei Sakharov
. Discuss Gorbachev's attempt to reform the Soviet Union, including:

The role of Mikhail GorbachevThe concepts and the effects of perestroika and glasnostThe 1989 Soviet legislative election and its consequences
. Discuss the fall of the Berlin Wall and the reunification of Germany, including:

President Reagan's "Tear Down This Wall" speech in 1987Protests in Poland and Hungary that inspired protests in East GermanyThe fall of the Berlin Wall in 1989The reunification of Germany in 1990
. Discuss the Velvet Revolution in Czechoslovakia and the Christmas Revolution in Romania, including:

The causes and outcomes of the Velvet Revolution in CzechoslovakiaThe causes and outcomes of the Christmas Revolution in RomaniaThe trial and execution of Nicolae and Elena Ceauşescu
. Discuss the dissolution of the Union of Soviet Socialist Republics and the August Coup, including:

The rise of Boris Yeltsin and the pluralist movementUprisings in Lithuania and Latvia, and the Soviet responseThe unsuccessful August Coup against Gorbachev, and Gorbachev's resignationThe dissolution of the Central Committee of the Communist Party of the Soviet UnionThe declarations of independence of the now-former Soviet republicsThe lowering of the Kremlin's Soviet flag for the last time on 25 December 1991

Leaked Draft (2025)

Oklahoma History

Leaked Draft (2025)

World Geography

WG.2

The student demonstrates understanding of the geography of Africa.

Link to Source

Objectives:

. On a map of the world, locate the continent of Africa, the Atlantic Ocean, the Indian Ocean, the Mediterranean Sea, and the Great Rift Valley. On a map of Africa, locate the northern, eastern,
. On a map of Africa, locate and identify as many as possible of the countries and capitals of Algeria, Angola, Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African Republic, Chad, Comoros, Congo, Côte d'Ivoire, Democratic Republic of the Congo, Djibouti, Egypt, Equatorial Guinea, Eritrea, Ethiopia, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Liberia, Libya, Madagascar, Malawi, Mali, Mauritania, Mauritius, Mayotte (Fr.), Morocco, Mozambique, Namibia, Niger, Nigeria, Reunion (Fr.), Rwanda, São Tomé and Príncipe, Senegal, Seychelles, Sierra Leone, Somalia, South Africa, South Sudan, Sudan, Swaziland, Tanzania, Togo, Tunisia, Uganda, Western Sahara, Zambia, and Zimbabwe.
. Locate, identify, and describe in detail the geographical features of at least two countries in this region, and learn the meaning of the names of these countries and their capitals.
. Describe major ethnic and religious groups in various countries in Africa, especially Nigeria, Democratic Republic of the Congo, Kenya, and South Africa.
. Explain how the following five factors have influenced the settlement, population movements, and economies of major African regions and countries, including:

Absolute and relative locationsClimateMajor physical characteristics: limited river navigabilityMajor natural resourcesPopulation size: urbanization, industrialization, increasing life expectancy from modern prosperity and improved public health
. Explain how the physical features of Africa south of the Sahara have affected transportation and communication networks.
. Identify the locations, dates of construction, and historical significance of great architectural sites including the Pyramids, Volubilis, Lalībela, Great Zimbabwe, Timbuktu, and the Yamoussoukro Basilica.
. Identify the locations and time periods of Kush, Aksum, Zimbabwe, the sub-Saharan empires of Ghana, Mali, and Songhay, Kongo, and the slaver kingdoms of Oyo, Asante, and Dahomey.
. Identify the lands occupied by the Islamic and European empires, state when modern African countries became independent nations, and explain how independence was achieved in at least two countries in this region.

WG.4

The student demonstrates understanding of the geography of Central and South Asia.

Link to Source

Objectives:

. On a map of the world, locate Central and South Asia. On a map of Central and South Asia, locate the Indian Ocean, the Arabian Sea, the Bay of Bengal, the Ganges River, the Indo-Gangetic Plain, the Northern Mountains, the Deccan Plateau, the Himalayan Mountains, and the Steppes.
. On a map of Central and South Asia, locate and identify as many as possible of the countries and capitals of Afghanistan, Bangladesh, Bhutan, India, Kazakhstan, Kyrgyzstan, Nepal, Pakistan, Tajikistan, Turkmenistan, and Uzbekistan.
. Locate, identify, and describe in detail the geographical features of at least two countries in this region, and learn the meaning of the names of these countries and their capitals.
. Describe major ethnic and religious groups in at least two countries in Central and South Asia.
. Explain how the following five factors have influenced the settlement, population movements, and economies of major Central and South Asian countries, including:

Absolute and relative locationsClimateMajor physical characteristicsMajor natural resourcesPopulation size: urbanization, industrialization, increasing life expectancy from modern prosperity and improved public health
. Explain how the monsoon weather pattern has affected agriculture, society, and culture in South Asia.
. Identify the locations, dates of construction, and historical significance of great architectural sites including Mohenjo-daro, Udayagiri Caves, Mahabalipuram, Takht-i-Bahi, Samarkand, the Taj Mahal, and Calcutta.
. Identify the locations and time periods of the Mauryan Empire, the Gupta Empire, the Chola dynasty, the Delhi Sultanate, the Timurid Empire, the Mughal Empire, the Maratha Confederacy, and the British Raj.
. Identify when India, Pakistan, Bhutan, Nepal, Bangladesh, Sri Lanka, and the Central Asian republics first became independent countries and explain how independence was achieved in at least two countries in this region. Explain the relationship of the Central Asian republics to the former Soviet Union.

WG.5

The student demonstrates understanding of the geography of Southeast Asia and Oceania.

Link to Source

Objectives:

. On a map of the world, locate Southeast Asia, the Indian Ocean, Australia, New Zealand, Antarctica, the major Pacific Islands, the Pacific Ocean, and the Coral Sea. On a map of Southeast Asia and Oceania, locate the Bay of Bengal, the South China Sea, the Great Victoria Desert, and the Great Barrier Reef.
. On a map of Southeast Asia and Oceania, locate and identify as many as possible of the countries and capitals of Brunei, Cambodia, Guam (U.S.), Indonesia, Laos, Malaysia, Maldives, Myanmar, Northern Mariana Islands (U.S.), Palau, Philippines, Singapore, Sri Lanka, Thailand, Timor-Leste, and Vietnam.
. Locate, identify, and describe in detail the geographical features of at least two countries in this region, and learn the meaning of the names of these countries and their capitals.
. Describe major ethnic and religious groups in at least two countries in Southeast Asia and Oceania, including the Chinese and Indian diasporas.
. Explain how the following five factors have influenced the settlement, population movements, and economies of major countries of Southeast Asia and Oceania, including:

Absolute and relative locationsClimateMajor physical characteristicsMajor natural resourcesPopulation size: urbanization, industrialization, increasing life expectancy from modern prosperity and improved public health
. Explain how different peoples of Southeast Asia and Oceania have explored the seas and occceans and adapted their societies and cultures to them.
. Identify the locations, dates of construction, and historical significance of great architectural sites including Borobudur, Angkor Wat, Sigiriya, Hue, Besakih, and Bagan.
. Identify the locations and time periods of the Khmer Empire, Srivijaya, Champa, Kandy, Ayutthaya, and French Indochina.
. Identify when countries in Southeast Asia and Oceania became independent countries and describe how independence was achieved in at least two countries in this region.

WG.6

The student demonstrates understanding of the geography of north and east Asia.

Link to Source

Objectives:

. On a map of the world, locate North and East Asia, the Pacific Ocean, and the Arctic Ocean. On a map of East Asia, locate the Sea of Japan, the Yellow Sea, the East China Sea, the Gobi Desert, the Himalayas, and the Huang He (Yellow) and Chang Jiang (Yangtze) Rivers. On a map of North Asia, locate Siberia and the Yenisey, Lena, and Kolyma rivers.
. On a map of North and East Asia, locate and identify as many as possible of the countries and capitals of China, Japan, Mongolia, North Korea, Russia, South Korea, and Taiwan.
. Locate, identify, and describe in detail the geographical features of at least two countries in this region, and learn the meaning of the names of these countries and their capitals.
. Describe major ethnic and religious groups in at least two countries in North and East Asia.
. Explain how the following five factors have influenced the settlement, population movements, and economies of major East Asian countries, including:

Absolute and relative locationsClimateMajor physical characteristicsMajor natural resourcesPopulation size: urbanization, industrialization, increasing life expectancy from modern prosperity and improved public health
. Explain how location has made the Korean peninsula and Taiwan both battlegrounds and cultural bridges between China and Japan.
. Identify the locations, dates of construction, and historical significance of great architectural sites including the Great Wall, the Forbidden City, the Potala Palace, Himeji Castle, Changdeokgung Palace, and Dunhuang Caves.
. Identify the locations and time periods of the Chin Dynasty, the Tang Dynasty, the Mongol Empire, the Russian conquest of Siberia, the Manchu Dynasty, and the Empire of Japan (Meiji to Showa).
. Identify when Taiwan, North Korea, South Korea, and Mongolia became independent countries and describe how independence was achieved in at least two countries in this region.

WG.7

The student demonstrates understanding of the geography of Europe.

Link to Source

Objectives:

. On a map of the world, locate the continent of Europe. On a map of Europe, locate the Atlantic Ocean, Arctic Ocean, Norwegian Sea, and Barents Sea. Locate the Volga, Danube, Ural, Rhine, Elbe, Seine, Po, and Thames Rivers. Locate the Alps, Pyrenees, and Balkan Mountains. Locate the countries in the northern, southern, central, eastern, and western regions of Europe.
. On a map of Europe, locate and identify as many as possible of the countries and capitals of Albania, Andorra, Austria, Belarus, Belgium, Bosnia-Herzegovina, Bulgaria, Channel Islands (U.K.), Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Gibraltar (U.K.), Greece, Hungary, Iceland, Ireland, Italy, Kosovo, Latvia, Liechtenstein, Lithuania, Luxembourg, Macedonia, Malta, Moldova, Monaco, Montenegro, Netherlands, Norway, Poland, Portugal, Romania, Russia, San Marino, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Ukraine, United Kingdom, and Vatican City.
. Locate, identify, and describe in detail the geographical features of at least two countries in this region, and learn the meaning of the names of these countries and their capitals.
. Describe major ethnic and religious groups in at least two countries in Europe.
. Explain how the following five factors have influenced the settlement, population movements, and economies of major European countries, including:

Absolute and relative locationsClimateMajor physical characteristicsMajor natural resourcesPopulation size: urbanization, industrialization, increasing life expectancy from modern prosperity and improved public health
. Identify and explain the significance of Europe's network of Roman roads.
. Identify and explain the significance of Europe's network of medieval pilgrimage routes.
. Identify the locations, dates of construction, and historical significance of great architectural sites including Stonehenge, Knossos, the Acropolis, Pompeii, Chartres, St. Peter's Basilica, the Kremlin, and Versailles.
. Identify the locations and time periods of Periclean Athens, the Roman Empire, the Carolingian Empire, the Holy Roman Empire, the Napoleonic Empire, the Warsaw Pact, and the European Union.

Leaked Draft (2025)

World History

WH.2

The student demonstrates understanding of agrarian civilizations in the Middle East, Africa, South Asia, East Asia, and the Americas between 3000 BC and AD 1000.

Link to Source

Objectives:

. Recognize the development and spread of bronze and iron technology through blacksmithing led to a significant expansion of agriculture, human populations, growing settlements, expanding networks of exchange, as well as states established through new forms of warfare.
. Identify philosophers and other religious teachers during the Axial Age reconsidered human nature, the ideal organization of society, and the relationship between divine order and human culture and how these ideas developed into religious systems and institutions within states and empires.
. Describe the process of competition and conflict led to state consolidation and to the establishment of empires, which developed political and bureaucratic systems, regulated economic interactions, and formulated legal systems.
. On a map of the Middle East, Europe, Africa, and Asia, identify where Zoroastrianism, Judaism, Christianity, and Islam began, and trace the course of their expansions and contractions to 1500 AD.
. Describe the development of Middle Eastern empires, and their role in interconnecting the economies, cultures, intellectual thought, and religions of the different regions, including:

Middle Eastern empires:

Persian Empires: Achaemenid, Parthian, Sassanian Macedonian Empire and Hellenistic successor states Roman and Byzantine Empires Islamic Caliphate

Related Systems:

Administrative systems and law codes
. Describe Zoroastrianism, the dualistic religion of the Persians, including:

One god (Ahura Mazda) in conflict with an opposing force of evil (Ahriman)Emphasis on free will, charity, and virtue for its own sakeBelief in heaven, hell, angels, and demonsThe Avesta (main collection of religious texts)
. Describe Judaism, the monotheistic religion of the Israelites, including:

The belief that there is one GodThe Torahic DecalogueThe emphasis on individual worth and personal responsibilityThe belief that all people must adhere to the same moral obligations, whether ruler or ruledThe role of the Hebrew Bible (Old Testament) as part of the history of early Israel
. Describe the central features of Christianity, including:

MonotheismThe belief in Jesus as the Messiah and God's son who died on the cross, rose from the dead, and redeemed humans from sinBelief in the Old and New TestamentThe lives and teachings of Jesus and Saint Paul
. Describe significant aspects of Islamic belief, including:

MonotheismThe life and teachings of MuhammadThe significance of the Qur'an as the primary source of Islamic beliefIslam's historical relationship to Judaism and ChristianityThe relationship between government and religion in Muslim societiesThe origin and development of the Sunni and Shi'a
. Analyze the causes, course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, Iran, and Central Asia, including:

The strength of the Islamic world's economy and cultureThe training of Muslim soldiers and the use of advanced military techniquesThe disorganization and internal divisions of Islam's enemiesThe resistance and/or assimilation of Christianized peoples in the MediterraneanIntegration of Persian culture, statecraft, and bureaucratic techniques
. Identify the locations and time periods of civilizations in the Nile and the Horn of Africa. Describe important political, and economic, and cultural aspects of their history, including:

EgyptKushAksumAbyssinia (Ethiopian Christianity)
. Identify the locations and time periods of civilizations in central and southern Africa. Describe important political, economic, and cultural aspects of their history, including:

Bantu migrationsGreat ZimbabweKongo
. Identify the locations and time periods of pre-Columbian empires. Describe important political, economic, and cultural aspects of their history, including:

OlmecsQuiché (Maya)Aztecs (Mexica)Incas
. Describe significant aspects of Hindu belief, including:

The origins of Indian civilization in the Indus ValleyThe evolution and central principles of Hinduism from Vedic Brahmanism to the synthesis of Hindu Vedanta philosophyThe development of social structures, such as the caste system
. Describe significant aspects of Buddhist belief, including:

The life and teachings of Siddhartha GautamaThe origins of Buddhism in IndiaThe evolution and central principles of Buddhism
. Identify the locations and time periods of early Indian Hindu and Buddhist monarchies. Describe important political, economic, and cultural aspects of their history, including:

Monsoon agricultureMaurya EmpireKushan Empire and Gandharan artGupta Empire, Golden Age of India, and Indian mathematics, including the development of a decimal system and positional notationChola dynasty and its maritime empire
. Describe significant aspects of Confucian belief, including:

The life and teachings of ConfuciusIndividual ethicsMaintaining order and hierarchyMaintaining political orderConfucianism's role in maintaining the continuity of Chinese civilization through the 19th century
. Describe as many as possible of the important political, economic, and cultural aspects of the history of the Qin, Han, and Tang dynasties, including:

Unification of ChinaGreat Wall of ChinaConquest of southern ChinaFive BarbariansIntroduction of BuddhismAgriculture and transport, including land redistribution systems, rice paddies, terrace farming, and canalsInventions, including the compass, gunpowder, papermaking, and printing

WH.3

The student demonstrates understanding of world civilizations developing increasingly complex political, economic, and social systems from 1000-1800.

Link to Source

Objectives:

. Explain the expansion of the Umayyad and Abbasid Caliphates in the Middle East as well as the flourishing of the Tang, Song, and Ming dynasties in China brought Eurasian cultures and civilizations into increasing economic, cultural, and political contact.
. Recognize the expansion of the Mongol khanates under Genghis Khan and his grandsons established interconnected empires in Central Asia, China, the Middle East, and eastern Europe, including:

Kublai Khan and the Yuan dynasty in ChinaHülegü Khan and the Ilkhanate in the Middle EastThe Golden Horde and the Kipchak Khanate in RussiaTimur (Tamerlane) and the Timurid Empire in Central AsiaDevastating conquests and later stability and commerce under Mongol ruleRecurring bubonic plague pandemics in the generations after c. 1340
. Explain how European states along the Atlantic competed with one another to expand through trade, technological development, conquest, and colonial settlements, establishing global maritime empires that connected the eastern and western hemispheres for the first time.
. Describe the central political, economic, and religious developments in major periods of Islamic history, including:

The sources of disagreement between Sunnis and ShiitesThe growing influence of Turkish Islam after 1000The importance of the trade routes connecting the Far East and Europe and the role of the Mongols in increasing trade along these routes, including the silk routes to ChinaThe relationship of trade to the growth of Central Asian and Middle Eastern citiesThe sources and uses of slaves in Islamic societies, as well as the extent of the Islamic slave trade in Europe and across Africa from 700 AD on
. Analyze the influence and achievements of Islamic civilization during its “Golden Age,” including:

The preservation and expansion of Greek (Aristotelian) thoughtIslamic science, philosophy, and mathematicsIslamic architectureMysticism (Sufism)Love poetrySphere of influence (Christian Europe, Subsaharan Africa, India)
. Describe and account for the expansion and decline of the Ottoman Empire between c. 1400 and c. 1800 in North Africa, Eastern Europe, and throughout the Middle East, including:

Siege of Constantinople (1453), Battle of Chaldiran (1514), Battle of the Gulf of Oman (1554), Battle of Lepanto (1571), Siege of Vienna (1683), Napoleon’s Invasion of Egypt (1798)Partial military modernization (cannon)Increasing failure to assimilate European intellectual and military innovations (printing press, military revolution)
. Identify the locations and time periods of medieval civilizations in western Africa. Describe important political, economic, and cultural aspects of their history, including:

Islamic expansionThe empires of Ghana, Mali, and SonghayThe economies of these empires (gold, salt, and slaves as commodities for trade by African kings)Leaders such as Sundiata and Mansa MusaTimbuktu as a center of trade and learning
. Describe the development and effects of the trans-Saharan and Indian Ocean slave trade to the Middle East from the 8th century on, and the trans-Atlantic slave trade to the Western Hemisphere from the 16th century on, including:

Sultanate of ZanzibarMoroccan slave soldiersEuropean slave ports such as Ouidah and Gorée
. Identify the locations and time periods of early modern slaver kingdoms in western Africa. Describe important political, economic, and cultural aspects of their history, including:

OyoDahomeyAsante
. Describe the expansion of Islam into India from the 11th through the 15th centuries. Describe important political, economic, and cultural aspects of medieval Indian history, including:

Mahmud of GhazniMuslim destruction of BuddhismDelhi SultanateIndo-Persian cultureIslamization in northwest India
. Describe the rise and fall of the Mughal Empire. Describe important political, economic, and cultural aspects of early modern Indian history, including:

Babur, Akbar, and AurangzebRise and development of the Sikh religion and statesPortuguese maritime hegemonyIslamization in BengalMughal tolerance and persecution of HindusFrench and English rivalry for dominance and the rise of the British Raj (Marquis Dupleix, Robert Clive, Warren Hastings and his impeachment)
. Describe important political, economic, and cultural aspects of the history of the Song and Yuan dynasties, including:

Civil service examinationsNeo-ConfucianismMongol conquestPopulation growthInventions, including movable-type printing, cannon, and paper money
. Describe as many as possible of the important political, economic, and cultural aspects of the history of the Ming and Qing dynasties, including:

Construction of Peking and the Forbidden CityZheng He voyages of explorationMing political stagnation and collapseManchu conquest and formation of the Qing dynastyPopulation growth and urbanizationChinese novels, including *Journey to the West*Commercial and intellectual exchanges with Europeans
. Describe important political, economic, and cultural aspects of the history of Japan to 1600, including:

Chinese and Korean cultural influencesThe evolution of Shinto and Japanese BuddhismThe development of feudalismWarring states periodInvasion of KoreaEuropean contacts and adoption of gunpowder
. Describe important political, economic, and cultural aspects of the history of the Tokugawa Shogunate, including:

Japanese isolationismDutch learningCommercialization and urbanizationHaiku, kabuki, puppet plays, woodblock prints
. Explain why and how European nations sent explorers westward, including:

Economic and religious motivations (Marco Polo)Advances in navigation, cartography, and military technology (Henry the Navigator)Exploits of exploration by individuals including Christopher Columbus, Vasco da Gama, and Ferdinand Magellan
. Explain how overseas expansion led to the growth of commerce and the development of the trans-Atlantic slave trade, including:

European debates about the morality of slaverySpanish ban on enslaving American Indians, but permission to enslave AfricansDistributions of the African slave trade in the Western Hemisphere
. Compare different forced-labor regimes, including Muslim slavery, Eastern Europe's Second Serfdom, African slavery, American Indian slavery, and trans-Atlantic slavery.
. Describe the sixteenth-century expansion of the Spanish and Portuguese empires, including:

Portuguese commercial and naval dominance in the Indian OceanSpain's American empire (Hernán Cortés, Francisco Pizarro)Spanish confrontation with the Ottoman Empire in the Mediterranean (Battle of Lepanto, 1571)Spread of Catholicism to Latin America and Asia
. Describe the early-modern expansion of the Dutch, French, English, and Russian empires, including:

Piracy and privateeringColumbian exchange of agricultural productsEcological expansion of EuropeMercantilismTrade wars
. Describe the European conquests of Latin America. Identify the locations and time periods of the conquests, including:

Spanish conquests of Mexico and PeruPortuguese conquest of Brazil
. Identify the major economic, political, and social effects of the European colonial period in South America, including:

Silver mines of Mexico and PeruEconomic and social stratificationThe role of the churchThe importance of tradeEighteenth-century Spanish reforms

WH.4

The student demonstrates understanding of revolutionary developments in science, philosophy, and industry transformed states and economies around the world, the formation of modern nation-states, and the global spread and later collapse of European colonial empires from 1800 to present.

Link to Source

Objectives:

. Describe the causes of 19th century European imperialism

Economic gain and resourcesChristian missionsStrategic advantageNationalism
. Describe changes in European colonies during the 19th century.

Changes in life expectancy and population growthInhumane treatment of native populationsAbolition of slaveryNationalist movementsChanges in legal systemsColonial economic relationshipsSpread of Christianity in Africa and Asia
. Account for the declining strength of the Ottoman Empire in the 19th century, including the rapid pace of modernization in European economic, political, religious, scientific, and intellectual life resulting from the ideas embedded in the Scientific Revolution, the Enlightenment, and the Industrial Revolution, including:

Egyptian reforms and revolts under Muhammad Ali (1805-1841)Tanzimat reforms (1839-1876)Balkan revolt, Russo-Turkish War, and Congress of Berlin (1875-1878)Armenian rebellions and the Hamidian massacres (1894-1897)
. Identify the major developments in the Middle East and Central Asia before World War II, including:

The end of the Ottoman EmpireThe Balfour Declaration of 1917The expulsion of Greek Christians from Asia Minor and Turkish Muslims from GreeceThe establishment of a secular Turkish state under Mustafa Kemal AtatürkThe establishment of the Kingdom of Transjordan in the eastern part of the Palestine Mandate by the BritishThe growing importance of Middle Eastern oil fields to world politics and the world economy
. Describe the development and goals of nationalist movements in the Middle East, including the ideas and importance of nationalist leaders, including:

Gamal Abdel Nasser (Egypt)Mustafa Kemal Atatürk (Turkey)Messali Hadj (Algeria)Mohammad Mosaddegh (Iran)
. Explain as many aspects as possible of the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world, including:

The growth of Zionism, and 19th and early 20th century immigration by Eastern European Jews to PalestineAnti-Semitism and the HolocaustThe UN vote in 1947 to partition the western part of the Palestine Mandate into two independent countriesThe rejection by surrounding Arab countries of the UN decision, and the invasion of Israel by Arab countriesThe 1967 and 1973 wars between Israel and neighboring Arab statesThe 1978 Camp David Accords making peace between Egypt and Israel; the 1994 Israel-Jordan peace treatyThe attempts to secure peace between Palestinians and Israelis
. Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify as many as possible of the major events and forces in the Middle East during that time, including:

The weakness and fragility of the oil-rich Persian Gulf states, including Saudi Arabia, Kuwait, and othersThe Iranian Revolution of 1978-1979Defeat of the Soviet Union by the Mujahideen in AfghanistanThe origins of the Persian Gulf War and the post-war actions of Saddam HusseinThe financial support of radical and terrorist organizations by the SaudisThe increase in terrorist attacks against Israel, Western Europe, and the United StatesWriters, film directors, and singers including Naguib Mahfouz, Abbas Kiarostami, and Umm Kulthum
. Describe America's response to and the wider consequences of the September 11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon in Washington, D.C., including:

Invasion, occupation, and withdrawal from Iraq and AfghanistanConfrontation with and diplomatic overtures to IranDestruction of ISIS (Sunni fundamentalist regime) in Iraq and SyriaAbraham Accords
. Describe the locations and time periods of competing European and African expansion in southern Africa and the important political, economic, and cultural aspects of its history, including:

Dutch (Afrikaaner) settlement of the CapeZulu EmpireBritish settlement of the CapeBoer WarCreation of South AfricaApartheid
. Identify major developments of African history in the 19th and early 20th centuries, including:

Europe's imperial conquest of AfricaMissionariesAgricultural improvements and new patterns of employmentThe origins of African nationalism (Ethiopian victory over Italy (1896), Négritude)
. Describe the development, goals, and consequences of nationalist movements in Africa, including the ideas and importance of nationalist leaders, including:

Patrice Lumumba (Congo)Wars and genocides (Biafra, Rwanda)Liberal democracies (Botswana, Ghana)Writers, artists, and musicians including Chinua Achebe, Wole Soyinka, William Kentridge, and Miriam Makeba
. Explain the reasons for the fall of apartheid in South Africa, including the influence and ideas of Nelson Mandela, and describe the political and economic aspects of South Africa's post-apartheid history.
. Describe the Spanish American wars for independence. Identify the locations and time periods of the wars, including:

Influence and ideas of the American and French RevolutionsNapoleonic invasion of SpainLeaders, including Vicente Guerrero, Simón Bolívar, and José de San MartínBritish support
. Identify major developments of Latin American history in the 19th and early 20th centuries, including:

The growing influence of the United States, as demonstrated by the Mexican American War, the Spanish American War, the Roosevelt Corollary, the building of the Panama Canal, and the occupation of VeracruzThe French invasion of Mexico and its repulse by Benito JuárezBritain's free-trade empire
. Describe the development and goals of nationalist movements in Latin America in the 20th and 21st centuries, including the ideas and importance of nationalist leaders, including:

Mexican Revolution (Lázaro Cárdenas)Argentina (Juan and Evita Perón)Cuba (Fidel Castro)Venezuela (Hugo Chávez)
. Describe economic, social, and cultural developments in Latin America in the 20th and 21st centuries, including:

Industrialization policiesOil exportsForeign trade (World Trade Organization, North American Free Trade Agreement, Mercosur)Rising prosperityMass emigrationArtists, writers, and composers including Diego Rivera, Jorge Luis Borges, Gabriel García Márquez, and Heitor Villa-Lobos
. Describe the apogee of the British Raj and Britain's political and economic subordination of India, 1790-1880, including:

Cornwallis CodeSepoy MutinyBrahmo SamajBritish moral reform legislation, including Bengal Sati Regulation, Hindu Widows' Remarriage Act, and Female Infanticide Prevention Act,The building of roads, canals, railroads, and universities
. Describe the fall of the British Raj and the emergence of an independent India and Pakistan, 1880-1947, including:

The rise of Indian nationalism and the influence and ideas of GandhiAll-India Muslim League and Muhammad Ali JinnahWorld War IIPartition of India and PakistanIntellectual figures, including Rabindranath Tagore (literature) and Srinivasa Ramanujan (mathematics)
. Describe the history of independent India, Pakistan, Bangladesh, and Sri Lanka, including:

International relations, including Indo-Pakistani wars, Indo-Chinese rivalry, and the Non-Aligned MovementIndian and Pakistani democracy, Pakistani coups d'état, and India's State of EmergencySocialism and free-market reformsMuslim, Sikh, and Tamil terrorHindu nationalismCulture, including Bollywood, Salman Rushdie (literature), and Satyajit Ray (film)
. Describe important political, economic, and cultural aspects of the decay of the Qing dynasty, including:

Growing Western influencePolitical, economic, and intellectual stagnation and collapseOpium WarsThe Taiping rebellion from 1850 to 1864Sino-Japanese WarThe Boxer Rebellion
. Describe important political, economic, and cultural aspects of the history of Republican China, including:

Sun Yat-Sen and the 1911 nationalist revolutionChiang Kai-shek and Soong Mei-lingWarlord eraChinese Communist Party and the Long MarchJapanese invasionChinese Civil War
. Describe as many as possible of the important political, economic, and cultural aspects of the history of Communist China, including:

Triumph of the Communist Revolution in China in 1949Emergence of free, prosperous, and democratic TaiwanThe Great Leap Forward and its consequences (mass famine)The Cultural Revolution and its consequences (Jiang Qing, the terror of the Red Guards, and the expansion of the labor camps)Deng Xiaoping and the rebirth of capitalist China1989 Tiananmen Square MassacreChina's economic and technological modernization and its growing involvement in world tradeChina's rise to great power status and rivalry with the United StatesTibetan and Uighur genocides
. Describe as many as possible of the important political, economic, and cultural aspects of the history of Imperial Japan, including:

The Meiji RestorationThe abolition of feudalismThe borrowing and adaptation of western technology and industrial growthThe borrowing and adaptation of western cultureJapanese victory in the Sino-Japanese and Russo-Japanese warsColonization of Taiwan, Korea, and ManchuriaThe Japanese invasion of China, and the Rape of NankingDefeat and devastation in World War II
. Describe important political, economic, and cultural aspects of the history of postwar Japan, including:

Pacifist constitutionDiplomatic and military alliance with the United StatesExplosive technological and economic growthCulture, including Jun'ichirō Tanizaki (literature), Akira Kurosawa (film), and Hayao Miyazaki (anime)

Oklahoma Social Studies Standards Comparison

Pre-Kindergarten

PK.1 The student will exhibit traits of good citizenship. Link to Source

Objectives:

PK.2 The student will demonstrate knowledge of basic physical and human geographic concepts. Link to Source

Objectives:

PK.3 The student will understand that history relates to events and people of other times and places. Link to Source

Objectives:

PK.4 The student will identify basic economic concepts. Link to Source

Objectives:

Kindergarten

K.1 The student will exhibit traits of good citizenship. Link to Source

Objectives:

K.2 The student will demonstrate knowledge of basic physical and human geographic concepts. Link to Source

Objectives:

K.3 The student will understand that history relates to events and people of other times and places. Link to Source

Objectives:

K.4 The student will identify basic economic concepts. Link to Source

Objectives:

First Grade

1.1 The student will analyze their role as a citizen in a community. Link to Source

Objectives:

1.2 The student will demonstrate knowledge of basic geographic concepts. Link to Source

Objectives:

1.3 The student will examine important events and historical figures in the nation’s past. Link to Source

Objectives:

1.4 The student will describe the characteristics of the American economic system. Link to Source

Objectives:

Second Grade

2.1 The student will explain the importance of the basic principles that provide the foundation of the American system of government. Link to Source

Objectives:

2.2 The student will describe the physical and human characteristics of their environment. Link to Source

Objectives:

2.3 The student will examine the lives of notable Americans who expanded peoples’ rights and freedoms through our history. Link to Source

Objectives:

2.4 The student will understand basic economic concepts in the American economy. Link to Source

Objectives:

Third Grade

3.1 The student will analyze the traits of good citizens. Link to Source

Objectives:

3.2 The student will examine Oklahoma’s geography and how people of Oklahoma interact with their environment. Link to Source

Objectives:

3.3 The student will analyze the significant events and historic personalities contributing to the development of the state of Oklahoma. Link to Source

Objectives:

3.4 The student will identify and describe basic economic activities creating prosperity in the state of Oklahoma. Link to Source

Objectives:

Fourth Grade

4.1 The student will describe the features of self-government and the role of citizens of the United States. Link to Source

Objectives:

4.2 The student will examine the physical geography and environments of the United States. Link to Source

Objectives:

4.3 The student will analyze the human characteristics of the United States and how geography impacts historic events. Link to Source

Objectives:

4.4 The student will identify basic economic activities of the United States. Link to Source

Objectives:

Fifth Grade

5.1 The student will examine and compare the Jamestown and Plymouth settlements as the foundations of American culture and society. Link to Source

Objectives:

5.2 The student will compare the developments of the New England Colonies, the Middle Colonies, and the Southern Colonies. Link to Source

Objectives:

5.3 The student will examine the foundations of the American nation established during the Revolutionary Era. Link to Source

Objectives:

5.4 The student will examine the formation of the American system of government following the American Revolution. Link to Source

Objectives:

5.5 The student will describe the structure and responsibilities of the American system of government and the role of the individual citizen. Link to Source

Objectives:

Sixth Grade

6.1 The student will analyze data from a geographic perspective using the skills and tools of geography. Link to Source

Objectives:

6.2 The student will analyze the physical systems of the major regions of the Western Hemisphere. Link to Source

Objectives:

6.3 The student will identify the characteristics, distribution, and demographic patterns of human populations and systems of the Western Hemisphere. Link to Source

Objectives:

6.4 The student will analyze the interactions of humans and their environment in the Western Hemisphere. Link to Source

Objectives:

6.5 The student will compare common physical and human characteristics of regions which create identity or uniqueness and influence people’s perceptions of the Western Hemisphere. Link to Source

Objectives:

Seventh Grade

7.1 The student will analyze data from a geographic perspective using the skills and tools of geography. Link to Source

Objectives:

PK.1

The student will exhibit traits of good citizenship.

Link to Source

PK.2

The student will demonstrate knowledge of basic physical and human geographic concepts.

Link to Source

PK.3

The student will understand that history relates to events and people of other times and places.

Link to Source

PK.4

The student will identify basic economic concepts.

Link to Source

K.1

The student will exhibit traits of good citizenship.

Link to Source

K.2

The student will demonstrate knowledge of basic physical and human geographic concepts.

Link to Source

K.3

The student will understand that history relates to events and people of other times and places.

Link to Source

K.4

The student will identify basic economic concepts.

Link to Source

1.1

The student will analyze their role as a citizen in a community.

Link to Source

1.2

The student will demonstrate knowledge of basic geographic concepts.

Link to Source

1.3

The student will examine important events and historical figures in the nation’s past.

Link to Source

1.4

The student will describe the characteristics of the American economic system.

Link to Source

2.1

The student will explain the importance of the basic principles that provide the foundation of the American system of government.

Link to Source

2.2

The student will describe the physical and human characteristics of their environment.

Link to Source

2.3

The student will examine the lives of notable Americans who expanded peoples’ rights and freedoms through our history.

Link to Source

2.4

The student will understand basic economic concepts in the American economy.

Link to Source

3.1

The student will analyze the traits of good citizens.

Link to Source

3.2

The student will examine Oklahoma’s geography and how people of Oklahoma interact with their environment.

Link to Source

3.3

The student will analyze the significant events and historic personalities contributing to the development of the state of Oklahoma.

Link to Source

3.4

The student will identify and describe basic economic activities creating prosperity in the state of Oklahoma.

Link to Source

4.1

The student will describe the features of self-government and the role of citizens of the United States.

Link to Source

4.2

The student will examine the physical geography and environments of the United States.

Link to Source

4.3

The student will analyze the human characteristics of the United States and how geography impacts historic events.

Link to Source

4.4

The student will identify basic economic activities of the United States.

Link to Source

5.1

The student will examine and compare the Jamestown and Plymouth settlements as the foundations of American culture and society.

Link to Source

5.2

The student will compare the developments of the New England Colonies, the Middle Colonies, and the Southern Colonies.

Link to Source

5.3

The student will examine the foundations of the American nation established during the Revolutionary Era.

Link to Source

5.4

The student will examine the formation of the American system of government following the American Revolution.

Link to Source

5.5

The student will describe the structure and responsibilities of the American system of government and the role of the individual citizen.

Link to Source

6.1

The student will analyze data from a geographic perspective using the skills and tools of geography.

Link to Source

6.2

The student will analyze the physical systems of the major regions of the Western Hemisphere.

Link to Source

6.3

The student will identify the characteristics, distribution, and demographic patterns of human populations and systems of the Western Hemisphere.

Link to Source

6.4

The student will analyze the interactions of humans and their environment in the Western Hemisphere.

Link to Source

6.5

The student will compare common physical and human characteristics of regions which create identity or uniqueness and influence people’s perceptions of the Western Hemisphere.

Link to Source

7.1

The student will analyze data from a geographic perspective using the skills and tools of geography.

Link to Source

7.2

The student will analyze the physical systems of the major regions of the Eastern Hemisphere.

Link to Source

7.3

The student will identify the characteristics, distribution and demographic patterns of human populations and systems of the Eastern Hemisphere.

Link to Source

7.4

The student will analyze the interactions of humans and their environment in the Eastern Hemisphere.

Link to Source

7.5

The student will compare common physical and human characteristics of regions which create identity or uniqueness and influence people’s perceptions of the Eastern Hemisphere.

Link to Source

8.1

The student will analyze the foundations of the United States by examining the causes, events, and ideologies which led to the American Revolution

Link to Source

8.2

The student will examine key military and diplomatic events of the Revolutionary War that resulted in an independent nation.

Link to Source

8.3

The student will examine the formation of the American system of government following the Revolutionary War and the creation of the Constitution of the United States as the supreme law of the land.

Link to Source

8.4

The student will examine the political and economic changes that occurred during the Early Federal Period.

Link to Source

8.5

The student will analyze the political and geographic changes that occurred during the Jeffersonian Era.

Link to Source

8.6

The student will examine the political, economic and social transformations during the “Era of Good Feelings”.

Link to Source

8.7

The student will examine the political, economic and social transformations of the Jacksonian Era.

Link to Source

8.8

The student will examine the political, economic, social, and geographic changes that occurred during the period of westward expansion.

Link to Source

8.9

The student will analyze the social and economic transformations of the early nineteenth century.

Link to Source

8.10

The student will analyze major political, economic, and social events that resulted in the Civil War.

Link to Source

8.11

The student will analyze the course and consequences of the Civil War.

Link to Source

8.12

The student will analyze the political, social, and economic transformations during the Reconstruction Era to 1877.

Link to Source

E.1

The student will develop and apply economic reasoning and decision-making skills.

Link to Source

E.2

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.

Link to Source

E.3

The student will explain how prices are set in a market economy and will determine how price provides incentives to buyers and sellers.

Link to Source

E.4

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

Link to Source

E.5

The student will describe the role of economic institutions including banks, credit unions, corporations, governments, and not-for-profits in a market economy.

Link to Source

E.6

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

Link to Source

E.7

The student will evaluate how interest rates impact decisions in the market economy.

Link to Source

E.8

The student will analyze the role of entrepreneurs and laborers within a market economy.

Link to Source

E.9

The student will evaluate the economic role of government in a free market and a mixed market economy.

Link to Source

E.10

The student will examine current economic conditions in the United States.

Link to Source

E.11

The student will identify the basic measures of a nation’s economic output and income.

Link to Source

E.12

The student will explain the role of inflation and unemployment in an economic system.

Link to Source

E.13

The student will identify the potential econcomic impact of policy changes by the Federal Reserve and the federal government.

Link to Source

OKH.1

The student will describe the state’s geography and the historic foundations laid by American Indian, European, and American cultures.

Link to Source

OKH.2

The student will evaluate the major political and economic events that transformed the land and its people from early contact through Indian Removal and its aftermath.

Link to Source

OKH.3

The student will evaluate the major political and economic events that transformed the land and its people from the outbreak of the Civil War through allotment and land openings.

Link to Source

OKH.4

The student will analyze the formation of constitutional government in Oklahoma.

Link to Source

OKH.5

The student will examine the Oklahoma’s political, social, cultural, and economic transformation during the early decades following statehood.

Link to Source