NOTE:
Asterisks (*) have been used to identify standards and objectives that must be
assessed by the
local school district. All other skills may be assessed by the Oklahoma School
Testing Program
(OSTP).
Book icons (
)
identify Information Literacy skills. Students are best served when these are
taught in collaboration and cooperation between the classroom teacher and the
library media
specialist.
Standard 1: The student will develop and demonstrate the process skills of
social studies.
*1.1
Locate, gather, analyze, and apply information from primary and secondary
sources using examples of different perspectives and points of view.
*1.2
Construct timelines form significant events in United States history.
Standard 2: The student will describe the early exploration of America.
2.1
Examine the reasons for, the problems faced in, and the results of key
expeditions of Portugal, Spain, France, the Netherlands, and England (e.g.,
Columbus, Ponce de Leon, Magellan, Coronado, Cortes, Hudson, Raleigh, and La
Salle) and the competition for control of North America.
2.2
Identify the impact of the encounter between Native Americans and Europeans.
Standard 3: The student will examine the growth and development of colonial
America.
3.1
Describe early European settlements in colonial America (e.g., Jamestown,
Plymouth, Plantations, Massachusetts Bay, and new Amsterdam), and identify
reasons people came to the Americas (e.g., economic opportunity, slavery, escape
from religious persecution, military adventure, and release from prison).
Standard 7: The student will review and strengthen geographic skills.
7.1a
Identify, evaluate, and draw conclusions from different kinds of maps, graphs,
charts, diagrams, and other sources and representations, such as aerial and
shuttle photographs, satellite-produced images, the geographic information
system (GIS) encyclopedias, almanacs, dictionaries, atlases, and computer-based
technologies.
7.1b
Construct and use maps of locales, regions, continents, and the world that
demonstrate an understanding of mental mapping, relative location, direction,
latitude, longitude, key, legend, map symbols, scale, size, shape, and
landforms.
7.4
Interpret geographic information to explain how society changed as the
population of the United States moved west, including where Native Americans
lived and how they made their living.
Standard 3: The student will examine the growth and development of colonial
America.
3.2
Describe the similarities and differences (e.g., social, agricultural, and
economic) in the New England, the mid-Atlantic, and the southern colonies, and
compare and contrast life in the colonies in the eighteenth century from various
perspectives (e.g., large landowners, farmers, artisans, women, slaves, and
indentured servants).
3.3
Relate the contributions of important individuals and groups (e.g., John Smith,
John Rolfe, Puritans, Pilgrims, Peter Stuyvesant, Roger Williams, Anne
Hutchinson, Lord Baltimore, Quakers, William Penn, and James Oglethorpe).
Standard 4: The student will examine the lasting impact of the American
Revolution.
4.1
Describe the causes and results of conflicts between England and Colonial
America (e.g., the French and Indian War, Stamp Act, Boston Massacre,
Intolerable Acts, Battles of Lexington and Concord, Battle of Saratoga, and
Battle of Yorktown).
*4.2
Give examples that show how scarcity and choice govern economic decisions (e.g.,
Boston Tea Party and boycott).
4.3
Identify and interpret the basic ideals expressed in the Declaration of
Independence (e.g., “all men are created equal” and “life, liberty and the
pursuit of happiness”).
Standard 7: The student will review and strengthen geographic skills.
7.2
Evaluate how the physical environment affects humans and how humans modify their
physical environment.
7.3
Analyze the physical characteristics of historical places in various regions and
the role they played (e.g., Jamestown for the English, St. Augustine for the
Spanish, New Orleans for the French, and the Cherokee lands I the Carolinas and
Georgia) by using a variety of visual materials and data sources at different
scales (e.g., photographs, satellite, and shuttle images, pictures, tables,
charts, topographic and historical maps, and primary documents).
Standard 4: The student will examine the lasting impact of the American
Revolution.
4.4 Recognize the contribution of key individuals and groups involved
in the American Revolution (e.g., Samuel Adams, the Sons of Liberty, Paul
Revere, Mercy Otis Warren, George Washington, Thomas Paine, Thomas Jefferson,
Marquis de Lafayette, King George III, Hessians, and Lord Cornwallis).
Standard 5: The student will describe the changing nation during the early
federal period.
*5.1
Explain the purpose of government.
5.2
Identify and interpret the basic ideals expressed in and the reasons for writing
the United States Constitution (e.g., weakness of the Articles of Confederation
and Shay’s Rebellion, and the goals listed in the Preamble), and outline the
major provisions of the Constitution, including the federal system and the three
branches of government.
5.3
Describe the struggles involved in writing the United States Constitution (e.g.,
the interests of large states and small states, and the major compromises over
representation in Congress), its ratification (e.g., Federalists vs.
Antifederalists), and the addition of the Bill of Rights; and explain the rights
and responsibilities of citizens.
*5.4
Describe the relationship between taxation and government services.
Standard 7: The student will review and strengthen geographic skills.
*7.5
Compare and contrast how different cultures adapt to, modify, and have an impact
on their physical environment (e.g., the use of natural resources, farming
techniques or other land use, recycling, housing, clothing, and physical
constraints and hazards).
Standard 6: The student will explore the growth and progress of the new
nation.
*6.1
Describe and sequence the territorial exploration, expansion, and settlement of
the United States, including the Louisiana Purchase, the Lewis and Clark
expedition, and the acquisitions of Florida, Texas, Oregon, and California.
*6.2
Explain the impact of Andrew Jackson’s presidency (e.g., the role of the “common
man” in politics and the significance of Jackson’s Indian policy).
*6.3
Relate some of the major influences on westward expansion (e.g., the Monroe
Doctrine, canals and river systems, railroads, economic incentives, Manifest
Destiny, and the frontier spirit) to the distribution and movement of people,
goods, and services.
*6.4 Identify the ways manufacturing and inventions (e.g., cotton gin, McCormick
reaper, and steam power) created an Industrial Revolution in the United States.
*6.5
Examine the abolitionist and women’s suffrage movements and their leaders (e.g.,
Frederick Douglass, William Lloyd Garrison, John Brown, Sojourner Truth, Harriet
Tubman, Harriet Beecher Stowe, Elizabeth Cady Stanton, and Susan B. Anthony).