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Morgan County School District |
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Morgan County Curriculum 4.1 High School |
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Social Studies - Integrated Social Studies 9 |
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1.1.1 (DOK 3) ASSESSED
The learner will be able to
compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security, and accomplishing common goals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order, Security and Common Goals |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
1.1.2 (DOK 2) ASSESSED
The learner will be able to
explain and give examples of how democratic governments preserve and protect the rights and liberties of their constituents through different sources (e.g., U.N. Charter, Declaration of the Rights of Man, U.N. Declaration of Human Rights, U.S. Constitution).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Applying Calculus Concepts |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
1.1.3 (DOK) Supporting
The learner will be able to
evaluate how the U.S. government's response to contemporary issues and societal problems (e.g., education, welfare system, health insurance, childcare, crime) reflects the needs, wants, and demands of its citizens (e.g., individuals, political action committees, special interest groups, political parties).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Order, Security and Common Goals |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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1.2.1 (DOK 3) ASSESSED
The learner will be able to
analyze how powers of government are distributed and shared among levels and branches and evaluate how this distribution of powers protects the "common good" (e.g., Congress legislates on behalf of the people; the President represents the people as a nation; the Supreme Court acts on behalf of the people as a whole when it interprets the Constitution).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constitution Establishes Government |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
1.2.2 (DOK 3) ASSESSED
The learner will be able to
interpret the principles of limited government (e.g., rule of law, federalism, checks and balances, majority rule, protection of minority rights, separation of powers) and evaluate how these principles protect individual rights and promote the "common good.".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constitution Establishes Government |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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1.3.1 (DOK 2) ASSESSED
The learner will be able to
explain and give examples of how the rights of one individual (e.g., smoking in public places, free speech) may, at times, be in conflict (e.g., slander, libel) with the rights of another.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| U.S. Citizens: Right & Responsibilit |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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1.3.2 (DOK 2) ASSESSED
The learner will be able to
explain how the rights of an individual (e.g., Freedom of Information Act, privacy) may, at times, be in conflict with the responsibility of the government to protect the "common good" (e.g., homeland security issues, environmental regulations, censorship, search and seizure).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| U.S. Citizens: Right & Responsibilit |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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1.3.3 (DOK 3) ASSESSED
The learner will be able to
evaluate the impact citizens have on the functioning of a democratic government by assuming responsibilities (e.g., seeking and assuming leadership positions, voting) and duties (e.g., serving as jurors; paying taxes; complying with local, state, and federal laws; serving in the armed forces).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| U.S. Citizens: Right & Responsibilit |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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2.1.1 (DOK 2) ASSESSED
The learner will be able to
explain how belief systems, knowledge, technology, and behavior patterns define cultures and help to explain historical perspectives and events in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture: Define |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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2.2.1 (DOK) Supporting
The learner will be able to
explain how various human needs are met through interaction in and among social institutions (e.g., family, religion, education, government, economy) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture: Social Institutions |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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2.3.1 (DOK 2) ASSESSED
The learner will be able to
explain the reasons why conflict and competition (e.g., violence, difference of opinion, stereotypes, prejudice, discrimination, genocide) may develop as cultures emerge in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture: Social Interaction |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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2.3.2 (DOK 2) ASSESSED
The learner will be able to
explain and give examples of how compromise and cooperation are characteristics that influence social interaction (e.g., peace studies, treaties, conflict resolution) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture: Social Interaction |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.1.1. (DOK 2) ASSESSED
The learner will be able to
give examples of and explain how scarcity of resources necessitates choices at both the personal and societal levels in the modern world (1500 A.D. to present) and the United States (Reconstruction to present) and explain the impact of those choices.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Scarcity/Resources |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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3.1.2 (DOK) Supporting
The learner will be able to
explain how governments have limited budgets, so they must compare revenues to costs and consider opportunity cost when planning public projects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Scarcity/Resources |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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3.2.1 (DOK 2) ASSESSED
The learner will be able to
compare and contrast economic systems (traditional, command, market, mixed) based on their abilities to achieve broad social goals such as freedom, efficiency, equity, security, and growth in the modern world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economic Systems and Institutions |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.2.2 (DOK) Supporting
The learner will be able to
describe economic institutions such as corporations, labor unions, banks, stock markets, cooperatives, and partnerships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economic Systems and Institutions |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.2.3 (DOK 2) ASSESSED
The learner will be able to
explain how, in a free enterprise system, individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize resources, entrepreneurs try to maximize profits, workers try to maximize income, savers and investors try to maximize return.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economic Systems and Institutions |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.3.1 (DOK 2) ASSESSED
The learner will be able to
explain and give examples of how numerous factors influence the supply and demand of products (e.g., supply--technology, cost of inputs, number of sellers; demand--income, utility, price of similar products, consumers' preferences).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Markets |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.3.2 (DOK) Supporting
The learner will be able to
describe how specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Markets |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.3.3 (DOK) Supporting
The learner will be able to
explain how the level of competition in a market is largely determined by the number of buyers and sellers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Markets |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.3.4 (DOK) Supporting
The learner will be able to
explain how laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States and in the global marketplace.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Economics: Markets |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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3.4.1 (DOK 3) ASSESSED
The learner will be able to
analyze the changing relationships among business, labor and government (e.g., unions, anti-trust laws, tariff policy, price controls, subsidies, tax incentives) and how each has affected production, distribution, and consumption in the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution, Consumption |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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3.4.2 (DOK 2) ASSESSED
The learner will be able to
describe and give examples of how factors such as technological change, investments in capital goods, and human capital/resources have increased productivity in the world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution, Consumption |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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3.4.3 (DOK 2) ASSESSED
The learner will be able to
explain and give examples of how interdependence of personal, national and international economic activities often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues) in the modern world (1500 A.D. to present) and the United States (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution, Consumption |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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4.1.2 (DOK) Supporting
The learner will be able to
explain how mental maps, the mental image a person has of an area including knowledge of features and spatial relationships, become more complex as experience, study, and the media bring new geographic information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's Surface Patterns Identified |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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4.1.3 (DOK) Supporting
The learner will be able to
use geographic tools (e.g., maps, globes, photographs, models, satellite images) to interpret the reasoning patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion) on which the location and distribution of Earth's human features are based.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's Surface Patterns Identified |
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Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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4.1.1 (DOK 3) ASSESSED
The learner will be able to
use a variety of geographic tools (e.g., maps, globes, photographs, models, satellite images, charts, graphs, databases) to explain and analyze the reasons for the distribution of physical and human features on Earth's surface.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's Surface Patterns Identified |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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4.2.1 (DOK) Supporting
The learner will be able to
interpret how places and regions serve as meaningful symbols for individuals and societies (e.g., Jerusalem, Vietnam Memorial, Ellis Island, the Appalachian region).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's People Create Regions |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
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4.2.2 (DOK 2) ASSESSED
The learner will be able to
explain how physical (e.g., climate, mountains, rivers) and human characteristics (e.g., interstate highways, urban centers, workforce) of regions create advantages and disadvantages for human activities in a specific place.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's People Create Regions |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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4.2.3 (DOK) Supporting
The learner will be able to
explain how people can develop stereotypes about places and regions (e.g., all cities are dangerous and dirty; rural areas are poor).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's People Create Regions |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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4.2.4 (DOK) Supporting
The learner will be able to
explain how people from different cultures with different perspectives view regions (e.g., Middle East, Balkans) in different ways, sometimes resulting in conflict in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's People Create Regions |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
4.3.1 (DOK 3) ASSESSED
The learner will be able to
describe the movement and settlement patterns of people in various places and analyze the causes of that movement and settlement (e.g., push factors such as famines or military conflicts; pull factors such as climate or economic opportunity) and the impacts in the modern world (1500 A.D. to present) and United States (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's Patterns Emerge |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
4.3.2 (DOK 2) ASSESSED
The learner will be able to
explain how technology has facilitated the movement of goods, services and populations; increased economic interdependence at all levels; and influenced development of centers of economic activity (e.g., cities, interstate highways, airports, rivers, railroads, computers telecommunications).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Earth's Patterns Emerge |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
4.4.1 (DOK) Supporting
The learner will be able to
explain how humans develop strategies (e.g., transportation, communication, technology) to overcome limits of their physical environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Environment: Human Activities |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
4.4.2 (DOK 2) ASSESSED
The learner will be able to
explain how human modifications to the physical environment (e.g., deforestation, mining), perspectives on the use of natural resources (e.g., oil, water, land), and natural disasters (e.g., earthquakes, tsunamis, floods) may have possible global effects (e.g., global warming, destruction of the rainforest, acid rain) in the modern world (1500 A.D. to present) and United State (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Environment: Human Activities |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
4.4.3 (DOK) Supporting
The learner will be able to
explain how group and individual perspectives impact the use of natural resources (e.g., mineral extraction, land reclamation).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Environment: Human Activities |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.1.1 (DOK 3) ASSESSED
The learner will be able to
use a variety of tools (e.g., primary and secondary sources, data, artifacts) to analyze perceptions and perspectives (e.g., gender, race, region, ethnic group, nationality, age, economic status, religion, politics, geographic factors) of people and historical events in the modern world (1500 A.D. to present) and United States History (Reconstruction to present).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Activities Interpretive in Nature |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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5.1.2 (DOK 3) ASSESSED
The learner will be able to
analyze how history is a series of connected events shaped by multiple cause and effect relationships, tying past to present.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Activities Interpretive in Nature |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.2.2 (DOK 2) ASSESSED
The learner will be able to
explain how the rise of big business, factories, mechanized farming, and the labor movement impacted the lives of Americans.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States: Reconstruction to Present |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.2.3 (DOK 2) ASSESSED
The learner will be able to
explain the impact of massive immigration (e.g., new social patterns, conflicts in ideas about national unity amid growing cultural diversity) after the Civil War.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States: Reconstruction to Present |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.2.6 (DOK 3) ASSESSED
The learner will be able to
explain and give examples of how after WWII, America experienced economic growth (e.g., suburban growth), struggles for racial and gender equality (e.g., Civil Rights Movement), the extension of civil liberties, and conflict over political issues (i.e., McCarthyism, U.S. involvement in Vietnam).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States: Reconstruction to Present |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.2.7 (DOK 3) ASSESSED
The learner will be able to
analyze how the United States participates with the global community to maintain and restore world peace (e.g., League of Nations, United Nations, Cold War politics, Persian Gulf War), and evaluate the impact of these efforts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| United States: Reconstruction to Present |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.3.4 (DOK 3) ASSESSED
The learner will be able to
analyze how nationalism, militarism, and imperialism led to world conflicts and the rise of totalitarian governments (e.g., European imperialism in Africa, World War I, the Bolshevik Revolution, Nazism).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| World: 1500 to Present |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.3.5 (DOK 3) ASSESSED
The learner will be able to
explain the rise of both the United States and the Soviet Union to superpower status following World War II, the subsequent development of the Cold War, and the formation of new nations in Africa, Asia, Eastern Europe, and the Middle East, and evaluate the impact of these events on the global community.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| World: 1500 to Present |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
|
5.3.6 (DOK 2) ASSESSED
The learner will be able to
explain how the second half of the 20th century was characterized by rapid social, political, and economic changes that created new challenges (e.g., population growth, diminishing natural resources, environmental concerns, human rights issues, technological and scientific advances, shifting political alliances, globalization of the economy) in countries around the world, and give examples of how countries have addressed these challenges.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| World: 1500 to Present |
|
Master |
1.0 |
Kentucky Core Content for Assessment (Version 4.1); Kentucky Program of Studies (2006) |
Classroom
|
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