Oklahoma Social Studies 4.P.2.2

4.P.2.2 is a cluster heading. These are the individual standards under it.

• 4.P.2.2.A

  Compare and analyze primary and secondary sources from the past and present, including the intended audience and author’s purpose.

• 4.P.2.2.B

  Compare perspectives of individuals and groups from different regions and experiences, including the past and present.

• 4.P.2.2.C

  Explain multiple causes and effects of events and developments of the past or present; create timelines to identify multiple causes and effects from given infor...

01

What Students Need to Do

Students compare firsthand records with later accounts of a historical event. They identify who made each source, its audience, and its purpose. They compare views across places and times, then use a timeline to show several causes and effects.

02

What Mastery Looks Like

A student uses an Oklahoma farmer’s account and a California resident’s account to explain two views of Dust Bowl migration. They identify each source’s author, audience, and purpose. Their timeline shows how grassland plowing and drought led to crop loss and migration.

03

Common Misconceptions

Students may call an old textbook a primary source because it describes the past. They may think a photograph tells the whole story or that people in different places had the same experience. They may list events in order without explaining how one led to another.

04

How to Assess It

For an exit ticket, show a 1930s farmer’s letter excerpt and a later museum paragraph about the Dust Bowl. Ask students to name each source type, audience, and purpose, then place plowing, drought, crop loss, and migration on a timeline and draw cause arrows.

1. 01

   Tape four dated event cards onto a paper timeline: grassland plowing, drought, crop loss, and migration. Draw arrows between linked events.

2. 02

   Read a 1930s Oklahoma migrant’s account and a California resident’s account. Write two sentences explaining why their views differ.

3. 03

   Race to sort six Dust Bowl source cards, including letters, newspaper photos, and museum summaries. Label each source’s maker, audience, and purpose.

4. 04

   Check today’s local weather forecast, then compare its audience and purpose with a 1930s Dust Bowl newspaper report.

• 6.P.2.2

  The 6th Grade version of this standard.

• 1.P.2.2

  The 1st Grade version of this standard.

• USH.P.2.2

  Develop skills which demonstrate an understanding of historical events and the people who shaped our history.

• 2.P.2.2

  The 2nd Grade version of this standard.