Oklahoma Social Studies 5.P.2.2

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

• 5.P.2.2.A

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

• 5.P.2.2.B

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

• 5.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 read short excerpts from a Cherokee petition, a federal message, a textbook, and a current Cherokee Nation history page. They identify who made each source, its audience, and its purpose. They compare viewpoints and use a timeline to show why removal happened and what followed.

02

What Mastery Looks Like

A student identifies the petition as a primary source and the textbook account as a secondary source, then explains each one's audience and purpose. They compare Cherokee and federal views with a current Cherokee account, without treating any one source as everyone's view. Their timeline shows two causes and two effects of removal.

03

Common Misconceptions

Students may think any old-looking page is a primary source, or that a textbook is useless because it is secondary. They may assume all Cherokee people shared one view or that removal had just one cause and one effect.

04

How to Assess It

Give students a petition excerpt, a textbook paragraph, and dated cards for the 1830 law, 1835 treaty, and 1838 removal, including its effects. Ask them to name each source's type, audience, and purpose, then order the cards and write two causes and two effects.

1. 01

   Give pairs dated cards for the 1830 removal law, 1835 treaty, 1838 removal, lost homes, and deaths; have them build and label a timeline.

2. 02

   Ask: How do a Cherokee petition and a presidential message describe removal differently, and whom is each trying to persuade?

3. 03

   Play source detective: teams match a petition excerpt, presidential message, textbook paragraph, and Cherokee Nation webpage to each author's audience and purpose.

4. 04

   Open a current Cherokee Nation history page and mark Georgia and Oklahoma on a map; compare its account with the petition.

• 4.P.2.2

  The 4th Grade version of this standard.

• TOT.P.2.2

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

• AWH.P.2.2

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

• OKH.P.2.2

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