Oklahoma Social Studies E.P.1

E.P.1 is a cluster heading. These are the individual standards under it.

• E.P.1.1

  Demonstrate an understanding of the virtue of civil discourse to analyze and address real- world problems.

• E.P.1.1.A

  Evaluate the impact of perspectives, civil discourse, and democratic principles on addressing civic issues.

• E.P.1.1.B

  Engage in a range of deliberative and democratic processes to develop strategies to address authentic, real-world problems in community and out-of-school contex...

• E.P.1.1.C

  Gather and evaluate information regarding complex problems, assessing individual and collective actions taken to address them.

• E.P.1.2

  Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence.

• E.P.1.2.A

  Develop, investigate, and evaluate plausible answers to essential questions that reflect enduring understandings across time, real world circumstances, and soci...

• E.P.1.2.B

  Evaluate points of agreement and disagreement from reliable information and expert interpretations used to answer supporting questions related to content knowle...

• E.P.1.2.C

  Reinforce critical thinking by evaluating and challenging ideas and assumptions, analyzing and explaining inconsistencies in reasoning.

• E.P.1.2.D

  Demonstrate understanding of content through the development of self-driven inquiries and the completion of multi-staged, authentic tasks and assessments.

01

What Students Need to Do

Students choose a local issue, ask a focused question, and check evidence before deciding what to do. They compare viewpoints, discuss disagreements respectfully, and build a proposal.

02

What Mastery Looks Like

A student can explain where reliable sources agree or conflict. They can challenge a weak claim without attacking a person and revise a proposal after hearing other views. They can explain what one person and a group could do next.

03

Common Misconceptions

Students may treat a popular post as proof or mistake disagreement for disrespect. They may think a vote settles a problem without considering who is affected. Some propose a fix without checking its cost or likely effects.

04

How to Assess It

Exit ticket: Should the town add a crosswalk near school? Name two groups affected, one piece of evidence to check, and one fair way to hear their views.

1. 01

   Mark crossings near school on a printed map, then count pedestrians from school grounds for ten minutes and compare notes.

2. 02

   Ask, 'Should the school request a new crosswalk?' Have students write a claim, cite a source, and answer a classmate's strongest objection.

3. 03

   Give groups council-member role cards, conflicting source cards, and a budget limit; have them hold a timed hearing and vote on a sidewalk plan.

4. 04

   Find a recent school board or council agenda item and draft a 100-word public comment that cites a verified fact and addresses a counterargument.

• 2.P.1

  Apply critical thinking skills to address authentic civic issues.

• 3.P.1

  Apply critical thinking skills to address authentic civic issues.

• 5.P.1

  Apply critical thinking skills to address authentic civic issues.

• 1.P.1

  Apply critical thinking skills to address authentic civic issues.