Oklahoma Social Studies E.P.2.2

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

• E.P.2.2.A

  Gather and evaluate the usefulness of various formats of evidence for specific inquiry, analyzing the broader historical context, and assessing potential bias a...

• E.P.2.2.B

  Analyze complex and interacting factors that influence multiple perspectives during different historical eras and contemporary events.

• E.P.2.2.C

  Evaluate how multiple, complex events are shaped by unique circumstances of time and place; construct and interpret parallel timelines.

01

What Students Need to Do

Students use photographs, newspapers, and firsthand accounts to answer a focused history question. They check who made each source, what it can show, and how time and place shaped different views. They build parallel timelines to compare events.

02

What Mastery Looks Like

Given a question about the 1921 Tulsa Race Massacre, students choose useful evidence and explain its limits. They connect different accounts to each speaker's position and the conditions in Tulsa. Their parallel timelines show shared pressures and causes specific to each event.

03

Common Misconceptions

Students may treat a photograph of burned buildings as proof of who started a fire. They may assume a newspaper is neutral or dismiss a survivor's account because it is personal. They may assume an earlier event caused a later one without evidence of a link.

04

How to Assess It

Exit ticket: Give students a 1921 Tulsa newspaper excerpt, a survivor quote, and a parallel timeline of Chicago in 1919 and Tulsa in 1921. Ask which source better shows what residents lost, one limit of that source, and one difference between the events.

1. 01

   Pairs sort dated Chicago 1919 and Tulsa 1921 event slips into parallel timelines, then mark one shared cause and one difference.

2. 02

   Compare a 1921 Tulsa newspaper excerpt with a survivor account; write which better documents residents' losses and how each author's position affects the account.

3. 03

   Teams sort Tulsa photos, insurance claims, and newspaper excerpts under 'Damage' or 'Causes,' then challenge one weak match.

4. 04

   Pair a recent Tulsa reparations article with a 1921 newspaper excerpt; students underline one claim the excerpt supports and one it cannot.

• K.P.2.2

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

• MWH.P.2.2

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

• 7.P.2.2

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

• WG.P.2.2

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