Oklahoma Social Studies E.P.3

E.P.3 is a cluster heading. These are the individual standards under it.

• E.P.3.1

  Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies.

• E.P.3.1.A

  Cite specific textual evidence to support analysis of primary and secondary sources, evaluating features such as author, date, and origin of information.

• E.P.3.1.B

  Analyze information from visual, oral, digital, and interactive texts (e.g., maps, charts, images, political cartoons, videos, artwork) in order to draw conclus...

• E.P.3.2

  Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives.

• E.P.3.2.A

  Evaluate the extent to which historical or cultural perspectives affect an author’s stated or implied purpose.

• E.P.3.2.B

  Evaluate the author’s point of view, potential bias, and how authors can reach different conclusions regarding the same issue.

• E.P.3.2.C

  Actively listen, evaluate, and analyze a speaker’s message, asking questions while engaged in collaborative discussions about social studies topics and texts.

01

What Students Need to Do

Students compare firsthand accounts, later explanations, and visuals. They check who made each source and when, support a claim with evidence, and question a speaker's reasoning.

02

What Mastery Looks Like

A student can explain why a survivor and a factory owner might describe the Triangle fire differently. They cite a line from each account and use a floor plan detail to support their conclusion.

03

Common Misconceptions

Students may treat a firsthand account as automatically accurate or assume a later account has no bias. They may describe a photo without checking its date or use a source detail that does not support their claim.

04

How to Assess It

Give students short excerpts from a survivor's account and a later museum account of the Triangle fire. Ask: 'Which account better explains the fire's causes? Quote one detail and explain how the writer's role or date may shape the account.'

1. 01

   Give pairs a 1911 newspaper excerpt, a survivor's testimony, and a factory floor plan; have them mark exit routes and compare the accounts.

2. 02

   Ask, 'Why might a factory owner and a survivor describe the fire differently?' Require one quoted line before students respond to a partner.

3. 03

   Run a source-sort race with testimony, newspaper, museum caption, and photo cards; teams label origin, date, claim, and missing context.

4. 04

   Compare an OSHA safety poster with a recent workplace safety news report; write what each source says and leaves out about worker protections.

• 2.P.3

  Engage in critical, active reading of primary and secondary sources related to social studies concepts.

• 3.P.3

  Engage in critical, active reading of primary and secondary sources related to social studies concepts.

• 1.P.3

  Engage in critical, active reading of primary and secondary sources related to social studies concepts.

• 4.P.3

  Engage in critical, active reading of primary and secondary sources related to social studies concepts.