Oklahoma Social Studies OKH.P.2.2

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

• OKH.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...

• OKH.P.2.2.B

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

• OKH.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 maps, news reports, and survivor accounts to investigate an Oklahoma event. They check who made each source, when, and what question it can answer. They compare perspectives and build parallel timelines to place local events in a wider context.

02

What Mastery Looks Like

A student uses a map and a survivor account to support a claim about Greenwood, while noting what each source leaves out. They place the Tulsa attack and rebuilding alongside national events and explain a connection without assuming that one event caused another.

03

Common Misconceptions

Students may treat a 1921 headline as neutral because it was printed at the time. They may dismiss a survivor’s account solely because it was recorded years later. They may assume events on two timelines caused one another just because they happened close together.

04

How to Assess It

Give students a 1921 Tulsa newspaper excerpt and a survivor account excerpt. Ask: Which source better answers, “What happened to Greenwood residents?” Cite one detail, one limit of that source, and one event that helps explain the context.

1. 01

   Give pairs a Greenwood street map and a survivor account; have them mark damaged blocks and label what the map cannot show.

2. 02

   Ask students to write: How might a Greenwood shopkeeper and a Tulsa newspaper editor describe June 1921 differently, and why?

3. 03

   Sort cards for the 1919 Chicago riot, 1921 Tulsa attack, Greenwood rebuilding, and 1922 Dyer bill into parallel local and national timelines.

4. 04

   Compare a photo of a Greenwood memorial plaque with a Tulsa tourism page; students note what visitors learn and what they might miss.

• 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.

• 3.P.2.2

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

• 5.P.2.2

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