Oklahoma Social Studies TOT.C.8.2.F

Social StudiesGrades 9–12Content Standards

The Standard

TOT.C.8.2: Describe the domestic policies of interwar Soviet Russia, including the

development of the counterintelligence state

Oklahoma Academic Standards for Social Studies (2026) · TOT.C.8.2

Teacher's field guide

What Students Need to Do: Students trace how U.S. agencies gained powers to investigate spies and other suspected threats. They explain why those powers grew and how surveillance could affect civil liberties.
What Mastery Looks Like: A student can place the 1947 creation of the CIA and the FBI's 1956 launch of COINTELPRO in order. They can explain the difference between investigating foreign spying and monitoring domestic political groups.
Common Misconceptions: Students may treat all surveillance as counterintelligence, including ordinary criminal investigations. They may also assume that someone being monitored had committed a crime.
How to Assess It: On an exit ticket, ask: How did the 1947 National Security Act and COINTELPRO expand federal intelligence work? Name one concern about people's rights.

Lesson moves

Give groups dated cards for the 1947 National Security Act, COINTELPRO, and the 1975 Church Committee hearings; have them build a timeline.
Read a short excerpt from the Church Committee report, then write: When should the government be allowed to monitor a political group?
Have pairs sort case cards about foreign spying, peaceful protest, and theft into counterintelligence, protected activity, or other crime.
Use a current news article about an espionage arrest to identify the investigating agency, alleged threat, and one legal safeguard.

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A ready-to-print activity worksheet aligned to TOT.C.8.2.F, with an answer key for the teacher on its own page. No account needed.

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