Oklahoma Social Studies TOT.P.2.2.A
The Standard
- TOT.P.2.2
- Develop skills which demonstrate an understanding of historical events and the people who shaped our history.
Gather and evaluate the usefulness of various formats of evidence for specific inquiry, analyzing the broader historical context, and assessing potential bias and credibility of sources.
Oklahoma Academic Standards for Social Studies (2026) · TOT.P.2.2
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students gather photos, speeches, and news reports for a focused historical question. They check who made each source, when, and why. They use the events of the time to judge what each source can show and what it leaves out.
What Mastery Looks Like
- A student uses Eisenhower's 1957 address to study his stated reasons for sending troops to Little Rock. They use a photo to confirm the troops' presence, not to explain the decision. They connect both sources to resistance to school desegregation.
Common Misconceptions
- Students may treat a photograph as the whole story or assume an official speech is unbiased. Some dismiss a source because its author has a viewpoint, without checking its claims or what it was made to show.
How to Assess It
- Show a photo of soldiers escorting students at Little Rock Central High and a paragraph from Eisenhower's 1957 address. Ask: Which better explains why troops came, what does each leave out, and how does the desegregation fight help you read them?
Lesson moves
Ways to Teach It
Print a Little Rock integration photo, Eisenhower's address, and a 1957 newspaper editorial; groups mark what each reveals and leaves out.
Ask students to write: Why might Eisenhower's account of the troops differ from a local editorial's account?
Give pairs source cards with author, date, audience, and format; have them rank three for the Little Rock question and defend their choices.
Show two posts about a school board decision; students check the meeting minutes and mark which claims the posts can support.
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