Oklahoma Social Studies USG.P.2.2

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

• USG.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...

• USG.P.2.2.B

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

• USG.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 photos, speeches, and firsthand accounts to answer a history question. They check who made each source, when, and for what purpose. They build parallel timelines and explain how events and different points of view connect.

02

What Mastery Looks Like

A student can place the Selma marches and federal voting rights actions on parallel timelines and explain how one affected the other. They can explain how Alabama segregation and each speaker's role shaped two accounts of the marches. They can say which source best answers a given question and what it leaves out.

03

Common Misconceptions

Students may treat a photo as the whole story or assume a firsthand account is always accurate. They may dismiss a source because it has a point of view, instead of asking what it can still tell them.

04

How to Assess It

Give students a dated photo of the March 7 Selma march and an excerpt from President Johnson's March 15 speech. Ask them to place each on local and federal timelines, then explain which source better shows the federal response and what it leaves out.

1. 01

   Give groups dated Selma photos, a marcher’s account, and federal records to arrange on parallel Alabama and federal timelines.

2. 02

   Read a marcher’s account and an Alabama official’s statement, then write how each person’s role shaped their account of March 7.

3. 03

   In pairs, rank a newspaper article, march photo, and later memoir for the question 'What did police do on March 7?'

4. 04

   Compare a local news report and a social media post about a current voting law; note who wrote each and what they omit.

• 6.P.2.2

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

• 1.P.2.2

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

• USH.P.2.2

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

• 2.P.2.2

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