Oklahoma Social Studies USH.C.7.1.A
The Standard
- USH.C.7
- Analyze the cause and effects of significant domestic events and policies impacting the lives of American citizens.
- USH.C.7.1
- Analyze the major events, personalities, tactics, and effects of the Civil Rights Movement.
Explain how segregation took multiple forms by comparing de jure segregation (e.g., miscegenation laws, public transportation) and de facto segregation (e.g., redlining, loan practices) which maintained the policies of “separate but equal.”
Oklahoma Academic Standards for Social Studies (2026) · USH.C.7.1
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare segregation required by law with segregation produced through lending and housing practices. They explain how each limited Black Americans’ access to transportation, housing, and opportunity.
What Mastery Looks Like
- Students can identify a bus seating law as de jure segregation and a pattern of denied home loans as de facto segregation. They can explain what each restricted and why separate facilities did not mean equal treatment.
Common Misconceptions
- Students may think segregation only involved laws and signs, so they miss the effect of loan denials. They may also think housing segregation ended when Jim Crow laws ended, or that separate facilities were equal.
How to Assess It
- Exit ticket: A city law assigns bus seats by race. A bank denies loans in Black neighborhoods without a law requiring it. Label each form of segregation and explain one effect of each.
Lesson moves
Ways to Teach It
Give pairs a redlining map and a bank policy card; have them mark which neighborhoods the bank refuses to finance.
Ask: How could segregated bus seats and denied mortgages each limit a family’s choices, even though only one was required by law?
Play a card sort with a bus ordinance, marriage ban, loan rejection, and lending map; students label each and defend their choices.
Place a historic redlining map beside a current home-value map; students write two patterns they notice and one question the maps cannot answer.
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Related Standards
- USH.C.2.2.C
Summarize changing race relations as a result of the Plessy v. Ferguson decision, establishing a doctrine that became known as "separate but equal.”
- 8.C.13.4.B
Examine the development of segregated societies in the South as a result of social norms and legal statutes such as Black Codes.
- USH.C.7.1.D
Identify the tactics used at different times to achieve racial equality (e.g., Montgomery Bus Boycott, desegregation of Little Rock Central High School, Oklahom...
- USH.C.7.1.B
Describe the legal attacks on segregation by the NAACP and its attorney Thurgood Marshall, summarizing major Supreme Court’s rulings (e.g., Sipuel v. Board of R...
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