Oklahoma Social Studies USH.P.2.3

USH.P.2.3 is a cluster heading. These are the individual standards under it.

• USH.P.2.3.A

  Actively engage in asking and answering geographic questions by acquiring, organizing, and analyzing multiple sources of data and information about the world’s ...

• USH.P.2.3.B

  Compare and analyze complex maps and mapping technologies to analyze spatial patterns of human and physical environments, explaining relationships between the e...

• USH.P.2.3.C

  Evaluate the extent to which political and economic decisions have had significant impact on human and physical environments of various places and regions.

01

What Students Need to Do

Students ask where a geographic change happened and why. They compare historical and current maps, check legends and scale, and use other sources to explain how climate, farming, and policy shaped a place.

02

What Mastery Looks Like

A student can point to a pattern on two maps and support an explanation with a third source. They can separate what the maps show from what they suggest, and explain how a land or water decision affected people and the environment.

03

Common Misconceptions

Students may compare map colors without checking what each legend measures. They may blame Dust Bowl erosion only on drought, ignoring plowing, or treat overlapping map patterns as proof of cause.

04

How to Assess It

Give students maps of 1930s drought, 1930s cropland, and recent High Plains aquifer change. Ask: “Where do you see a pattern, what farming decision might help explain it, and what evidence would you need to check that explanation?”

1. 01

   Students overlay same-scale 1930s drought and cropland maps on tracing paper, mark where patterns overlap, and label what each legend measures.

2. 02

   Read a short Homestead Act excerpt and study a drought map; ask, “How could land policy and drought together affect soil erosion?”

3. 03

   Pairs match drought, cropland, and erosion map cards to three location claims, then reject one claim the maps cannot prove.

4. 04

   Using a USGS High Plains aquifer change map, students choose a declining area and write one tradeoff a pumping limit would create for farmers.

• 3.P.2.3

  Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present.

• 2.P.2.3

  Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present.

• 1.P.2.3

  Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present.

• AWH.P.2.3

  Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present.