Oklahoma State Literacy and Social Studies Standards
PROCESS AND LITERACY SKILLS
Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills.
A. Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.2
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
B. Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Content Standard 4:
The student will examine the political, economic, social, and geographic transformation of the United States during the early and mid-1800s.
3. Cite specific textual and visual evidence to compare the sectional economic transformations including the concentration of population, manufacturing, shipping, and the development of the railroad system in the North as contrasted with the plantation system, the increased demand for cotton brought about by the invention of the cotton gin, and the reliance on a slave labor system in the South.
4. Analyze points of view from specific textual evidence to describe the variety of African American experiences, both slave and free, including Nat Turner’s Rebellion, legal restrictions in the South, and efforts to escape via the Underground Railroad network including Harriet Tubman.
5. Analyze and summarize the significance of the Abolitionist and Women’s Suffrage Movements including the influence of the Second Great Awakening and the Declaration of Sentiments, and the leadership of Frederick Douglass, William Lloyd Garrison, Sojourner Truth,
Susan B. Anthony, and Elizabeth Cady Stanton to the respective movements.
6. Examine the concept of Manifest Destiny as motivation and justification for westward expansion, including the A. Territorial growth resulting from the annexation of Texas, the Mexican Cession, and the Gadsden Purchase, B. Causes of the rapid settlement of Oregon and California, C. Impact upon Native American culture and tribal lands, and D. Growing sectional tensions regarding the expansion of slavery Content Standard 5: The student will analyze the social and political transformation of the United States as a result of the causes, course, and consequences of the American Civil War during the period of 1850 to 1865. 1
1. Cite specific textual and visual evidence to summarize the importance of slavery as a principal cause of increased sectional polarization as seen in the following significant events including A. The Compromise of 1850 as a last attempt to reach a compromise regarding slavery, B. Publication of Uncle Tom’s Cabin as fuel for anti-slavery sentiments
This curriculum unit substantially connects with the Oklahoma State U.S. History literacy standards, specifically literacy standards A.1, 4, and 6 as they deal with primary and secondary sources and an author’s point of view. The curriculum unit also connects significantly with content standards 3.4,5, and 6, as well as 5.1.A and B.
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