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Guide to the Frameworks (redirected from Key to Frameworks Phase 1)

Page history last edited by pam merrill 1 year, 12 months ago

Using the Objective Analysis:


Oklahoma Academic Content Standards: 
Each standard represents a the broadest expectation for student mastery of content (WHAT students should know) in a specific social studies grade level of course. Standards are written from the perspective of student learning, expressing what a student will be able to know and do.

Each standard is accompanied by multiple objectives which outline specific learning targets for both content and practices. In addition, objectives indicate the depth of knowledge for specific learning goals, as well as key concepts related to the standard. 

In a Nutshell

The "nutshell statements provide clarification for each objective's focus.  "In a Nutshell" describes the objective’s  overall purpose for students, parents, and community members, as well as for teachers. It explains why the objective is relevant and important for students to know or understand as future leaders of our nation.

Teacher Actions 

Student Actions 

Teacher Actions provide examples and recommendations regarding how the classroom educator can leverage the Social Studies Practices to implement the Social Studies Content Standards. While the content standards indicate "what" all students must know or understand about social studies, the Teacher Actions explain "how" teachers can assist students develop such understandings. (Teacher Actions BOLDED indicate specific language and expectations from the Social Studies Practices.)

Student Actions also rely upon the expectations for mastery of the Social Studies Practices (or skills) by explaining ways in which students can demonstrate their ability to critically think, read, write, and speak about social studies content. Student Actions provide examples of what engagement in the Social Studies Practices actually "looks like" from a student's perspective. (Teacher Actions BOLDED indicate specific language and expectations from the Social Studies Practices.)

Key Concepts 


The Key Concepts provide an easy-to-reference list of important ideas, principles, discipline-specific vocabulary, historic events or personalities which are fundamental to understanding the content for each learning objective. The Key Concepts is not an exhaustive listing, yet should serve as common knowledge that all students should attain.

Misconceptions are descriptions of common misunderstandings that students often hold or demonstrate toward a topic or subject related to the content standard and learning objective. By  prior consideration of such common misconceptions, teachers can better address and clarify them through carefully planned instruction.

Instructional Resources

Linked to the Objective Analysis are sets of Instructional Resources to support student learning of each standard and objective. These resources have been vetted and recommended by the Frameworks Writing Team; however, they are not intended to serve as an exhaustive list of appropriate and effective resources. Additional resources will be provided during the multi-year implementation of the revised standards, as recommended by the Oklahoma State Department of Educations.

Lesson Ideas

Inquiry Tasks

As part of a suite of instructional resources to assist educators, Lesson Ideas provide brief descriptions of research-based and field-tested instructional ideas which directly support mastery of the objective. Recommended lesson ideas can usually be implemented within one class period or less. Such recommendations can and should be considered as “building blocks” which lay the foundation for extended Inquiry Tasks. 

Inquiry Tasks provide recommendations for extended student-centered investigations which build upon the foundations of content knowledge. Inquiry tasks are designed to engage students in challenging academic pursuits, including the  analysis of multiple forms of primary and secondary source evidence and culminating in the demonstration of learning through authentic tasks. Inquiry tasks may require independent, as well as collaborative research with peers. 

Primary Sources 

Secondary Sources 

Historic documents, editorials, photograph collections, historic maps, political cartoons, and other primary sources enhance ambitious and rigorous teaching and learning of social studies. The lists of Primary Sources correlated to each learning objective provides the title, author and date, followed by a brief description.  Links are provided to access a digital and downloadable version each primary source. 





Recommended articles, artwork, presentations, maps, children’s literature, etc. provide secondary source information for additional perspectives related to social studies content. . Recommendations include the title and author of each secondary source, followed by a brief description of the source. Links to the actual sources are also provided for easy reference by the teacher and student.





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