Idaho Social Studies 6-9.WH.6.4
The Standard
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Idaho Content Standards: K-12 Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students make a claim about the past and find accurate details that support it. They check who made each source and explain how the details back their claim.
What Mastery Looks Like
- A student can answer a historical question with a clear claim and relevant evidence. They can explain how the evidence supports the claim and why the source is reliable for that question.
Common Misconceptions
- Students may list facts without explaining how those facts support a claim. They may assume an eyewitness account is always accurate or choose a quote that does not answer the question.
How to Assess It
- Give students a Stamp Act excerpt that lists taxed items. Ask: 'Did the law affect colonial printers? Make a claim, cite one detail, explain the link, and say why this source is useful.'
Lesson moves
Ways to Teach It
Give pairs printed Stamp Act excerpts to cut and sort as relevant or irrelevant to the claim that printers faced new costs.
Ask students to write: 'When is a colonist's protest against the Stamp Act useful evidence, and what would you check before trusting it?'
Deal teams four dated source cards about the Stamp Act and tea tax; award points for choosing and explaining evidence about printers' costs.
Compare a school phone policy with a social media post about it; write a claim about the rule using evidence from the policy.
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Synthesize evidence from information sources including, but not limited to artifacts, primary and secondary sources, charts, graphs, and/ or images to interpret...
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Determine and explain the cause and effect of historical events or developments.
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Construct and/or communicate a historical argument using primary and secondary sources.
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