Oklahoma Social Studies 6.P.3

6.P.3 is a cluster heading. These are the individual standards under it.

• 6.P.3.1

  Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies.

• 6.P.3.1.A

  Paraphrase the main idea and cite evidence from primary and secondary sources; provide an accurate summary of a source distinct from prior knowledge or opinion.

• 6.P.3.1.B

  Integrate the use of visual information (e.g., maps, charts, photographs, videos, political cartoons, artwork) with textual information from primary and seconda...

• 6.P.3.2

  Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives.

• 6.P.3.2.A

  Analyze works written on the same topic and compare methods the authors used to achieve similar or different purposes.

• 6.P.3.2.B

  Evaluate textual evidence to determine whether a claim is substantiated.

• 6.P.3.2.C

  Engage in collaborative discussions about information presented in social studies texts, expressing ideas clearly while building on the ideas of others.

01

What Students Need to Do

Students read firsthand accounts and later explanations, then put each source's main point in their own words. They use details from texts and visuals to test claims, compare writers' purposes, and discuss their conclusions.

02

What Mastery Looks Like

A student can summarize a family's letter without adding their own opinion. They can compare it with a textbook paragraph and a drought map, pointing to specific words and map details. They can explain why the two writers focus on different things.

03

Common Misconceptions

Students may treat one person's account as proof of what happened to everyone. They may add facts they already know to a source summary. They may cite a map without naming the detail that supports their claim.

04

How to Assess It

Give students a Dust Bowl letter excerpt, a short textbook paragraph, and a drought map. Ask them to paraphrase the letter's main idea and use one text detail and one map detail to support a claim about why people moved.

1. 01

   Give pairs a dust storm photo, a migrant's letter, and a drought map to sort under two claim cards: 'Drought drove migration' and 'Every family left.'

2. 02

   Ask pairs: 'How does a family's letter describe leaving differently from a textbook paragraph, and why might each writer choose those details?'

3. 03

   Play evidence sort: teams match claims about Dust Bowl migration to lines from a letter or textbook paragraph, then reject unsupported claims.

4. 04

   Show a current local drought map and a news report on water use; students mark one claim supported by both and one that is not.

• 2.P.3

  The 2nd Grade version of this standard.

• 3.P.3

  The 3rd Grade version of this standard.

• 1.P.3

  The 1st Grade version of this standard.

• 4.P.3

  The 4th Grade version of this standard.