Oklahoma Social Studies 6.P.4

6.P.4 is a cluster heading. These are the individual standards under it.

• 6.P.4.1

  Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to...

• 6.P.4.1.A

  Compose informative essays and other written products using and citing evidence (e.g. facts, examples, details) from multiple sources and maintaining an organiz...

• 6.P.4.1.B

  Compose argumentative written products by introducing a claim, recognizing an opposing viewpoint, and organizing evidence and reasoning from credible sources.

• 6.P.4.2

  Engage in authentic research to acquire, refine, and share knowledge through written presentations and products.

• 6.P.4.2.A

  Refine and formulate viable research questions related to social studies investigations, using well- developed theses or claims.

• 6.P.4.2.B

  Quote, paraphrase, and summarize findings, avoiding plagiarism.

• 6.P.4.2.C

  Organize and create presentations or products using research from a variety of formats and encompassing different points of view.

01

What Students Need to Do

Students narrow a history question, then write an explanation or argument for a specific audience. They summarize and paraphrase facts from several sources, cite those sources, and put their ideas in a clear order.

02

What Mastery Looks Like

A student can turn a broad question into one the available sources can answer. Their explanation uses facts from two sources in their own words and credits each source. Their argument states a claim, addresses an opposing view, and explains how the evidence supports the claim.

03

Common Misconceptions

Students may change a few words in a source sentence and think they have paraphrased it. They may list facts without explaining how they support a claim, or give a source credit only at the end of the paper.

04

How to Assess It

Hand out a Nile flood map and a short museum passage, then ask, “How did floods affect Egyptian farming?” Require one paraphrased detail from each source and a source credit beside each detail.

1. 01

   Give pairs a Nile map and two source excerpts; have them narrow “What was Egypt like?” and sort cut-up evidence strips by relevance.

2. 02

   Ask, “Should an Egyptian village build a canal?” Have students write a claim, a counterpoint, a response, and two cited facts.

3. 03

   Play paraphrase swap: students rewrite one sentence from a source, then partners check its accuracy, wording, and source credit.

4. 04

   Have students write a 60-word museum label about Nile farming for visitors, citing a map and a museum webpage.

• 5.P.4

  The 5th Grade version of this standard.

• 2.P.4

  The 2nd Grade version of this standard.

• 1.P.4

  The 1st Grade version of this standard.

• 4.P.4

  The 4th Grade version of this standard.