Oklahoma Social Studies MWH.P.4

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

• MWH.P.4.1

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

• MWH.P.4.1.A

  Compose informative essays and written products, developing a thesis, citing and incorporating evidence from multiple sources and maintaining an organized, form...

• MWH.P.4.1.B

  Compose argumentative written products, including a precise claim as distinguished from opposing claims, organizing logical reasoning, and providing credible ev...

• MWH.P.4.2

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

• MWH.P.4.2.A

  Develop self-generated theses or claims related to independent research and investigations using credible and relevant sources.

• MWH.P.4.2.B

  Integrate quotes and summaries of research findings into written products while avoiding plagiarism.

• MWH.P.4.2.C

  Construct presentations or products for a designated audience, using research and reasoning to enhance understanding of a topic or issue.

01

What Students Need to Do

Students investigate a historical question using credible sources. They summarize and paraphrase findings, then write an explanation or argument with a clear thesis, evidence, and citations. They shape their work for a specific audience.

02

What Mastery Looks Like

A student makes a focused claim and explains how evidence from at least two sources supports it. In an argument, they distinguish their claim from a competing view. Their writing is organized and credits both quotes and paraphrases.

03

Common Misconceptions

Students may list facts instead of making a claim, or add a quote without explaining what it proves. They may think changing a few words makes a paraphrase their own, or that only direct quotes need citations. They may trust a source without checking who wrote it.

04

How to Assess It

Give students two short, labeled sources on why the Haitian Revolution began. Ask for a four-sentence paragraph with a claim, one paraphrase from each source, two source credits, and an explanation.

1. 01

   Give pairs three printed accounts of the Haitian Revolution; have them highlight claims, paraphrase one passage, and record each source's author.

2. 02

   Ask: Which cause of the Haitian Revolution mattered most? Write a claim, name a competing claim, and cite two sources.

3. 03

   Run a citation relay: teams match paraphrases to source cards, then fix missing source credits in a sample paragraph.

4. 04

   Have students write a 150-word museum label for visitors explaining one cause of the Haitian Revolution, using two credited sources.

• 5.P.4

  Develop a variety of evidence-based written products designed for multiple purposes.

• 2.P.4

  Develop a variety of evidence-based written products designed for multiple purposes.

• 1.P.4

  Develop a variety of evidence-based written products designed for multiple purposes.

• 4.P.4

  Develop a variety of evidence-based written products designed for multiple purposes.