South Dakota ELA 9-10.RH.7

ELAGrades 9–10Reading: History/Social Studies

The Standard

Integrate and evaluate quantitative or technical analysis (e.g., charts, graphs, and research data) with qualitative analysis in print or digital text.

South Dakota English Language Arts Standards (2025) · Literacy in History/Social Studies, Science, and Technical Subjects

Teacher's field guide

What This Standard Means

What Students Need to Do: Students read a chart or table alongside a written account of the same event. They use evidence from both to explain a claim. They check dates, units, and whose experience the account describes.
What Mastery Looks Like: A student cites a graph value and a detail from an account to support a historical claim. They notice when the sources cover different dates or groups and explain what the evidence cannot prove.
Common Misconceptions: Students may treat one person's account as proof of everyone's experience. They may overlook a graph's units or dates. They may also assume that two trends appearing together means one caused the other.
How to Assess It: Put these facts on an exit ticket: U.S. unemployment rose from about 3% in 1929 to 25% in 1933, and a worker wrote in a 1932 diary, 'I lost my job this week.' Ask students to write one claim both sources support and explain why the diary cannot show how widespread job loss was.

Lesson moves

Ways to Teach It

Give pairs a printed Depression-era unemployment graph and a worker's diary excerpt; have them mark one matching detail and one gap with sticky notes.
Ask, 'Does one worker's diary show what happened to every worker?' Have students answer with one graph value and one diary detail.
Hand teams three claim cards, a census table, and two letters; have them sort claims into supported, uncertain, or contradicted.
Show a city budget chart and a news report about library hours; ask students whether spending numbers explain a resident's complaint.

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