Texas TEKS 3.14

3.14 is a TEKS knowledge and skills statement. These are the student expectations under it.

• 3.14.A

  gather information, including historical and current events and geographic data, about the community using a variety of resources

• 3.14.B

  differentiate and compare the information about a specific issue or event provided in primary and secondary sources

• 3.14.C

  interpret oral, visual, and print material by sequencing, categorizing, identifying the main idea, distinguishing between fact and opinion, identifying cause an...

• 3.14.D

  interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps

• 3.14.E

  identify the central claim in a primary or secondary source

• 3.14.F

  develop and communicate a claim and supporting evidence visually, orally, or in writing related to a social studies topic.

01

What Students Need to Do

Students collect community information from trustworthy firsthand and secondhand sources. They sort, sequence, compare, and interpret facts, opinions, causes, effects, main ideas, and claims. They create maps, timelines, charts, or graphs, then make a claim backed by evidence.

02

What Mastery Looks Like

A student can explain how two sources describe the same local event and identify agreements, differences, and source type. The student can find the central claim, create an accurate visual, and present a clear claim with relevant evidence.

03

Common Misconceptions

Students may treat every statement as fact, assume a firsthand source is always correct, or confuse a topic with a central claim. They may copy details without linking them to a claim, misread graph scales or map keys, and place events out of order.

04

How to Assess It

Give students a short news paragraph and a witness quote about a community event, plus a three-point timeline. Ask them to label each source type, note one agreement and difference, complete the timeline, and write a claim with two supporting details.

1. 01

   Give pairs photos, a council notice, a map, and an article about a local park; students sort sources, build a timeline, and mark evidence.

2. 02

   Ask, “Should our community add another playground?” Students state a claim, cite two provided sources, and explain why each detail supports it.

3. 03

   Play Source Sort Relay with cards showing facts, opinions, firsthand accounts, secondhand reports, causes, and effects.

4. 04

   Use a city bus map and ridership table to choose a useful new bus stop and defend the choice.

• 5.23

  The 5th Grade version of this standard.

• 4.19

  The 4th Grade version of this standard.

• 2.15

  The 2nd Grade version of this standard.

• 1.16

  The 1st Grade version of this standard.