Texas TEKS 4.19

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

• 4.19.A

  differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; docume...

• 4.19.B

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

• 4.19.C

  analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contra...

• 4.19.D

  organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps

• 4.19.E

  identify different points of view about an issue, topic, historical event, or current event

• 4.19.F

  identify the central claim in a primary or secondary source

• 4.19.G

  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 find credible information about Texas in firsthand records, later accounts, interviews, images, maps, artifacts, and digital sources. They compare accounts, trace sequence and cause, identify viewpoints and claims, and draw supported conclusions. They organize findings and present their own claim with evidence.

02

What Mastery Looks Like

A student can label a source as primary or secondary and explain whether it is trustworthy. The student can compare two accounts of one event, organize key details, and identify each viewpoint. The student can make a clear claim and support it with relevant evidence.

03

Common Misconceptions

Students may think every old item is a primary source or every polished website is reliable. They may confuse a source's central claim with an interesting detail. They may list evidence without explaining how it supports their own claim.

04

How to Assess It

Give students a firsthand letter and a short textbook passage about the same Texas event. Ask them to label each source, identify one difference, and write a claim supported by one detail from each.

1. 01

   Set up a source station with artifact photos, diary excerpts, maps, and textbook pages for students to sort and justify.

2. 02

   Ask students to compare a settler's letter with a historian's account and write how the viewpoints differ.

3. 03

   Play a card sort using Texas event cards labeled with dates, causes, effects, claims, and source types.

4. 04

   Have students research a local issue using a news report, city map, and resident interview, then present an evidence-based recommendation.

• 5.23

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technolo...

• 2.15

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technolo...

• 1.16

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technolo...

• 3.14

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technolo...