Texas TEKS 6.19

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

• 6.19.A

  differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material and artifacts to acquire information about v...

• 6.19.B

  analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making ...

• 6.19.C

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

• 6.19.D

  identify different points of view about an issue or current topic

• 6.19.E

  formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic

• 6.19.F

  evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy

01

What Students Need to Do

Students find useful information in artifacts, interviews, texts, maps, charts, timelines, and databases. They distinguish primary from secondary sources and check each source for credibility, bias, accuracy, and point of view. They organize findings, identify patterns and relationships, then support a claim with evidence and reasoning.

02

What Mastery Looks Like

Students correctly classify sources and explain why each one is trustworthy or limited. They interpret visuals, compare viewpoints, summarize key ideas, and draw reasonable conclusions. Their claims use relevant evidence and clearly explain how that evidence supports the claim.

03

Common Misconceptions

Students may assume a primary source is always accurate or that a polished website is automatically credible. They often confuse fact, opinion, bias, and point of view. Some students list evidence without explaining its connection to the claim or make conclusions that go beyond the available information.

04

How to Assess It

Give students a photograph, a textbook paragraph, and a simple map about one culture. Ask them to classify each source, identify one limitation, and write a claim supported by two details.

1. 01

   Set out replica artifacts, photographs, diary excerpts, and encyclopedia entries for pairs to sort as primary or secondary sources and justify each choice.

2. 02

   Ask students to compare two accounts of the same cultural practice and write which account is more credible, using two specific details.

3. 03

   Play Source Detective Bingo, with squares for bias, author, date, evidence, primary source, secondary source, fact, opinion, and missing information.

4. 04

   Have students evaluate two news reports about a current global issue, then create a chart comparing evidence, wording, and points of view.

• 4.19

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

• 8.29

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a v...

• 7.20

  Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a v...

• 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...