Texas TEKS 8.29

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

• 8.29.A

  differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire in...

• 8.29.B

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

• 8.29.C

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

• 8.29.D

  identify bias and points of view created by the historical context surrounding an event

• 8.29.E

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

• 8.29.F

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

• 8.29.G

  create a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the United States

• 8.29.H

  pose and answer questions about geographic distributions and patterns shown on maps, graphs, and charts.

01

What Students Need to Do

Students find trustworthy primary and secondary sources, then sort and interpret evidence using dates, sequence, cause and effect, comparison, and main ideas. They examine perspective, bias, accuracy, and historical context. They use evidence to support claims and create or interpret maps, graphs, charts, and timelines.

02

What Mastery Looks Like

A student can classify a source, explain its strengths and limits, and pull relevant evidence from it. The student can sequence events, explain relationships, identify patterns in visuals, and support a clear claim with evidence and reasoning.

03

Common Misconceptions

Students may assume every primary source is accurate, any biased source is useless, or the first search result is trustworthy. They may confuse sequence with causation or treat two events occurring together as proof that one caused the other. They may also state opinions as claims without evidence.

04

How to Assess It

Give students a short historical newspaper excerpt and a related map. Ask them to identify the source type, note one credibility concern, describe one map pattern, and write one supported claim.

1. 01

   Set up artifact stations with a letter, photograph, map, and biography; students label source type, date, evidence, perspective, and limits.

2. 02

   Discuss: When can a biased source still be useful? Students cite one detail that reveals perspective and one that supports a historical claim.

3. 03

   Run a source-sort relay: teams classify cards, place events in order, match causes and effects, then defend one disputed choice.

4. 04

   Compare two current news reports about the same U.S. issue, then chart differences in evidence, wording, omissions, and likely audience.

• 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...

• 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...

• K.13

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