Students struggle analyzing primary sources! Traditional strategies are often not successful in helping students practice the thinking that is required for primary source analysis on state level exams such as the STAAR.
After a careful analysis of test released questions, I have determined that a majority of primary source test items are dependent on four specific Social Studies skills. I have created graphic organizers to help students think through each of these four specific skills: cause and effect, main idea, inferencing, and drawing a conclusion. These practice worksheets on the Colonization Era combine primary source excerpts and images with skills to help students think through the different processes they will need to be successful on state exams.
In order to help students practice the Social Studies Skills required of the STAAR, I have created a series of graphic organizers based on the thinking of each skill. In this resource, you will receive:
-An explanation of the thought process behind each skill,
-A primary source on the Colonization Era embedded in a graphic organizer to practice causes leading to one effect,
–Primary sources on the Colonization Era embedded in a graphic organizer to practice multiple effects from one cause,
-A primary source on the Colonization Era embedded in a graphic organizer to practice identifying the main idea,
-A primary source on the Colonization Era embedded in a graphic organizer to practice drawing a conclusion,
-A primary source on the Colonization Era embedded in a graphic organizer to practice creating inferences,
-A key for all of the graphic organizers!
⭐Please download the preview to see the resource.⭐
8th US History Social Studies TEKS
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(A) identify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; and
(2) History. The student understands the causes of exploration and colonization eras. The student is expected to:
(A) identify reasons for English, Spanish, and French exploration and colonization of North America; and
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
© Social Studies Success, LLC. This purchase is for you and your classroom. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.
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