Students struggle analyzing primary sources! These practice worksheets on the Era of Reform 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. 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.
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,
-10 different primary sources on the Reform Era – each embedded into a graphic organizer that provides practice for your students with identifying the main idea, cause and effect, generating inferences, and drawing conclusions,
-A key for all of the graphic organizers!
⭐Please download the preview to see the resource.⭐
8th US History Social Studies TEKS
(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:
(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
(E) identify the political, social, and economic contributions of women to American society.
(24) Culture. The student understands the major reform movements of the 19th century. The student is expected to:
(A) describe and evaluate the historical development of the abolitionist movement; and
(B) evaluate the impact of reform movements, including educational reform, temperance, the women’s rights movement, prison reform, the labor reform movement, and care of the disabled.
(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;
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