Students often struggle analyzing primary sources. The traditional strategies are not successful in helping students break down the thinking that is required for primary source analysis on state level exams such as the STAAR. The embedded skills in primary source analysis help students think through the different processes they will need to examine and analyze excerpts and images. 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,
-A primary source on the Gilded Age embedded in a graphic organizer to practice causes leading to one effect,
-A primary source on the Gilded Age embedded in a graphic organizer to practice multiple effects from one cause,
-A primary source on the Gilded Age embedded in a graphic organizer to practice identifying the main idea,
-A primary source on the Gilded Age embedded in a graphic organizer to practice drawing a conclusion,
-A primary source on the Gilded Age 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.⭐
High School US History Social Studies TEKS
(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
(A) analyze political issues such as Indian policies, the growth of political machines, and civil service reform;
(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the growth of entrepreneurship, and the pros and cons of big business; and
(C) analyze social issues affecting women, minorities, children, immigrants, and urbanization.
(28) Social studies skills. The student understands how historians use historiography to interpret the past and applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:
(A) analyze primary and secondary sources such as maps, graphs, speeches, political cartoons, and artifacts to acquire information to answer historical questions;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions;
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