Texas Essential Knowledge and Skills (TEKS) for Social Studies and the Texas English Language Proficiency Standards (ELPS) Grade 4

Transcription

1 A Correlation of Texas myworld Social Studies We Are Texas etext Edition, 2016 To the Texas Essential Knowledge and Skills (TEKS) for Social Studies and the Texas English Language Proficiency Standards (ELPS) Grade 4

2 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material Subject Subchapter Course Publisher Program Title Program ISBN Chapter 113. Texas Essential Knowledge and Skills for Social Studies Subchapter A. Elementary Social Studies, Grade 4, Beginning with School Year Pearson Education, Inc., publishing as Scott Foresman Texas myworld Social Studies, We Are Texas, etext Edition (a) Introduction. (1) In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of North America. Historical content focuses on Texas history, including the Texas Revolution, establishment of the Republic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th, 20th, and 21st centuries. Students conduct a thorough study of regions in Texas and North America resulting from human activity and from physical features. The location, distribution, and patterns of economic activities and settlement in Texas further enhance the concept of regions. Students describe how early American Indians in Texas and North America met their basic economic needs. Students identify motivations for European exploration and colonization and reasons for the establishment of Spanish settlements and missions. Students explain how American Indians governed themselves and identify characteristics of Spanish colonial and Mexican governments in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as documents, biographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Where appropriate, local topics should be included. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system. (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), (h). (6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. Page 1 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

3 (7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, , or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. (b) Knowledge and Skills. (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (A) explain the possible origins of American Indian groups in Texas and North America (i) explain the possible origins of American Indian groups in Texas Instruction Entire page Review Got it? Item 5 (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (A) explain the possible origins of American Indian groups in Texas and North America (ii) explain the possible origins of American Indian groups in North America Instruction Entire page Review Got it? Item 5 Page 2 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

4 (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano (i) identify American Indian groups in Texas before European exploration Instruction Other American Indians of the Coastal Plains, 1st paragraph Review Got it? Item 7 (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano (ii) identify American Indian groups in North America before European exploration Instruction Entire page Review Item 3 Instruction Entire page Review Chart (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama- Coushatta, and Kickapoo (i) describe the regions in which American Indians lived Instruction Entire page Review Item 2 Instruction Entire page Instruction Entire page (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (C) describe the regions in which American Indians lived and identify American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama- Coushatta, and Kickapoo (ii) identify American Indian groups remaining in Texas Instruction American Indians in West Texas Today Page 3 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

5 Review Item 4 (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (D) compare the ways of life of American Indian groups in Texas and North America before European exploration (i) compare the ways of life of American Indian groups in Texas before European exploration Instruction Other American Indians of the Mountains and Plains Assessment TEKS Practice Item 11 (1) History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The (D) compare the ways of life of American Indian groups in Texas and North America before European exploration (ii) compare the ways of life of American Indian groups in North America before European exploration Instruction Entire page Review Got it? Item 5 Instruction Mound Builders (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion (i) summarize motivations for European exploration and settlement of Texas, including economic opportunity Instruction Entire page Review Item 1 Activity Got it? Item 9 Instruction Building Missions, 3rd paragraph (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion (ii) summarize motivations for European exploration and settlement of Texas, including competition Instruction st paragraph Page 4 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

6 Review Item 1 Assessment TEKS Practice Item 3 Instruction LaSalle Comes to Texas, 5th paragraph Instruction Building Missions, 3rd paragraph (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion (iii) summarize motivations for European exploration and settlement of Texas, including the desire for expansion Instruction The Spanish Settle East Texas Review Item 1 Assessment TEKS Practice Item 3 Instruction Entire page (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas (i) identify the accomplishments of significant explorers, including Cabeza de Vaca, on the settlement of Texas Instruction Entire pages Activity Item 2 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas (ii) identify the accomplishments of significant explorers, including Francisco Coronado, on the settlement of Texas Instruction Entire page Review Item 3 Activity Got it? Item 9 Page 5 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

7 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas (iii) identify the accomplishments of significant explorers, including René Robert Cavelier, Sieur de la Salle, on the settlement of Texas Instruction Entire page Activity Got it? Item 9 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas (iv) explain the impact of significant explorers, including Cabeza de Vaca, on the settlement of Texas Instruction Entire pages Activity Got it? Item 9 Instruction More Spanish Explorers in Texas,1st p. (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas (v) explain the impact of significant explorers, including Francisco Coronado, on the settlement of Texas Instruction Francisco Coronado Explores Texas, 3rd paragraph Activity Got it? Item 9 Page 6 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

8 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas (vi) explain the impact of significant explorers, including René Robert Cavelier, Sieur de la Salle, on the settlement of Texas Instruction La Salle Comes to Texas, 5th paragraph Activity Got it? Item 9 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón (i) explain when the Spanish established settlements in Texas Instruction Entire pages Review Item 1 Review Got it? Item 10 Instruction Entire pages (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón (ii) explain where the Spanish established settlements in Texas Instruction Entire pages Review Item 3 Review Got it? Item 10 Instruction Entire pages Page 7 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

9 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón (iii) explain why the Spanish established settlements in Texas Instruction Entire pages Review Got it? Item 10 Instruction Entire pages (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón (iv) explain when the Spanish established Catholic missions in Texas Instruction Entire pages Review Item 1 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón (v) explain where the Spanish established Catholic missions in Texas Instruction Entire pages Review Got it? Item 10 Assessment TEKS Practice Item 4 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón (vi) explain why the Spanish established Catholic missions in Texas Instruction Entire pages Page 8 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

10 Review Item 1 Assessment TEKS Practice Item 4 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (C) explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals such as José de Escandón (vii) explain important individuals Instruction nd paragraph Review Item 4 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (D) identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas (i) identify Texas' role in the Mexican War of Independence Instruction st paragraph Review Item 2 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (D) identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas (ii) identify the war's impact on the development of Texas Instruction Tejanos and Tejanas, 1st paragraph Assessment TEKS Practice Item 7 Page 9 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

11 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas (i) identify the accomplishments of significant empresarios, including Stephen F. Austin, on the settlement of Texas Instruction The Austin Colony Review Item 1 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas (ii) identify the accomplishments of significant empresarios, including Martín de León, on the settlement of Texas Instruction Entire page Review Got it? Item 8 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas (iii) explain the economic motivations of significant empresarios, including Stephen F. Austin, on the settlement of Texas Instruction The Austin Colony, 3rd paragraph Review Item 2 Instruction st paragraph Page 10 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

12 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas (iv) explain the economic motivations of significant empresarios, including Martín de León, on the settlement of Texas Instruction Entire page Review Item 4 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas (v) explain the impact of significant empresarios, including Stephen F. Austin, on the settlement of Texas Instruction The First Colonists, 2nd paragraph Review Got it? Item 6 (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas (vi) explain the impact of significant empresarios, including Martín de León, on the settlement of Texas Instruction Entire page Review Item 4 Page 11 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

13 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto (i) analyze the causes of the Texas Revolution Instruction Entire page Review Item 3 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto (ii) analyze the major events of the Texas Revolution, including the Battle of the Alamo Instruction Entire pages Review Item 4 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto (iii) analyze the major events of the Texas Revolution, including the Texas Declaration of Independence Instruction Entire page Activity Got it? Item 8 Page 12 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

14 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto (iv) analyze the major events of the Texas Revolution, including the Runaway Scrape Instruction Entire pages Review Got it? Item 10 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto (v) analyze the major events of the Texas Revolution, including the Battle of San Jacinto Instruction Entire page Review Item 5 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto (vi) analyze the effects of the Texas Revolution Instruction Entire page Assessment TEKS Practice Item 14 Page 13 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

15 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and noncombatants Susanna Dickinson and Enrique Esparza (i) summarize the significant contributions of individuals Instruction Heroes of the Battle Review Item 3 Instruction The Treaty of Velasco 2nd paragraph Assessment TEKS Practice Item 10 Instruction Other Leaders of the Revolution (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones (i) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro Instruction The Texas Declaration of Independence, 2nd and 4th paragraphs Assessment TEKS Practice Item 4 Instruction Entire page Instruction Constitution of 1845, 1st paragraph (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones (ii) identify leaders important to the founding of Texas as a republic and state, including Sam Houston Instruction st paragraph Review Item 1 Instruction The New Republic Page 14 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

16 Instruction A New Capital, 2nd paragraph (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones (iii) identify leaders important to the founding of Texas as a republic and state, including Mirabeau Lamar Instruction The New Republic Review Got It? Item 5 Assessment TEKS Practice Item 15 Instruction A New Capital, 3rd paragraph (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (C) identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones (iv) identify leaders important to the founding of Texas as a republic and state, including Anson Jones Instruction A New Capital, 4th paragraph Assessment TEKS Practice Item 15 Instruction Texas Joins the United States (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (D) describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers (i) describe the successes of the Republic of Texas Instruction A New Constitution 2nd paragraph Assessment TEKS Practice Item 1 Page 15 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

17 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (D) describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers (ii) describe the problems of the Republic of Texas Instruction Challenges to the Republic Review Item 3 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (D) describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers (iii) describe the organizations of the Republic of Texas Instruction The New Republic Review Item 1 (3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The (E) explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War (i) explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War Instruction Texas Joins the United States Review Got it? Item 7 Instruction Disagreement Over Boundaries Instruction Treaty of Guadalupe Hidalgo, 2nd paragraph Page 16 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

18 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (A) describe the impact of the Civil War and Reconstruction on Texas (i) describe the impact of the Civil War on Texas Instruction Entire pages Review Item 7 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (A) describe the impact of the Civil War and Reconstruction on Texas (ii) describe the impact of Reconstruction on Texas Instruction Entire pages Assessment TEKS Practice Item 8 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson (i) explain the growth of the cattle industry, including contributions made by Charles Goodnight Instruction Entire page Review Item 3 Instruction Entire page Instruction Entire page (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson (ii) explain the growth of the cattle industry, including contributions made by Richard King Instruction st paragraph Review Item 3 Instruction Ranches and Roundups, 2nd paragraph Page 17 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

19 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson (iii) explain the growth of the cattle industry, including contributions made by Lizzie Johnson Instruction st paragraph Review Item 3 Instruction Ranches and Roundups, 3rd paragraph (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson (iv) explain the development of the cattle industry, including contributions made by Charles Goodnight Instruction st paragraph Assessment TEKS Practice Item 1 Instruction Charles Goodnight (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson (v) explain the development of the cattle industry, including contributions made by Richard King Instruction st paragraph Assessment TEKS Practice Item 1 Instruction Ranches and Roundups, 2nd paragraph Page 18 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

20 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson (vi) explain the development of the cattle industry, including contributions made by Lizzie Johnson Instruction st paragraph Assessment TEKS Practice Item 1 Instruction Ranches and Roundups, 3rd paragraph (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson (vii) explain the impact of the cattle industry Instruction Cattle Drives on Texas Trails, 4th paragraph Review Got it? Item 8 Instruction Growing Industries, 3rd paragraph (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (C) identify the impact of railroads on life in Texas, including changes to cities and major industries (i) identify the impact of railroads on life in Texas, including changes to cities Instruction st paragraph Review Item 6 Instruction Growing Cities (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (C) identify the impact of railroads on life in Texas, including changes to cities and major industries (ii) identify the impact of railroads on life in Texas, including changes to major industries Instruction Entire pages Review Item 4 Page 19 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

21 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo (i) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War Instruction Entire pages Review Item 4 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo (ii) examine the effects upon American Indian life resulting from changes in Texas, including the building of U.S. forts Instruction st paragraph Review Item 1 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo (iii) examine the effects upon American Indian life resulting from changes in Texas, including the building of U.S. railroads Instruction Conflict on the Frontier Review Item 7 Review Item 2 (4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to: (D) examine the effects upon American Indian life resulting from changes in Texas, including the Red River War, building of U.S. forts and railroads, and loss of buffalo (iv) examine the effects upon American Indian life resulting from changes in Texas, including the loss of buffalo Instruction End of Buffalo Days Page 20 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

22 Review Item 7 Instruction nd paragraph (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II (i) identify the impact of various issues on life in Texas Instruction Entire pages Review Got it? Item 8 Assessment TEKS Practice Item 8 Review Item 5 (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II (ii) identify the impact of various events on life in Texas Instruction Entire pages Review Item 2 Review Item 1 Review Item 3 Instruction Entire pages (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (i) explain the development of the oil and gas industry upon industrialization in Texas, including important places Instruction Entire pages Assessment TEKS Practice Item 8 Instruction Entire page Page 21 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

23 (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (ii) explain the development of the oil and gas industry upon industrialization in Texas, including important people Instruction Black Gold at Spindletop, 3rd and 4th paragraphs Assessment TEKS Practice Item 12 (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (iii) explain the development of the oil and gas industry upon urbanization in Texas, including important places Instruction Entire pages Assessment TEKS Practice Item 8 Instruction Entire page (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (iv) explain the development of the oil and gas industry upon urbanization in Texas, including important people Instruction Black Gold at Spindletop, 3rd and 4th paragraphs Assessment TEKS Practice Item 12 Page 22 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

24 (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (v) explain the impact of the oil and gas industry upon industrialization in Texas, including important places Instruction Entire pages Review Item 4 Instruction Entire page (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (vi) explain the impact of the oil and gas industry upon industrialization in Texas, including important people Instruction Black Gold at Spindletop, 3rd paragraph Assessment TEKS Practice Item 9 Instruction The Gas Industry in Texas, 3rd paragraph Assessment TEKS Practice Item 12 (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (vii) explain the impact of the oil and gas industry upon urbanization in Texas, including important places Instruction Entire pages Review Item 4 Instruction Entire pages Page 23 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

25 (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (B) explain the development and impact of the oil and gas industry upon industrialization and urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins (viii) explain the impact of the oil and gas industry upon urbanization in Texas, including important people Instruction Black Gold at Spindletop, 3rd and 4th paragraphs Review Got it? Item 7 Instruction The Gas Industry in Texas, 3rd paragraph (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The (C) identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and other local notable individuals (i) identify the accomplishments of notable individuals Instruction Entire page Review Try it! Item 3 Assessment TEKS Practice Item 2 Assessment TEKS Practice Item 16 Instruction State Leaders, 4th paragraph (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps (i) apply geographic tools, including grid systems, to construct maps Instruction Entire page Assessment TEKS Practice item 7 Activity Item 13 Page 24 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

26 (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps (ii) apply geographic tools, including legends, to construct maps Instruction Political Maps 3rd paragraph Assessment TEKS Practice Item 7 Instruction Interpret Physical Maps, 2nd paragraph (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps (iii) apply geographic tools, including symbols, to construct maps Instruction Political Maps, 3rd paragraph Activity Item 13 Activity Got it? Item 11 Assessment TEKS Practice Item 7 Instruction Interpret Physical Maps, 2nd paragraph (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps (iv) apply geographic tools, including scales, to construct maps Instruction Entire page Activity Got it? Item 11 Assessment TEKS Practice Item 7 Instruction Interpret Physical Maps, 3rd paragraph Page 25 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material

27 (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps (v) apply geographic tools, including compass roses, to construct maps Instruction Entire page Activity Item 13 Assessment TEKS Practice Item 7 Instruction Interpret Physical Maps, 3rd paragraph (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps (vi) apply geographic tools, including grid systems, to interpret maps Instruction Entire page Review Item 12 (6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps (vii) apply geographic tools, including legends, to interpret maps Instruction Political Maps 3rd paragraph Review Item 5 Instruction Interpret Physical Maps, 2nd paragraph Page 26 of 267 Pearson Education, Inc., publishing as Scott Foresman: Student Material