A Correlation of. To the. Dallas Independent School District 4th Grade Social Studies Six Weeks Curriculum Map

Transcription

1 A Correlation of 2016 Dallas Independent School District 4th Grade Social Studies Six Weeks Curriculum Map

2 Table of Contents Daily Routines in Social Studies st Six Weeks Historical Texas nd Six Weeks Early Texas-Mexican War of Independence rd Six Weeks Establishing Texas Daily Routines in Social Studies th Six Weeks Statehood-Separation th Six Weeks Texas in the Twentieth Century th Six Weeks Texas on the Move

3 Daily Routines in Social Studies 4.21 Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas. SE/TG: Research Skills, 26 27; Media and Technology: Conduct Research, ; Critical Thinking: Primary and Secondary Sources, ; also see: Primary Source, 170, 174, 186, 191, 199, 250, 284, 285; Analyze Images, , 342; The Declaration of Independence, R1 R3; United States Constitution, R4 R26 (B) analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SE/TG: Sequence, 121, , 195, 205, 209, 210, 212, 220, 230, 269, 286; Categorize, 50, 154, 383, , 391, 401; Cause and Effect, 47, 67, 82, 83, 147, , 155, 157, 164, 165, 166, 171, 172, 199, 200, 229, 249, 257, 265, 281, 288, 306, 354, 374; Compare and Contrast, 49, 59, 65, 68, 87, 93, 109, , 114, 117, 123, 129, 131, 133, 134, 168, 221, 234, 260, 358, 361, 385; Main Idea and Details, 43, 51, 52 53, 67, 69, 95, 209, 397; Summarize, 107, 131, 141, 147, 147, 157, 165, 171, 173, 181, 183, 186, 191, 193, 204, 210, 211, 212, 293, 301, 315, 319, 321, , 325, 328, 329, 333, 336, 338, 339, 340, 342, 355, 387; Make Generalizations, 79, 87, 96 97, 99, 100, 283; Make Predictions, 225, 231, , 234, 353 3

4 (C) (D) (E) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. identify different points of view about an issue, topic, historical event, or current event. use appropriate mathematical skills to interpret social studies information such as maps and graphs. SE/TG: Research Skills, 26 27; Reports, 28 31; Diagram, 41, 42, 226, 227; Chart, 94, 114, 154, 221, 234, 245, 260, 365, 383; Illustration, 119, 134; Critical Thinking: Interpret Timelines, ; Timelines, 10 13, , , 211, 255, 351; Critical Thinking: Graph Skills, ; Graph, 243, 268, 290, 303, 326, 354, 368, 369; Media and Technology: Analyze Images, , 342; Maps, 37, 38, 39, 40, 43, 49, 58, 77, 81, 85, 91, 106, 112, 123, 126, 141, 146, 152, 161, 174, 182, 201, 202, 219, 228, 245, 246, 261, 278, 280, 286, 297, 314, 328, 362; Atlas, R27 R37 SE/TG: Identify Points of View, ; also see: Resolve Conflict, ; Solve Problems, SE/TG: Maps Show Distance, 21; Interpret Graphs, ; Translate, 243; Create a Graph, 20, 59; Activities: Graph, 243, 268, 290, 303, 326, 354, 368, Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly. SE/TG: Social Studies Words, 9; Vocabulary, xxiv, 37, 47, 55, 61, 77, 81, 85, 91, 107, 113, 119, 127, 141, 151, 161, 167, 161, 191, 199, 207, 219, 229, 243, 253, 259, 277, 287, 297, 303, 315, 325, 333, 349, 359, 381, 391; Publish Your Report, 31 (B) (C) incorporate main and supporting ideas in verbal and written communication. express ideas orally based on research and experiences. SE/TG: Reading Skills: Main Idea and Details, 52 53; Questions: Main Idea and Details, 43, 51, 67, 69, 95, 209, 397; Write an Outline, 28; Write a Research Report, 29; Publish Your Report, 31 SE/TG: Create a Presentation on Ethnic Groups, 1; Presentation to Class, 8, 31, 117, 159; Sing a Song, 4; Write a Conversation, 131; Generalization, 97 4

5 (D) (E) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. use standard grammar, spelling, sentence structure, and punctuation. SE/TG: Write an Outline, 28, 285; Write a Research Report, 29; Create a Bibliography, 30; Publish Your Report, 31; Construct a Map, 23, 43, 89, 171; Create a Poster, 8; Create a Venn Diagram, 87, , 117; Create a Presentation on Ethnic Groups, 1; Writing Activities: Write an Advertisement, 225, 329; Write a Conversation, 131; Write a Description, 265, 355; Write an , 109; Write an Explanation, 257, 265, 283, 293, 371; Write a Short Dialogue, 321; Write Meaning of Citizenship, 9; Write a Newspaper Article, 209; Write an Outline, 28; Write a Research Paper, 29, 125; Write a Title of a Story, 233; Write a Letter, 171, 187, 231, 305, 339, 393; Write a Point of View, 357; Make a Diagram, 227; Create a Historical Marker, 263 SE/TG: Write a Research Report, 29; Writing Activities: Write an Advertisement, 225, 329; Write a Conversation, 131; Write a Description, 265, 355; Write an , 109; Write an Explanation, 257, 265, 283, 293, 371; Write a Short Dialogue, 321; Write Meaning of Citizenship, 9; Write a Newspaper Article, 209; Write an Outline, 28, 285; Write a Research Paper, 29, 125; Write a Title of a Story, 233; Write a Letter, 171, 187, 231, 305, 339, 393; Write a Point of View, Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. SE/TG: Collaboration and Creativity: Solve Problems, ; Problem and Solution, 127, 261, 338 5

6 (B) use a decision making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. SE/TG: Critical Thinking Skills: Make Decisions, ; also see: Problem and Solution, 127, 261, 338 1st Six Weeks Historical Texas Labor Day (September 2) Hispanic Heritage Month (Sept 15 th -Oct 15 th ) Celebrate Freedom Week (September 15-19) Constitution Day (September 17) 4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data The student is expected to: (A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps. SE/TG: Political Maps, 18; Physical Maps, 19; Maps Show Direction, 20; Maps Show Distance, 21; Elevation Maps, 22; Use a Grid System, 23; Maps Show Events, 25; Maps, 37, 38, 39, 40, 43, 44, 45, 48, 58, 77, 81, 85, 91, 106, 112, 123, 126, 141, 146, 152, 161, 174, 182, 201, 202, 219, 228, 245, 246, 261, 278, 280, 286, 297, 314, 328, 362; Construct a Map, 23, 43, 69, 89, 171 (B) translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. SE/TG: Research and Analyze, 20; Interpret Physical Maps, 44 45; Apply and Translate, 48; Examine and Translate, 59; Translate, Geography. The student understands the concept of regions. The student is expected to: (A) describe a variety of regions in SE/TG: The Mountains and Basins Region, Texas and the United States such as 76 79; The Great Plains Region, 80 83; political, population, and economic The North Central Plains Region, 84 87; regions that result from patterns of The Coastal Plains Region, 90 95; Making human activity. Generalizations, 96 97; TEKS Practice, ; The Petrochemical Industry, ; TEKS Practice, 372 6

7 (B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation. (C) compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world. SE/TG: The Geographic Regions of Texas, 72; Texas: A Varied State, 73 75; The Mountains and Basins Region, 76 79; The Great Plains Region, 80 83; The North Central Plains Region, 84 87; The Coastal Plains Region, 90 95; Making Generalizations, 96 97; TEKS Practice, SE/TG: Compare Geographic Regions, 78, 84 85, 87, Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (D) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present. SE/TG: Main Ideas and Details, 54 55; Texas Climate, 54 59; TEKS Practice, 68, 69; Got it? 79; The First Colonists, Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to: (A) describe the development of the SE/TG: The Growth of Free Enterprise, free enterprise system in Texas. 292; Got it? 293; TEKS Practice, 307 (B) describe how the free enterprise system works, including supply and demand. (C) give examples of the benefits of the free enterprise system such as choice and opportunity. SE/TG: The Growth of Free Enterprise, ; TEKS Practice, 307 SE/TG: The Growth of Free Enterprise, ; TEKS Practice, 307; The Roaring Twenties, 318; Got it? 321 7

8 4.12 Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (A) explain how people in different SE/TG: The New Texans, ; The regions of Texas earn their living, Texas Cattle Industry, ; Boom past and present, through a Times, 288; Growing Industries in Texas, subsistence economy and providing 289; The Growth of Free Enterprise, 292; goods and services. Texas Gold, ; Growing Industries, 304; Assembly Lines and Mass Production, 305; The Economy of Texas, (B) explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas. (C) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas. (D) explain how developments in transportation and communication have influenced economic activities in Texas. SE/TG: Texas in North America, 38 39; Texas Resources, 46 51; Texas Crops, 62 63; Farming and Industry, 86; Blackland Prairie, Post Oak Belt, and Piney Woods, 92; Coastal Prairies and South Texas Plain, 93; Geographic Factors Affect Farming, 283; The Texas Railroad Boom, SE/TG: Growing Industries, 304; Assembly Lines and Mass Production, 305; TEKS Practice, 308 SE/TG: The Texas Railroad Boom, ; Inventions Bring Change, 302; A Changing Country, 337; High Technology, Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to: (C) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world. SE/TG: Texas Crops, 62 63; The Gas Industry in Texas, 300; Got it? (Identify), 301; Summarize, 321; The Petrochemical Industry in Texas, ; High Technology, 351; A Global Economy, 354; Got it? 355; TEKS Practice (Explain), 373 (D) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world. SE/TG: Texas Crops, 62 63; Summarize, 321; The Petrochemical Industry in Texas, ; High Technology, 351; A Global Economy, 354; Got it? 355; 8

9 4.15 Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to: (A) identify the purposes and explain SE/TG: The Texas Declaration of the importance of the Texas Independence, 185; A New Constitution, Declaration of Independence, the 186; Got it? 185; Meusebach-Comanche Texas Constitution, and other Treaty, , 225; Treaty of Guadalupe documents such as the Meusebach- Hidalgo, 231, 236 Comanche Treaty. (C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week). SE/TG: Celebrate Freedom, xxiv; The Declaration of Independence, xxiv; The United States Constitution, 1; The Bill of Rights, 1; Our National Government, ; The Declaration of Independence, R1 R3; United States Constitution, R4 R Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (A) explain the meaning of various SE/TG: Texas Landmarks, 6 7; State patriotic symbols and landmarks of Symbols, 8; Texas Timeline, 10 13; Texas, including the six flags that Spanish Heritage, ; The Alamo: A flew over Texas, the San Jacinto Symbol of Texas s Freedom, ; The Monument, the Alamo, and various Fall of the Alamo, ; Goliad missions. Memorial, 200; TEKS Practice, 212l; The San Jacinto Monument, 205, 211; Timeline, 255; Six Flags, 257; Historical Markers, 263; TEKS Practice (Sequence), 269 (B) sing or recite "Texas, Our Texas". SE/TG: "Texas, Our Texas", 4 5 (C) recite and explain the meaning of the Pledge to the Texas Flag. (D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. SE/TG: The Texas Flag, 3 SE/TG: Texas Independence Day 185, 187, 210; Traditional Texas Holidays, ; Got it? 365 9

10 4.17 Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to: (D) explain how individuals can SE/TG: A Citizen s Role, ; How to participate voluntarily in civic affairs Contact Your Local and State Differences, at state and local levels through 394; Making a Difference in Texas, 395; activities such as holding public Got it? 397; Solve Problems, ; officials to their word, writing TEKS Practice, 401; Remember the Alamo, letters, and participating in historic 194; Explain and Identify, 195; Women s preservation and service projects. Rights Issues, 317; Volunteer Work, 315, 334 (E) explain the duty of the individual in state and local elections such as being informed and voting. (D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals. (F) explain how to contact elected and appointed leaders in state and local governments. SE/TG: A Citizen s Role, ; How to Contact Your Local and State Differences, 394; Making a Difference in Texas, 395; Got it? 397 SE/TG: Sam Houston, 184, 187, , 206, 208, 209, , 245, 250; Lorenzo de Zavala, 163, 185, 187 SE/TG: How to Contact Your Local and State Differences, 394; Got it? Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: (A) identify leaders in state, local, and SE/TG: Leaders in Government, 380; Local national governments, including the Government in Texas, The Three governor, local members of the Branches of Government, ; Local Texas; Legislature, the local mayor, Leaders, ; Representing Texas in U.S. senators, local U.S. Washington, D.C., ; TEKS Practice, representatives, and Texans who have been president of the United States. (B) identify leadership qualities of state and local leaders, past and present. SE/TG: Identify (leadership quality of Sam Houston), 198; Local Leaders, 392; State Leaders, 393; Got it? 397; TEKS Practice, 401,

11 4.19 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and SE/TG: Spanish Settlements in Texas, differences among various racial, ; Mexican Texas, ; ethnic, and religious groups in Empresarios and New Settlers, ; Texas. New Braunfels, ; The New Texans, ; Texas Cultural Expressions, ; TEKS Practice, 373 (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio. (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe. SE/TG: Texas Cultural Expressions, ; TEKS Practice, 373; Oktoberfest, 224, 225 SE/TG: Spanish Settlements in Texas, ; Mexican Texas, ; Empresarios and New Settlers, ; TEKS Practice, 173; March on San Antonio, 183; A New Government, 184; A New Constitution, ; Heroes of the Battle, ; TEKS Practice, 211; Texas Rejoins the United States, 255; Texas Culture and Art, 336; TEKS Practice, 373 2nd Six Weeks Early Texas-Mexican War of Independence European Heritage Month 4.1 History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to: (A) explain the possible origins of American Indian groups in Texas and North America. SE/TG: The First Americans, 106; Possible Origins of the Earliest Texans, ; Got it? 109; Possible Origins of Other Native American Indians, 126; TEKS Practice, 132 (B) identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano. SE/TG: American Indians of the Coastal Plains, ; Mound Builders, 127; Puebloans, 128; American Indian Chart, 129; Got it? 131; TEKS Practice,

12 (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. (D) compare the ways of life of American Indian groups in Texas and North America before European exploration. SE/TG: American Indians of the Coastal Plains, ; The Jumano, 118; American Indians in West Texas Today, 122; Got it? 123 SE/TG: American Indians of the Coastal Plains, ; American Indians of the Mountains and Plains, ; Other Civilizations of the Americas, , 133; TEKS Practice, History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to: (A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion. SE/TG: Europeans Explore Texas, ; Spanish Settlements in Texas, ; TEKS Practice, 172 (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. (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. (D) identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas. SE/TG: Europeans Explore Texas, ; TEKS Practice, 172 SE/TG: Spanish Settlements in Texas, ; TEKS Practice, 172 SE/TG: Mexico s Independence from Spain, ; Tejanos and Tejanas, 162; Empresarios, 163; Ranchos and Vaqueros, ; TEKS Practice,

13 4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A) apply geographic tools, including SE/TG: Political Maps, 18; Physical Maps, grid systems, legends, symbols, 19; Maps Show Direction, 20; Maps Show scales, and compass roses, to Distance, 21; Elevation Maps, 22; Use a construct and interpret maps. Grid System, 23; Maps Show Events, 25; Maps, 37, 38, 39, 40, 43, 44, 45, 48, 58, 77, 81, 85, 91, 106, 112, 123, 126, 141, 146, 152, 161, 174, 182, 201, 202, 219, 228, 245, 246, 261, 278, 280, 286, 297, 314, 328, 362; Construct a Map, 23, 43, 69, 89, 171 (B) translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. SE/TG: Research and Analyze, 20; Interpret Physical Maps, 44 45; Apply and Translate, 48; Examine and Translate, 59; Translate, Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (C) describe and explain the location and distribution of various towns and cities in Texas, past and present. SE/TG: Major Cities, 78, 82, 94; Cities in the Region, 87; Make Generalizations, 96 97; TEKS Practice, 98, 99; The Austin Colony, ; Explain Geographic Factors Influence Settlement, 171; The New Texans, ; Geographic Factors Affect Farming, 283 (D) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present. SE/TG: Main Ideas and Details, 54 55; Texas Climate, 54 59; TEKS Practice, 68, 69; Got it? 79; The First Colonists, Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted SE/TG: Texas Resources, 46 51; Texas to and modified their environment in Crops, 62 63; Farming and Industry, 86; Texas, past and present, such as Cities, 87; Coastal Plains, 92, 93, 95; timber clearing, agricultural Earliest Texans, 107; How do People Adapt production, wetlands drainage, to Where They Live? 135 energy production, and construction of dams. 13

14 (B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities. SE/TG: Texas Resources, 46 51; TEKS Practice, 69; Major Cities, 82; Got it? 83; Farming and Industry, 86; Coastal Plains, 92; The Comanche, 120; Texas Grows, 222; The Call of the Land, Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to: (A) explain the economic activities SE/TG: Other American Indians of the various early American Indian Coastal Plains, 115; The Jumano, ; groups in Texas and North America End of the Buffalo Days, 260; Got it? 265 used to meet their needs and wants such as farming, trading, and hunting. (B) explain the economic activities early immigrants to Texas used to meet their needs and wants. SE/TG: Texas Grows, 222; The Call of the Land, 223; The New Texans, ; TEKS Practice, Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of exploration, SE/TG: Nonrenewable Resources, 48; Got immigration, migration, and limited it? 51; Spanish Settlements in Texas, 150 resources on the economic 153; A Mix of Cultures, ; Ranchos development and growth of Texas. and Vaqueros, ; The Frist Colonists, 168; TEKS Practice, 173; Texas Grows, 222; The Call of the Land, 223; The New Texans, ; Conflict on the Frontier, 258; TEKS Practice, 270; The Economy of Texas, Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: (A) compare how various American Indian groups such as the Caddo and the Comanche governed themselves. SE/TG: The Caddo, ; Compare and Contrast, 114; The Comanche, 120; TEKS Practice (compare and contrast), 133 (B) identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas. SE/TG: Building Missions, ; Presidios and Villas, ; Spanish Heritage in Texas, ; Mexican Texas: A New Era, ; Empresarios and New Settlers, ; TEKS Practice,

15 4.15 Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to: (C) identify the intent, meaning, and SE/TG: Celebrate Freedom, xxiv; The importance of the Declaration of Declaration of Independence, xxiv; The Independence, the U.S. United States Constitution, 1; The Bill of Constitution, and the Bill of Rights Rights, 1; Our National Government, 386 (Celebrate Freedom Week). 387; The Declaration of Independence, R1 R3; United States Constitution, R4 R Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and SE/TG: Spanish Settlements in Texas, differences among various racial, ; Mexican Texas, ; ethnic, and religious groups in Empresarios and New Settlers, ; Texas. New Braunfels, ; The New Texans, ; Texas Cultural Expressions, ; TEKS Practice, 373 (B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio. SE/TG: The New Texans, ; Texas Cultural Expressions, ; TEKS Practice, 373 3rd Six Weeks Establishing Texas American Indian Heritage Month (November) Veteran s Day (November 11) Celebrate Freedom Week (November 11-16) Thanksgiving Holiday 4.2 History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to: (D) 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. SE/TG: Empresarios, 163; Got it?, 165; The Austin Colony, ; The First Colonists, 168; Got it?

16 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 student is expected to: (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. SE/TG: Revolution and the Republic of Texas, 176; The Alamo, ; Conflict Leads to Revolution, ; Reading Skills: Sequence, ; The Battle of the Alamo, ; Graph Skills: Interpret Timelines, ; Victory at San Jacinto, ; The New Republic, ; TEKS Practice, ; mystory Book, 213 (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. SE/TG: William B. Travis, , 210 James Bowie, 183, 191, 192; David Crockett, 191; George Childress, 185, 210; Sidney Sherman, 202, 212; Tejanos Juan Antonio Padilla, 204; Carlos Espalier, 191; Juan N. Seguín, 183, 189, 204, 210; Plácido Benavides, 204, 211; José Francisco Ruiz, 185, 204, 212; Antonio López de Santa Anna, 179, , 192, 198,, , 210; Vicente Filisola, 203, 204; Susanna Dickinson and Enrique Esparza, 193, 198, Geography. The student uses geographic tools to collect, analyze, and interpret data The student is expected to: (A) apply geographic tools, including SE/TG: Political Maps, 18; Physical Maps, grid systems, legends, symbols, 19; Maps Show Direction, 20; Maps Show scales, and compass roses, to Distance, 21; Elevation Maps, 22; Use a construct and interpret maps. Grid System, 23; Maps Show Events, 25; Maps, 37, 38, 39, 40, 43, 44, 45, 48, 58, 77, 81, 85, 91, 106, 112, 123, 126, 141, 146, 152, 161, 174, 182, 201, 202, 219, 228, 245, 246, 261, 278, 280, 286, 297, 314, 328, 362; Construct a Map, 23, 43, 69, 89, 171 (B) translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. SE/TG: Research and Analyze, 20; Interpret Physical Maps, 44 45; Apply and Translate, 48; Examine and Translate, 59; Translate,

17 4.8 Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II. SE/TG: American Indians of the Coastal Plains, ; American Indians of the Mountains and Plains, ; Empresarios and New Settlers, ; TEKS Practice, 235 (B) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present. SE/TG: Main Ideas and Details, 54 55; Texas Climate, 54 59; TEKS Practice, 68, 69; Got it? 79; The First Colonists, Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted SE/TG: Texas Resources, 46 51; Texas to and modified their environment in Crops, 62 63; Farming and Industry, 86; Texas, past and present, such as Cities, 87; Coastal Plains, 92, 93, 95; timber clearing, agricultural Earliest Texans, 107; How do People Adapt production, wetlands drainage, to Where They Live? 135 energy production, and construction of dams Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to: (B) explain the economic activities early SE/TG: Texas Grows, 222; The Call of the immigrants to Texas used to meet Land, 223; The New Texans, ; their needs and wants. TEKS Practice, Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (A) explain how people in different SE/TG: The New Texans, ; The regions of Texas earn their living, Texas Cattle Industry, ; Boom past and present, through a Times, 288; Growing Industries in Texas, subsistence economy and providing 289; The Growth of Free Enterprise, 292; goods and services. Texas Gold, ; Growing Industries, 304; Assembly Lines and Mass Production, 305; The Economy of Texas,

18 (E) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas. SE/TG: The Roaring Twenties & The Jazz Age, ; The New Deal, ; Industry and War, ; A Changing Country, 337; TEKS Practice, Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: (B) identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas. SE/TG: Building Missions, ; Presidios and Villas, ; Spanish Heritage in Texas, ; Mexican Texas: A New Era, ; Empresarios and New Settlers, ; TEKS Practice, , Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to: (A) identify the purposes and explain SE/TG: The Texas Declaration of the importance of the Texas Independence, 185; A New Constitution, Declaration of Independence, the 186; Got it? 185; Meusebach-Comanche Texas Constitution, and other Treaty, , 225; Treaty of Guadalupe documents such as the Meusebach- Hidalgo, 231, 236 Comanche Treaty. (B) identify and explain the basic functions of the three branches of government according to the Texas Constitution. (C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week). SE/TG: The Three Branches of Government, ; How a Bill Becomes a Law, 386; Got it? 387; Try it! 389; TEKS Practice, 400 SE/TG: Celebrate Freedom, xxiv; The Declaration of Independence, xxiv; The United States Constitution, 1; The Bill of Rights, 1; Our National Government, ; The Declaration of Independence, R1 R3; United States Constitution, R4 R26 18

19 4.16 Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (A) explain the meaning of various SE/TG: Texas Landmarks, 6 7; State patriotic symbols and landmarks of Symbols, 8; Texas Timeline, 10 13; Texas, including the six flags that Spanish Heritage, ; The Alamo: A flew over Texas, the San Jacinto Symbol of Texas s Freedom, ; The Monument, the Alamo, and various Fall of the Alamo, ; Goliad missions. Memorial, 200; TEKS Practice, 212l; The San Jacinto Monument, 205, 211; Timeline, 255; Six Flags, 257; Historical Markers, 263; TEKS Practice (Sequence), Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to: (A) identify important individuals who SE/TG: Remember the Alamo, ; have participated voluntarily in civic Got it? 194; also see: A Citizen s Role, 390 affairs at state and local levels such 391 as Adina de Zavala and Clara Driscoll. (D) identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals. SE/TG: Sam Houston, 184, 187, , 206, 208, 209, , 245, 250; Lorenzo de Zavala, 163, 185,

20 Daily Routines in Social Studies 4.21 Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas. SE/TG: Research Skills, 26 27; Media and Technology: Conduct Research, ; Critical Thinking: Primary and Secondary Sources, ; also see: Primary Source, 170, 174, 186, 191, 199, 250, 284, 285; Analyze Images, , 342; The Declaration of Independence, R1 R3; United States Constitution, R4 R26 (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. SE/TG: Sequence, 121, , 195, 205, 209, 210, 212, 220, 230, 269, 286; Categorize, 50, 154, 383, , 391, 401; Cause and Effect, 47, 67, 82, 83, 147, , 155, 157, 164, 165, 166, 171, 172, 199, 200, 229, 249, 257, 265, 281, 288, 306, 354, 374; Compare and Contrast, 49, 59, 65, 68, 87, 93, 109, , 114, 117, 123, 129, 131, 133, 134, 168, 221, 234, 260, 358, 361, 385; Main Idea and Details, 43, 51, 52 53, 67, 69, 95, 209, 397; Summarize, 107, 131, 141, 147, 147, 157, 165, 171, 173, 181, 183, 186, 191, 193, 204, 210, 211, 212, 293, 301, 315, 319, 321, , 325, 328, 329, 333, 336, 338, 339, 340, 342, 355, 387; Make Generalizations, 79, 87, 96 97, 99, 100, 283; Make Predictions, 225, 231, , 234,

21 (C) (D) (E) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. identify different points of view about an issue, topic, historical event, or current event. use appropriate mathematical skills to interpret social studies information such as maps and graphs. SE/TG: Research Skills, 26 27; Reports, 28 31; Diagram, 41, 42, 226, 227; Chart, 94, 114, 154, 221, 234, 245, 260, 365, 383; Illustration, 119, 134; Critical Thinking: Interpret Timelines, ; Timelines, 10 13, , , 211, 255, 351; Critical Thinking: Graph Skills, ; Graph, 243, 268, 290, 303, 326, 354, 368, 369; Media and Technology: Analyze Images, , 342; Maps, 37, 38, 39, 40, 43, 49, 58, 77, 81, 85, 91, 106, 112, 123, 126, 141, 146, 152, 161, 174, 182, 201, 202, 219, 228, 245, 246, 261, 278, 280, 286, 297, 314, 328, 362; Atlas, R27 R37 SE/TG: Identify Points of View, ; also see: Resolve Conflict, ; Solve Problems, SE/TG: Maps Show Distance, 21; Interpret Graphs, ; Translate, 243; Create a Graph, 20, 59; Activities: Graph, 243, 268, 290, 303, 326, 354, 368, Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology SE/TG: Social Studies Words, 9; correctly. Vocabulary, xxiv, 37, 47, 55, 61, 77, 81, 85, 91, 107, 113, 119, 127, 141, 151, 161, 167, 161, 191, 199, 207, 219, 229, 243, 253, 259, 277, 287, 297, 303, 315, 325, 333, 349, 359, 381, 391; Publish Your Report, 31 (B) incorporate main and supporting ideas in verbal and written communication. (C) express ideas orally based on research and experiences. SE/TG: Reading Skills: Main Idea and Details, 52 53; Questions: Main Idea and Details, 43, 51, 67, 69, 95, 209, 397; Write an Outline, 28; Write a Research Report, 29; Publish Your Report, 31 SE/TG: Create a Presentation on Ethnic Groups, 1; Presentation to Class, 8, 31, 117, 159; Sing a Song, 4; Write a Conversation, 131; Generalization, 97 21

22 (D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. (E) use standard grammar, spelling, sentence structure, and punctuation. SE/TG: Write an Outline, 28, 285; Write a Research Report, 29; Create a Bibliography, 30; Publish Your Report, 31; Construct a Map, 23, 43, 89, 171; Create a Poster, 8; Create a Venn Diagram, 87, , 117; Create a Presentation on Ethnic Groups, 1; Writing Activities: Write an Advertisement, 225, 329; Write a Conversation, 131; Write a Description, 265, 355; Write an , 109; Write an Explanation, 257, 265, 283, 293, 371; Write a Short Dialogue, 321; Write Meaning of Citizenship, 9; Write a Newspaper Article, 209; Write an Outline, 28; Write a Research Paper, 29, 125; Write a Title of a Story, 233; Write a Letter, 171, 187, 231, 305, 339, 393; Write a Point of View, 357; Make a Diagram, 227; Create a Historical Marker, 263 SE/TG: Write a Research Report, 29; Writing Activities: Write an Advertisement, 225, 329; Write a Conversation, 131; Write a Description, 265, 355; Write an , 109; Write an Explanation, 257, 265, 283, 293, 371; Write a Short Dialogue, 321; Write Meaning of Citizenship, 9; Write a Newspaper Article, 209; Write an Outline, 28, 285; Write a Research Paper, 29, 125; Write a Title of a Story, 233; Write a Letter, 171, 187, 231, 305, 339, 393; Write a Point of View, Social studies skills. The student uses problem solving and decision making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. SE/TG: Collaboration and Creativity: Solve Problems, ; Problem and Solution, 127, 261,

23 (B) use a decision making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. SE/TG: Critical Thinking Skills: Make Decisions, ; also see: Problem and Solution, 127, 261, 338 4th Six Weeks Statehood-Separation New Year s Day Martin Luther King, Jr. Day (January 20) African American Heritage Month (February) President s Day (February 17) 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 student is expected to: (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. SE/TG: José Antonio Navarro, 185, 188, 204, 221; Sam Houston, 11, 184, 187, , 206, 208, 209, , 245, 250; Mirabeau Lamar, 206, 208; Anson Jones, 208, 220 (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. (E) explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War. SE/TG: 186; The Republic of Texas, ; TEKS Practice, 210, 212 SE/TG: The Rise of the Lone Star State, ; Got it? 225; The Mexican War, ; TEKS Practice 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 SE/TG: Juneteenth, ; Texas and and Reconstruction on Texas. the Civil War, ; Fact and Opinion, ; Reconstruction, ; TEKS Practice,

24 4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data The student is expected to: (A) apply geographic tools, including SE/TG: Political Maps, 18; Physical Maps, grid systems, legends, symbols, 19; Maps Show Direction, 20; Maps Show scales, and compass roses, to Distance, 21; Elevation Maps, 22; Use a construct and interpret maps. Grid System, 23; Maps Show Events, 25; Maps, 37, 38, 39, 40, 43, 44, 45, 48, 58, 77, 81, 85, 91, 106, 112, 123, 126, 141, 146, 152, 161, 174, 182, 201, 202, 219, 228, 245, 246, 261, 278, 280, 286, 297, 314, 328, 362; Construct a Map, 23, 43, 69, 89, 171 (B) translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. SE/TG: Research and Analyze, 20; Interpret Physical Maps, 44 45; Apply and Translate, 48; Examine and Translate, 59; Translate, Geography. The student understands the concept of regions. The student is expected to: (A) describe a variety of regions in SE/TG: The Mountains and Basins Region, Texas and the United States such as 76 79; The Great Plains Region, 80 83; political, population, and economic The North Central Plains Region, 84 87; regions that result from patterns of The Coastal Plains Region, 90 95; Making human activity. Generalizations, 96 97; TEKS Practice, ; The Petrochemical Industry, ; TEKS Practice, Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (B) explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present. SE/TG: Main Ideas and Details, 54 55; Texas Climate, 54 59; TEKS Practice, 68, 69; Got it? 79; The First Colonists, Geography. The student understands how people adapt to and modify their environment. (A) describe ways people have adapted SE/TG: Texas Resources, 46 51; Texas to and modified their environment in Crops, 62 63; Farming and Industry, 86; Texas, past and present, such as Cities, 87; Coastal Plains, 92, 93, 95; timber clearing, agricultural Earliest Texans, 107; How do People Adapt production, wetlands drainage, to Where They Live? 135 energy production, and construction of dams. 24

25 4.10 Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to: (B) explain the economic activities early SE/TG: Texas Grows, 222; The Call of the immigrants to Texas used to meet Land, 223; The New Texans, ; their needs and wants. TEKS Practice, Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (A) explain how people in different SE/TG: The New Texans, ; The regions of Texas earn their living, Texas Cattle Industry, ; Boom past and present, through a Times, 288; Growing Industries in Texas, subsistence economy and providing 289; The Growth of Free Enterprise, 292; goods and services. Texas Gold, ; Growing Industries, 304; Assembly Lines and Mass Production, 305; The Economy of Texas, (B) explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas. SE/TG: Texas in North America, 38 39; Texas Resources, 46 51; Texas Crops, 62 63; Farming and Industry, 86; Blackland Prairie, Post Oak Belt, and Piney Woods, 92; Coastal Prairies and South Texas Plain, 93; Geographic Factors Affect Farming, 283; The Texas Railroad Boom, Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to: (C) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world. SE/TG: Texas Crops, 62 63; The Gas Industry in Texas, 300; Got it? (Identify), 301; Summarize, 321; The Petrochemical Industry in Texas, ; High Technology, 351; A Global Economy, 354; Got it? 355; TEKS Practice (Explain), Citizenship. The student understands importance of active individual participation in the democratic process. The student is expected to: (D) identify the importance of historical SE/TG: Sam Houston, 184, 187, , figures and important individuals 206, 208, 209, , 245, 250 who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals. 25

26 4.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic. (C) identify leadership qualities of state SE/TG: Identify (leadership quality of Sam and local leaders, past and present. Houston), 198; Local Leaders, 392; State Leaders, 393; Got it? 397; TEKS Practice, 401, Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to: (C) describe how scientific discoveries SE/TG: The Petrochemical Industry in and innovations such as in Texas, ; Space and Technology, aerospace, agriculture, energy, and 350; The Aerospace Industry, 350; High technology have benefited Technology, 351; Other Changing individuals, businesses, and society Industries in Texas, 352; Scientific in Texas. Discoveries and Innovations, 353; Got it? 355; TEKS Practice, 372 5th Six Weeks Texas in the Twentieth Century African American Heritage Month (February) Women s History (March) Texas Public Schools Week 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: (C) explain the growth, development, and impact of the industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson. SE/TG: The Cattle Ranching Industry, ; The Texas Cattle Industry, ; Growing Industries, 304; TEKS Practice, 306 (D) identify the impact of railroads on life in Texas, including changes to cities and major industries. (E) 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. SE/TG: The Texas Railroad Boom, ; Graph Skills: Interpret Graphs (rail mileage), ; TEKS Practice, SE/TG: The Indian Wars, ; Resolve a Conflict, ; TEKS Practice, 270; Railroads and Loss of Buffalo,

27 4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data The student is expected to: (A) apply geographic tools, including SE/TG: Political Maps, 18; Physical Maps, grid systems, legends, symbols, 19; Maps Show Direction, 20; Maps Show scales, and compass roses, to Distance, 21; Elevation Maps, 22; Use a construct and interpret maps. Grid System, 23; Maps Show Events, 25; Maps, 37, 38, 39, 40, 43, 44, 45, 48, 58, 77, 81, 85, 91, 106, 112, 123, 126, 141, 146, 152, 161, 174, 182, 201, 202, 219, 228, 245, 246, 261, 278, 280, 286, 297, 314, 328, 362; Construct a Map, 23, 43, 69, 89, 171 (B) translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. SE/TG: Research and Analyze, 20; Interpret Physical Maps, 44 45; Apply and Translate, 48; Examine and Translate, 59; Translate, Geography. The student understands the concept of regions. The student is expected to: (A) describe a variety of regions in SE/TG: The Mountains and Basins Region, Texas and the United States such as 76 79; The Great Plains Region, 80 83; political, population, and economic The North Central Plains Region, 84 87; regions that result from patterns of The Coastal Plains Region, 90 95; Making human activity. Generalizations, 96 97; TEKS Practice, ; The Petrochemical Industry, ; TEKS Practice, Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II. SE/TG: American Indians of the Coastal Plains, ; American Indians of the Mountains and Plains, ; Empresarios and New Settlers, ; TEKS Practice, 235; Growing Cities, ; A Changing Country, 337; TEKS Practice, 342; Urban Growth in Texas, 368; Challenges of Urbanization,