North East Social Studies Excellence
Fourth Grade Curriculum Guide
By the end of Fourth Grade the
Student will:
1. Identify regions in Texas and the Western Hemisphere that result from physical features and from human activity, including location, distribution, patterns of economic activities, and settlement.
2. Understand methods that early Native Americans in Texas and the Western Hemisphere used to meet their basic economic motivations for government.
3. Identify basic economic motivations for European exploration and colonization and reasons for establishment of Spanish missions.
4. Identify important issues, events and individuals, especially people of various racial, ethnic and religious groups of the Nineteenth and Twentieth centuries.
5. Describe the impact of science and technology on life in the state of Texas.
6. Identify geographic regions of the United States and Texas.
7. Use critical thinking skills to identify cause and effect relationships, compare and contrast, and make generalizations.
8. Differentiate between, locate, and use primary and secondary sources.
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Unit of Study |
Timeline |
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Continuous Threads – Social Studies Skills |
Integrated throughout the school year |
|
Regions of Texas and Native American Life |
9 weeks |
|
Exploration and Settlement in Texas |
9 weeks |
| The Battle for Texas: Independence through Reconstruction | 9 weeks |
| Government and Citizenship | 4 weeks |
| Innovation and Progress in Texas | 5 weeks |
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UNIT: Continuous Threads - Social Studies Skills |
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Time Frame: Year Long Integration |
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TEKS 4.6A apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps 4.6B translate geographic data into a variety of formats such as raw data to graphs and maps 4.8 The student understands the location and patterns of settlement and the geographic factors that influence where people live. 4.8C describe the location of cities in Texas and explain their distribution, past and present 4.22 The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 4.22A differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas 4.22B 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 4.22C organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps 4.22D identify different points of view about an issue or topic 4.22E identify the elements of frame of reference that influenced the participants in the an event 4.22F use appropriate mathematical skills to interpret social studies information such as maps and graphs 4.23 The student communicates in written, oral, and visual forms 4.23A use social studies terminology correctly 4.23B incorporate main and supporting ideas in verbal and written communication 4.23C express ideas orally based on research and experiences 4.23D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies 4.23E use standard grammar, spelling, sentence structure, and punctuation
4.24
The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings 4.24B 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
4.20
The student understands the contributions of people of various racial,
ethnic, and religious groups to Texas |
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Language/Vocabulary artifact biography categorize conclude compass rose data database distribution economic generalize graph grid system group infer interpret irrigation landform latitude legend longitude natural resources outline predict primary source scale secondary source sequence symbol timeline |
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Literature Connections Adams, S. & Murdoch, D. Eyewitness Books, TEXAS. Haslam, A. Make it Work! Maps. Scholastic. |
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UNIT: Regions of Texas and Native American Life |
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Time Frame: 9 Weeks |
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TEKS 4.7 The student understands the concept of regions. 4.7B describe a variety of regions in Texas and the Western Hemisphere such a landform, climate, and vegetation regions that result from physical characteristics (Central Plains, Great Plains, Mountains and Basins, and Coastal Plains) 4.7C compare and contrast the regions of Texas with regions of the United States and other parts of the world (Western Region)
4.1
The student understands
the causes and affects of European exploration and colonization of Texas and
the Western Hemisphere
4.1B
compare the ways of life of Native-American groups in Texas and the
Western Hemisphere before European exploration (Explain
how these ways of life changed after European began exploring Texas and the
Western Hemisphere)
4.15 The student
understands how people organized governments in different ways during the
early development of Texas |
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Language/Vocabulary adobe Apache aquifer artifact barrier island basin buffalo Caddo climate Comanche desert drought economic empire escarpment farming glacier Gulf of Mexico harvest hide [buffalo] landform Jumano Karankawa marsh mesquite Mexico modify Native American natural resource North America settlement pattern plain plateau population prairie prehistory pueblo religion region reservoir teepee Tonkawa tributary vegetation Western Hemisphere |
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Literature Connections Bruchac, J. & Locker, T. The Earth Under Sky Bear’s Feet, Native American Poems of the Land Cherry, L. The Armadillo from Amarillo Burnett, M. The First Texans Warren, B. Indians Who Lived in Texas |
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UNIT: Exploration and Settlement in Texas |
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Time Frame: 9 Weeks |
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TEKS 4.2A summarize reasons for European exploration and settlement of Texas and the Western Hemisphere (Analyze the impact of European exploration and settlement of Texas and the Western Hemisphere) 4.2B identify the accomplishments of significant explorers such as Cabeza de Vaca, Christopher Columbus, Francisco Coronado, Alonso Alvarez de Pineda, and Rene Robert Cavelier, Sieur de La Salle and explain their impact on the settlement of Texas 4.2C explain when, where, and why the Spanish established Catholic missions in Texas (Analyze the impact of missions on the areas where they were established)
4.2D
identify the accomplishments of significant empresarios including
Moses Austin, Stephen F. Austin, and Martin de Leon and explain
their impact on the settlement of Texas 4.8A identify clusters of settlement in Texas and explain their distribution 4.8B explain the geographic factors that influence patterns of settlement and the distribution of settlement in Texas 4.8C describe the location of cities in Texas and explain their distribution, past 4.8D explain the geographic factors that influence patterns of settlement and the distribution of population in Texas, past 4.9 The student understands how people adapt to and modify their environment.
4.9C
analyze the consequences of human modification of the environment in
Texas, past and present
4.11A
identify the economic motivations for European exploration and
settlement in Texas and the Western Hemisphere (identify and evaluate the
impact of the
Louisiana Purchase of 1803
and the effects it had on Texas) 4.10B explain the economic patterns of early European immigrants to Texas and the Western Hemisphere 4.20 The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. 4.20A identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas 4.20B identify customs, celebrations, and traditions of various culture groups in Texas 4.7 The student understands the concept of regions. 4.7C compare and contrast the regions of Texas with regions of the United States and other parts of the world 4.4 The student understands the political, economic, and social changes in Texas during the last half of the 19th century 4.4D describe the effects of political, economic, and social changes on Native Americans in Texas |
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Language/Vocabulary colony conquistador empresario England European exploration immigrants factor distribution France Germany Portugal Louisiana Purchase Mexico mission modify presidios revolution settlement Spain vaqueros |
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Literature Connections Erickson, P. Daily Life in a Covered Wagon |
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UNIT: The Battle for Texas: Independence through Reconstruction |
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Time Frame: 9 Weeks |
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TEKS 4.3A analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto (analyze the causes [ex. the law of April 6, 1830], major events [ex. the Texas Declaration of Independence and the Convention of 1836)
4.3B
describe the successes and problems of the
Republic of Texas
[1845] (for
example setting up a new government) 4.3D explain the impact of the Mexican War on Texas [1846-1848] (for example border disputes and the growth of Texas)
4.3E
identify leaders important to the founding of Texas as a republic and
state, including Sam Houston, Mirabeau Lamar, and Anson
Jones
4.7C
compare the regions of Texas with regions of the United States and other
parts of the world (Southeastern
Region)
4.15B
identify characteristics of Spanish and Mexican colonial governments and
describe their influence on inhabitants of Texas
4.16A
identify the purposes and explain the importance of the
Texas Declaration of
Independence [1836],
the Texas
Constitution [1836],
and the Treaty of Velasco [1836]
4.18C
identify the importance of historical figures such as Sam Houston and
Lorenzo de Zavala who modeled active participants in the democratic
process (explain
their contributions to the development of Texas)
4.17A
explain the meaning of selected patriotic symbols and landmarks of Texas,
including the six flags over Texas, San Jose Mission , and the
San Jacinto Monument 4.17C recite and explain the meaning of the Pledge to the Texas Flag
4.17D
describe the origins and significance of state celebration such as
Juneteenth [June 19, 1865]
4.4A describe the impact of the Civil War and Reconstruction on Texas [1861-1865] (slavery in Texas, Texas joins the Confederacy, and 13th, 14th, and 15th Amendment)
4.13
The student understands patterns of work and economic activities in Texas |
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Language/Vocabulary assembly line century decade pasteurization invention modern Red Cross veteran security technology vaccines Washington, D.C |
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UNIT: Government and Citizenship |
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Time Frame: First 4 Weeks of Fourth Nine Weeks |
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TEKS
4.19
The student understands the importance of effective leadership in a
democratic society. 4.19B identify leadership qualities of the state and local leaders, past and present 4.18 The student understands the importance of voluntary individual participation in the democratic process. 4.18A explain how individuals can participate voluntarily in civic affairs at state and local levels 4.18B explain the role of the individual in state and local elections
4.18C
identify the importance of historical figures such as Barbara Jordan
who have modeled active participation in the democratic process
4.20
The student understands the contributions of people of various racial,
ethnic, and religious groups to Texas. |
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Language/Vocabulary appoint celebration civic affairs
election political party Governor House of Representatives Judicial Branch Legislative Branch Mayor patriotic symbols pledge tradition San Jacinto Monument San Jose Mission Senate Speaker of the House Supreme Court Texas Legislature |
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Literature/Technology Resources Levine, E. The Tree That Would Not Die. |
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UNIT: Innovation and Progress in Texas |
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Time Frame: Last 5 weeks of Fourth Nine Weeks |
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TEKS 4.4 The student understands the political, economic, and social changes in Texas during the last half of the 19th century. 4.4B explain the growth and development of the cattle and oil industries 4.4C identify the impact of railroads on life in Texas, including changes to cities and major industries 4.5 The student understands important issues, events, and individuals of the 20th century in Texas. 4.5A identify the impact of various issues and events on life in Texas such as urbanization, increased us of oil and gas, and the growth of aerospace and other technology industries 4.5B identify and explain the accomplishments of notable individuals such as Henry Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodriguez, and John Tower 4.7 The student understands the concept of regions. 4.7C compare the regions of Texas with regions of the United States and other parts of the world 4.9 The student understands how people adapt to and modify their environment. 4.9A describe ways people have adapted to and modified their environment in Texas, past and present 4.9B identify reasons why people have adapted to and modified their environment in Texas, past and present such as the us of national resources to meet basic needs 4.12 The student understands the characteristics and benefits of the free enterprise system in Texas. 4.12A describe the development of the free enterprise system works in Texas 4.12B describe how the free enterprise system works in Texas 4.12C give examples of the benefits of the free enterprise system in Texas 4.13 The student understands patterns of work and economic activities in Texas. 4.13A explain how people in different regions of Texas earn their living, past and present 4.13B explain how geographic facts have influenced the location of economic activities in Texas 4.13C analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas
4.13D
describe the impact of mass production, specialization, and
division of labor on the economic growth of Texas 4.14 The student understands how Texas, the United States, and other parts of the world are economically interdependent. 4.14B identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world 4.21 The student understands the impact of science and technology on life in Texas. 4.21A identify famous inventors and scientists such as Gail Borden [condensed milk], Joseph Glidden [barbed wire], and Patillo Higgins [Spindletop] and their contributions 4.21B describe how scientific discoveries and technological innovation have benefited individuals, businesses, and society in Texas 4.14 The student understands how Texas, the United States, and other parts of the world are economically interdependent. 4.14A identify ways in which technological changes have resulted in increased interdependence among Texas, the United States and the World 4.14C explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world 4.21 The student understands the impact of science and technology on life in Texas. 4.21C predict how future scientific discoveries and technological innovations might affect life in Texas |
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Language/Vocabulary Gail Borden Joseph Glidden Patillo Higgins Henry Cisneros Cleto Rodriguez Audie Murphy Miriam A. Ferguson John Tower immigration agriculture cattle industry communication
division of labor purchase limited resource mass production migration oil and gas industry pledge railroads specialization technology Texas Legislature transportation urbanization |
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Literature
Connections Hayden, K. Astronaut , Living in Space. |