A Correlation ofassets.pearsonschool.com/correlations/TX_Dallas_myWorld... · 2016. 6. 10. · A Correlation of Texas myWorld Social Studies, ©2016 To the Dallas ISD 4th Grade Social

A Correlation of

© 2016

To the

Dallas Independent School District

4th Grade Social Studies Six Weeks Curriculum Map

2014-2015

A Correlation of Texas myWorld Social Studies, ©2016 To the

Dallas ISD 4th Grade Social Studies Six Weeks Curriculum Map 2014-2015

2 SE = Student Edition TG = Teacher’s Guide

Table of Contents

Daily Routines in Social Studies ............................................................................. 3 1st Six Weeks Historical Texas ............................................................................... 6 2nd Six Weeks Early Texas-Mexican War of Independence .................................. 11 3rd Six Weeks Establishing Texas ........................................................................ 15 Daily Routines in Social Studies ........................................................................... 20 4th Six Weeks Statehood-Separation ................................................................... 23 5th Six Weeks Texas in the Twentieth Century .................................................... 26 6th Six Weeks Texas on the Move ........................................................................ 29




Dallas ISD 4th Grade Social Studies

Six Weeks Curriculum Map 2014-2015

Texas myWorld Social Studies

We Are Texas, ©2016

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, 124–125; Critical Thinking: Primary and Secondary Sources, 158–159; also see: Primary Source, 170, 174, 186, 191, 199, 250, 284, 285; Analyze Images, 330–331, 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, 188–189, 195, 205, 209, 210, 212, 220, 230, 269, 286; Categorize, 50, 154, 383, 388–389, 391, 401; Cause and Effect, 47, 67, 82, 83, 147, 148–149, 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, 110–111, 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, 322–323, 325, 328, 329, 333, 336, 338, 339, 340, 342, 355, 387; Make Generalizations, 79, 87, 96–97, 99, 100, 283; Make Predictions, 225, 231, 232–233, 234, 353








(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

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, 196–197; Timelines, 10–13, 142–143, 206–207, 211, 255, 351; Critical Thinking: Graph Skills, 294–295; Graph, 243, 268, 290, 303, 326, 354, 368, 369; Media and Technology: Analyze Images, 330–331, 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

(D) identify different points of view about an issue, topic, historical event, or current event.

SE/TG: Identify Points of View, 356–357; also see: Resolve Conflict, 266–267; Solve Problems, 298–399

(E) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

SE/TG: Maps Show Distance, 21; Interpret Graphs, 294–295; Translate, 243; Create a Graph, 20, 59; Activities: Graph, 243, 268, 290, 303, 326, 354, 368, 369

4.22 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) incorporate main and supporting ideas in verbal and written communication.

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

(C) express ideas orally based on research and experiences.

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








(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

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, 110–111, 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 E-Mail, 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

(E) use standard grammar, spelling, sentence structure, and punctuation.

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 E-Mail, 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, 357

4.23 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, 398–399; Problem and Solution, 127, 261, 338








(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, 226–227; also see: Problem and Solution, 127, 261, 338

1st Six Weeks Historical Texas ● Labor Day (September 2) ● Hispanic Heritage Month (Sept 15th-Oct 15th) ● 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, 243

4.7 Geography. The student understands the concept of regions. The student is expected to:

(A) describe a variety of regions in Texas and the United States such as political, population, and economic regions that result from patterns of human activity.

SE/TG: 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, 98–100; The Petrochemical Industry, 348–349; TEKS Practice, 372








(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.

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, 98–100

(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: Compare Geographic Regions, 78, 84–85, 87, 91–92

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:

(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, 168

4.11 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 free enterprise system in Texas.

SE/TG: The Growth of Free Enterprise, 292; Got it? 293; TEKS Practice, 307

(B) describe how the free enterprise system works, including supply and demand.

SE/TG: The Growth of Free Enterprise, 292–293; TEKS Practice, 307

(C) give examples of the benefits of the free enterprise system such as choice and opportunity.

SE/TG: The Growth of Free Enterprise, 292–293; TEKS Practice, 307; The Roaring Twenties, 318; Got it? 321








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 regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services.

SE/TG: The New Texans, 224–225; The Texas Cattle Industry, 276–283; Boom Times, 288; Growing Industries in Texas, 289; The Growth of Free Enterprise, 292; Texas Gold, 296–301; Growing Industries, 304; Assembly Lines and Mass Production, 305; The Economy of Texas, 348–355

(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, 286–293

(C) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas.

SE/TG: Growing Industries, 304; Assembly Lines and Mass Production, 305; TEKS Practice, 308

(D) explain how developments in transportation and communication have influenced economic activities in Texas.

SE/TG: The Texas Railroad Boom, 286–293; Inventions Bring Change, 302; A Changing Country, 337; High Technology, 351

4.13 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, 348–349; 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, 348–349; High Technology, 351; A Global Economy, 354; Got it? 355;








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 the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty.

SE/TG: The Texas Declaration of Independence, 185; A New Constitution, 186; Got it? 185; Meusebach-Comanche Treaty, 222–223, 225; Treaty of Guadalupe Hidalgo, 231, 236

(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, 386–387; The Declaration of Independence, R1–R3; United States Constitution, R4–R26

4.16 Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions.

SE/TG: Texas Landmarks, 6–7; State Symbols, 8; Texas Timeline, 10–13; Spanish Heritage, 156–157; The Alamo: A Symbol of Texas’s Freedom, 177–179; The Fall of the Alamo, 192–195; Goliad 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.

SE/TG: The Texas Flag, 3

(D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

SE/TG: Texas Independence Day 185, 187, 210; Traditional Texas Holidays, 360–361; Got it? 365








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 participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects.

SE/TG: A Citizen’s Role, 390–391; How to Contact Your Local and State Differences, 394; Making a Difference in Texas, 395; Got it? 397; Solve Problems, 398–399; TEKS Practice, 401; Remember the Alamo, 194; Explain and Identify, 195; Women’s 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.

SE/TG: A Citizen’s Role, 390–391; How to Contact Your Local and State Differences, 394; Making a Difference in Texas, 395; Got it? 397

(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, 198–203, 206, 208, 209, 218–219, 245, 250; Lorenzo de Zavala, 163, 185, 187

(F) explain how to contact elected and appointed leaders in state and local governments.

SE/TG: How to Contact Your Local and State Differences, 394; Got it? 397

4.18 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 national governments, including the governor, local members of the Texas; Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States.

SE/TG: Leaders in Government, 380; Local Government in Texas, 382–383The Three Branches of Government, 384–385; Local Leaders, 392–393; Representing Texas in Washington, D.C., 396–397; TEKS Practice, 401–402

(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, 402








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 differences among various racial, ethnic, and religious groups in Texas.

SE/TG: Spanish Settlements in Texas, 150–157; Mexican Texas, 160–164; Empresarios and New Settlers, 166–171; New Braunfels, 215–217; The New Texans, 224–225; Texas Cultural Expressions, 358–365; 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: Texas Cultural Expressions, 358–365; TEKS Practice, 373; Oktoberfest, 224, 225

(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: Spanish Settlements in Texas, 150–157; Mexican Texas, 160–164; Empresarios and New Settlers, 166–171; TEKS Practice, 173; March on San Antonio, 183; A New Government, 184; A New Constitution, 186–187; Heroes of the Battle, 190–191; 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, 107–108; 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, 112–117; Mound Builders, 127; Puebloans, 128; American Indian Chart, 129; Got it? 131; TEKS Practice, 132–134








(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.

SE/TG: American Indians of the Coastal Plains, 112–117; The Jumano, 118; American Indians in West Texas Today, 122; Got it? 123

(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, 112–117; American Indians of the Mountains and Plains, 118–123; Other Civilizations of the Americas, 126–131, 133; TEKS Practice, 132–134

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:

(A) summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion.

SE/TG: Europeans Explore Texas, 140–147; Spanish Settlements in Texas, 150–157; 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.

SE/TG: Europeans Explore Texas, 140–147; TEKS Practice, 172

(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.

SE/TG: Spanish Settlements in Texas, 150–157; TEKS Practice, 172

(D) identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas.

SE/TG: Mexico’s Independence from Spain, 160–161; Tejanos and Tejanas, 162; Empresarios, 163; Ranchos and Vaqueros, 164–165; TEKS Practice, 173








4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. 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, 166–167; Explain Geographic Factors Influence Settlement, 171; The New Texans, 224–225; 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.


4.9 Geography. The student understands how people adapt to and modify their environment. The student is expected to:

(A) describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams.

SE/TG: Texas Resources, 46–51; Texas Crops, 62–63; Farming and Industry, 86; Cities, 87; Coastal Plains, 92, 93, 95; Earliest Texans, 107; How do People Adapt to Where They Live? 135








(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, 223

4.10 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 various early American Indian groups in Texas and North America used to meet their needs and wants such as farming, trading, and hunting.

SE/TG: Other American Indians of the Coastal Plains, 115; The Jumano, 118–119; End of the Buffalo Days, 260; Got it? 265

(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, 224–225; TEKS Practice, 234


(C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.

SE/TG: Nonrenewable Resources, 48; Got it? 51; Spanish Settlements in Texas, 150–153; A Mix of Cultures, 154–155; Ranchos and Vaqueros, 164–165; The Frist Colonists, 168; TEKS Practice, 173; Texas Grows, 222; The Call of the Land, 223; The New Texans, 224–225; Conflict on the Frontier, 258; TEKS Practice, 270; The Economy of Texas, 348–355

4.14 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, 112–113; 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, 151–152; Presidios and Villas, 152–153; Spanish Heritage in Texas, 156–157; Mexican Texas: A New Era, 160–165; Empresarios and New Settlers, 166–171; TEKS Practice, 173–174











4.19 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:




SE/TG: The New Texans, 224–225; Texas Cultural Expressions, 358–365; 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, 166–167; The First Colonists, 168; Got it? 171








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, 177–179; Conflict Leads to Revolution, 180–187; Reading Skills: Sequence, 188–189; The Battle of the Alamo, 190–195; Graph Skills: Interpret Timelines, 196–197; Victory at San Jacinto, 198–205; The New Republic, 206–207; TEKS Practice, 210–212; 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, 191–193, 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, 181–184, 192, 198, , 212200–203, 210; Vicente Filisola, 203, 204; Susanna Dickinson and Enrique Esparza, 193, 198, 211

4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data 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, 112–117; American Indians of the Mountains and Plains, 118–123; Empresarios and New Settlers, 166–171; 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.


















(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, 318–319; The New Deal, 328–329; Industry and War, 334–335; A Changing Country, 337; TEKS Practice, 340

4.14 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, 151–152; Presidios and Villas, 152–153; Spanish Heritage in Texas, 156–157; Mexican Texas: A New Era, 160–165; Empresarios and New Settlers, 166–171; TEKS Practice, 173–174, 173


(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty.

SE/TG: The Texas Declaration of Independence, 185; A New Constitution, 186; Got it? 185; Meusebach-Comanche Treaty, 222–223, 225; Treaty of Guadalupe Hidalgo, 231, 236

(B) identify and explain the basic functions of the three branches of government according to the Texas Constitution.

SE/TG: The Three Branches of Government, 384–385; How a Bill Becomes a Law, 386; Got it? 387; Try it! 389; TEKS Practice, 400











(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions.

SE/TG: Texas Landmarks, 6–7; State Symbols, 8; Texas Timeline, 10–13; Spanish Heritage, 156–157; The Alamo: A Symbol of Texas’s Freedom, 177–179; The Fall of the Alamo, 192–195; Goliad Memorial, 200; TEKS Practice, 212l; The San Jacinto Monument, 205, 211; Timeline, 255; Six Flags, 257; Historical Markers, 263; TEKS Practice (Sequence), 269


(A) identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll.

SE/TG: Remember the Alamo, 194–195; Got it? 194; also see: A Citizen’s Role, 390–391


SE/TG: Sam Houston, 184, 187, 198–203, 206, 208, 209, 218–219, 245, 250; Lorenzo de Zavala, 163, 185, 187








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, 124–125; Critical Thinking: Primary and Secondary Sources, 158–159; also see: Primary Source, 170, 174, 186, 191, 199, 250, 284, 285; Analyze Images, 330–331, 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, 188–189, 195, 205, 209, 210, 212, 220, 230, 269, 286; Categorize, 50, 154, 383, 388–389, 391, 401; Cause and Effect, 47, 67, 82, 83, 147, 148–149, 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, 110–111, 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, 322–323, 325, 328, 329, 333, 336, 338, 339, 340, 342, 355, 387; Make Generalizations, 79, 87, 96–97, 99, 100, 283; Make Predictions, 225, 231, 232–233, 234, 353








(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

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, 196–197; Timelines, 10–13, 142–143, 206–207, 211, 255, 351; Critical Thinking: Graph Skills, 294–295; Graph, 243, 268, 290, 303, 326, 354, 368, 369; Media and Technology: Analyze Images, 330–331, 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

(D) identify different points of view about an issue, topic, historical event, or current event.

SE/TG: Identify Points of View, 356–357; also see: Resolve Conflict, 266–267; Solve Problems, 298–399

(E) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

SE/TG: Maps Show Distance, 21; Interpret Graphs, 294–295; Translate, 243; Create a Graph, 20, 59; Activities: Graph, 243, 268, 290, 303, 326, 354, 368, 369

4.22 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) incorporate main and supporting ideas in verbal and written communication.

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

(C) express ideas orally based on research and experiences.

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








(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

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, 110–111, 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 E-Mail, 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

(E) use standard grammar, spelling, sentence structure, and punctuation.

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 E-Mail, 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, 357

4.23 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, 398–399; Problem and Solution, 127, 261, 338








(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, 226–227; 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, 198–203, 206, 208, 209, 218–219, 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.

SE/TG: 186; The Republic of Texas, 206–209; TEKS Practice, 210, 212

(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: The Rise of the Lone Star State, 218–222; Got it? 225; The Mexican War, 228–231; TEKS Practice 234–236

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:

(A) describe the impact of the Civil War and Reconstruction on Texas.

SE/TG: Juneteenth, 239–241; Texas and the Civil War, 242–249; Fact and Opinion, 250–251; Reconstruction, 252–257; TEKS Practice, 268–269

















(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.


4.9 Geography. The student understands how people adapt to and modify their environment.





















4.17 Citizenship. The student understands importance of active individual participation in the democratic process. The student is expected to:


SE/TG: Sam Houston, 184, 187, 198–203, 206, 208, 209, 218–219, 245, 250








4.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic.

(C) 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, 402

4.20 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 and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.

SE/TG: The Petrochemical Industry in Texas, 351–352; Space and Technology, 350; The Aerospace Industry, 350; High Technology, 351; Other Changing Industries in Texas, 352; Scientific 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, 273–275; The Texas Cattle Industry, 276–283; Growing Industries, 304; TEKS Practice, 306

(D) identify the impact of railroads on life in Texas, including changes to cities and major industries.

SE/TG: The Texas Railroad Boom, 286–293; Graph Skills: Interpret Graphs (rail mileage), 294–295; TEKS Practice, 306–307

(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 Indian Wars, 258–265; Resolve a Conflict, 266–267; TEKS Practice, 270; Railroads and Loss of Buffalo, 287


















SE/TG: American Indians of the Coastal Plains, 112–117; American Indians of the Mountains and Plains, 118–123; Empresarios and New Settlers, 166–171; TEKS Practice, 235; Growing Cities, 290–291; A Changing Country, 337; TEKS Practice, 342; Urban Growth in Texas, 368; Challenges of Urbanization, 369





















SE/TG: Texas Independence Day 185, 187; Traditional Texas Holidays, 360–361; Got it? 365








4.19 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas.






(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes Fulford and their contributions.

SE/TG: Gail Borden, 169; Joseph Glidden, 12, 281

(B) describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.


6th Six Weeks Texas on the Move ● Asian American Heritage Month (May) ● Flag Day (June 14) ● Juneteenth (June 19) 4.5 History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:

(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.

SE/TG: Texas Gold! 296–301; Changes and Growth, 302–305; TEKS Practice, 307–308; Hard Times at Home and Abroad, 310; Latinos and Latinas During World War II, 311–313; World War I and the 1920s, 314–321; Difficult Times, 324–329; World War II and Changes Ahead, 332–339; TEKS Practice, 340–342








(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.

SE/TG: Texas Gold! 296–301; Texas Gold! 296–301; Changes and Growth, 302–305; TEKS Practice, 307–308;

(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.

SE/TG: John Tower, 396; Scott Joplin, 319, 340; Audie Murphy, 333; Cleto Rodríguez, 313, 334; Stanley Marcus, 335; Bessie Coleman, 322–323; Raul A. Gonzalez Jr., 393, 402

4.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:







SE/TG: American Indians of the Coastal Plains, 112–117; American Indians of the Mountains and Plains, 118–123; Growing Cities, 290–291; A Changing Country, 337; TEKS Practice, 342; Urban Growth in Texas, 368; Challenges of Urbanization, 369











(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, 223

(C) compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality.

SE/TG: Texas Resources, 46–51; Reading Skills, 52–53; Endangered Species, 66–67; TEKS Practice, 68; Farming and Industry, 86; Cities in the Region, 87; Mining, 92; Farming Grows in Texas, 282; Railroads, 287; Texas Gold, 296–301; TEKS Practice, 307; A Changing Country, 337; Working For Our Future, 370 TEKS Practice, 372

4.11 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 free enterprise system in Texas.

SE/TG: The Growth of Free Enterprise, 292; Got it? 293; TEKS Practice, 307

(B) describe how the free enterprise system works, including supply and demand.

SE/TG: The Growth of Free Enterprise, 292–293; TEKS Practice, 307

(C) give examples of the benefits of the free enterprise system such as choice and opportunity.

SE/TG: The Growth of Free Enterprise, 292–293; TEKS Practice, 307; The Roaring Twenties, 318; Got it? 321











(C) analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.

SE/TG: Nonrenewable Resources, 48; Got it? 51; Spanish Settlements in Texas, 150–153; A Mix of Cultures, 154–155; Ranchos and Vaqueros, 164–165; The Frist Colonists, 168; TEKS Practice, 173; Texas Grows, 222; The Call of the Land, 223; The New Texans, 224–225; Conflict on the Frontier, 258; TEKS Practice, 270; The Economy of Texas, 348–355

(D) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas.

SE/TG: Growing Industries, 304; Assembly Lines and Mass Production, 305; TEKS Practice, 308

(E) explain how developments in transportation and communication have influenced economic activities in Texas.

SE/TG: The Texas Railroad Boom, 286–293; Inventions Bring Change, 302; A Changing Country, 337; High Technology, 351

(F) 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, 318–319; The New Deal, 328–329; Industry and War, 334–335; A Changing Country, 337; TEKS Practice, 340


(A) identify ways in which technological changes in areas such as transportation and communication have resulted in increased interdependence among Texas, the United States, and the world.

SE/TG: The Texas Railroad Boom, 286–293; Inventions Bring Change, 302; The Petrochemical Industry in Texas, 348–349; A Changing Country, 337; High Technology, 351; A Global Economy, 354; Got it? 355








(B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world.


(C) 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, 348–349; High Technology, 351; A Global Economy, 354; Got it? 355;



SE/TG: Juneteenth: A Celebration of Freedom, 239–241; Reconstruction, 252–253; TEKS Practice, 269; Juneteenth, 361, 365


(E) 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: Barbara Jordan, 13, 339, 396; Ann Richards, 393; Sam Rayburn, 329; Henry B. González, 396; James A. Baker III, 397; Wallace Jefferson, 385; TEKS Practice, 400, 401

4.18 Citizenship. The student understands the importance of effective leadership in a constitutional republic.

(A) identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States.

SE/TG: Leaders in Government, 380; Local Government in Texas, 382–383The Three Branches of Government, 384–385; Local Leaders, 392–393; Representing Texas in Washington, D.C., 396–397; TEKS Practice, 401–402








(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; Representing Texas in Washington, 396; Got it? 397; TEKS Practice, 401, 402

4.19 Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas.





(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: Spanish Settlements in Texas, 150–157; Mexican Texas, 160–164; Empresarios and New Settlers, 166–171; TEKS Practice, 173; March on San Antonio, 183; A New Government, 184; A New Constitution, 186–187; Heroes of the Battle, 190–191; TEKS Practice, 211; Texas Rejoins the United States, 255; Texas Culture and Art, 336; TEKS Practice, 373


(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions.

SE/TG: Michael DeBakey, 13, 353, 355 Millie Hughes-Fulford, 350








(B) describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.


(C) predict how future scientific discoveries and technological innovations might affect life in Texas.

SE/TG: Scientific Discoveries and Innovations, 353; Challenges of Urbanization 369; Educating for the Future, 371

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