4th Grade
4th Grade
Embedded Files
Social Studies: Texas History
Social Studies: Texas History
Introduction
Introduction
(1) In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of North America. Historical content focuses on Texas history, including the Texas Revolution, establishment of the Republic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th, 20th, and 21st centuries. Students conduct a thorough study of regions in Texas and North America resulting from human activity and from physical features. The location, distribution, and patterns of economic activities and settlement in Texas further enhance the concept of regions. Students describe how early American Indians in Texas and North America met their basic economic needs. Students identify motivations for European exploration and colonization and reasons for the establishment of Spanish settlements and missions. Students explain how American Indians governed themselves and identify characteristics of Spanish colonial and Mexican governments in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as documents, biographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Where appropriate, local topics should be included. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
Unit 01: Thinking Like a Geographer in Texas
Unit 01: Thinking Like a Geographer in Texas
(15 classes for the entire unit)
(15 classes for the entire unit)
In this unit, students learn about the characteristics of the physical geographic regions of Texas, the current political regions in Texas, the current settlement patterns in Texas, and the impact of physical geography on economic activities in Texas today. Additionally, students should be given practice in developing their spatial reasoning abilities by creating and interpreting multiple maps in this unit.
TEKS in this unit: 4.6A, 4.6B, 4.7A, 4.7B, 4.7C, 4.8B, 4.8C, 4.12A, 4.12B, 4.21B, 4.21C, 4.22D
Studies Weekly: Weeks 1, 2
Unit 02: Thinking Like a Historian
Unit 02: Thinking Like a Historian
(5 classes for the entire unit)
(5 classes for the entire unit)
During this unit, students begin the process of historical inquiry by first examining the Declaration of Independence and US Constitution for meaning, purpose, and intent. In this unit students begin by 1) exploring a compelling question; 2) employing strategies for locating and obtaining sources of information; and 3) practicing close reading of sources in order to find the main idea, identify cause-effect relationships, and summarize information.
Throughout the Grade 4 social studies curriculum, students continue to study the geographic and historical patterns of Texas utilizing the skills introduced in these first two units. More specifically, in the next unit students learn about the history of American Indian groups in early Texas and the impact of the environment on their lifestyles.
TEKS in this unit: 4.15C, 4.21A, 4.21B, 4.21C, 4.21D, 4.22A, 4.22B, 4.22C, 4.22D
Studies Weekly: Week 3
Unit 03: American Indian Life In Texas
Unit 03: American Indian Life In Texas
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students study about the characteristics of the American Indian groups living in Texas prior to the arrival of Europeans, and about how physical geography affected the lives of these societies, including the types of economic activities they engaged in, how they adapted to the environment, and the characteristics of governments they established. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.1A, 4.1B, 4.1C, 4.1D, 4.6A, 4.9A, 4.10A, 4.14A, 4.21A, 4.21B, 4.21C, 4.22D
Studies Weekly: Weeks 4, 5, 6, 7, 8
Unit 04: European Exploration and Mission Life
Unit 04: European Exploration and Mission Life
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students study about the motivations of those who explored Texas and the Spanish policy of building missions in an effort to colonize Texas. Additionally students examine how the policy of mission building affected settlement patterns in Texas along with the lifestyles of those living in the missions. Students also continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.2A, 4.2B, 4.2C, 4.6A, 4.8A, 4.12C, 4.21A, 4.21B, 4.22B, 4.22D
Studies Weekly: Weeks 9, 10, 11
Unit 05: The Empresario System
Unit 05: The Empresario System
(10 classes for the entire unit)
(10 classes for the entire unit)
This unit bundles student expectations that relate to Mexican colonization of Texas through the implementation of the empresario system. Early in the nineteenth century, events in Europe affected the Spanish colonies in the New World. In the course of these events, colonists in Mexico fought and gained independence from Spanish rule. Mexican officials made the control of Texas a priority and instituted a system to bring permanent settlers to the region. During the early nineteenth century Texas became the home to many settlers from the United States, who brought with them a different culture than that of the Mexicans. Eventually these cultural differences gave rise to growing tensions between colonists and Mexican officials. A study of the empresario system is fundamental to understanding how Texas was successfully populated and to understanding the eventual differences that resulted in revolt in Texas.
TEKS in this unit: 4.2D, 4.2E, 4.6A, 4.8A, 4.8B, 4.9A, 4.9B, 4.10B, 4.14B, 4.19A, 4.21A, 4.21B, 4.22A, 4.22D, 4.22E
Studies Weekly: Weeks 12, 13, 14
Unit 06: Revolution in Texas
Unit 06: Revolution in Texas
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students learn about the dissatisfaction with Mexico’s political changes that grew among Texans, about the leaders of the Texas Revolution and about the significant events of the revolution, including the creation of the Texas Declaration of Independence, the Battle of the Alamo, and the victory at the Battle of San Jacinto. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.3A, 4.3B, 4.6A, 4.15A, 4.16A, 4.16D, 4.17D, 4.21A, 4.21B, 4.21C, 4.22B, 4.22D, 4.22E
Studies Weekly: Weeks 15, 16, 17, 18
Unit 07: Republic of Texas and Statehood
Unit 07: Republic of Texas and Statehood
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students learn about the constitutional republic created by the leaders of the Republic of Texas, along with the significance of the Texas Constitution, the Texas Pledge, and the song “Texas Our Texas”. Students also study about how the leaders of the Republic of Texas addressed the economic and social issues facing the new republic. Students also learn about the annexation of Texas to the United States and subsequent war with Mexico. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.3C, 4.3D, 4.3E, 4.6A, 4.8B, 4.15A, 4.15B, 4.16B, 4.16C, 4.17D, 4.21A, 4.21B, 4.21C, 4.22D
Studies Weekly: Weeks 19, 20, 21
Unit 08: Texas During the Civil War and Reconstruction
Unit 08: Texas During the Civil War and Reconstruction
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students study about early nineteenth century immigration to Texas, about the involvement of Texas in the Civil War, and about the political, economic, and social changes that resulted with Reconstruction. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.4A, 4.8A, 4.10B, 4.11A, 4.11B, 4.11C, 4.12C, 4.12F, 4.15A, 4.16D, 4.21A, 4.21B, 4.22A, 4.22B, 4.22C, 4.22D, 4.22E
Studies Weekly: Weeks 22, 23, 24
Unit 09: Settling the Texas Frontier
Unit 09: Settling the Texas Frontier
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students study about the development of the cattle industry in Texas, about the changing settlement patterns brought about by the expansion of railroads in Texas, and about how the settlement of the Texas frontier impacted the lives of American Indians and the environment in Texas.
TEKS in this unit: 4.4B, 4.4C, 4.4D, 4.6A, 4.6B, 4.8A, 4.8B, 4.9A, 4.9B, 4.9C, 4.12B, 4.12E, 4.20A, 4.21A, 4.21B, 4.21C, 4.22D
Studies Weekly: Weeks 25, 26
Unit 10: Economic Development and Urbanization in Texas
Unit 10: Economic Development and Urbanization in Texas
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students study about the development of the oil industry in Texas and the economic conditions of the Great Depression and Dust Bowl. Students also study about the impact of the Second World War in Texas, especially examining the economic impact and the impact on urbanization of Texas. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.5A, 4.5B, 4.5C, 4.6A, 4.6B, 4.8A, 4.9A, 4.9C, 4.13B, 4.21A, 4.21B, 4.22B, 4.22D
Studies Weekly: Weeks 27, 28
Unit 11: Texas and the World
Unit 11: Texas and the World
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students learn about the diversification of the Texas economy that occurred during the latter half of the twentieth century and the globalization of the Texas economy. Students specifically examine the development of new industries in Texas following the Second World War and the types of products produced in Texas for a global market. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.5C, 4.12D, 4.12E, 4.12F, 4.13A, 4.13B, 4.13C, 4.20A, 4.20B, 4.20C, 4.21A, 4.21B, 4.22D, 4.22E
Studies Weekly: Week 29
Unit 12: Texans Making a Difference
Unit 12: Texans Making a Difference
(10 classes for the entire unit)
(10 classes for the entire unit)
During this final unit of study, students study about being actively engaged in the political process and civic affairs in Texas. Students specifically learn about participation in the democratic process, how to contact political leaders, and about being involved in civic organizations. Additionally students learn about the cultural patterns of Texas and the contributions of various diverse groups to that unique culture. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 4.5C, 4.17A, 4.17B, 4.17C, 4.17D, 4.17E, 4.18A, 4.18B, 4.19A, 4.19B, 4.19C, 4.21A, 4.21B, 4.22B, 4.22D
Studies Weekly: Weeks 30, 31, 32
Texas Essential Knowledge & Skills (TEKS)
Texas Essential Knowledge & Skills (TEKS)
TEKS - Social Studies - G4.pdfPage updated
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