4th Grade Social Studies Unit 3

Big Idea:

Identify different early American Indian groups in Texas and the activities they used to meet their needs and wants. Compare the political, economic and social systems of early American Indian groups in Texas.

Student Expectations:

Priority TEKS

4.1(B) [Supporting] Identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano.

4.1(D) [Readiness] Compare the ways of life of American Indian groups in Texas and North America before European exploration.

4.10(A) [Supporting] 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.

4.14(A) [Supporting] Compare how various American Indian groups such as the Caddo and the Comanche governed themselves.

Focus TEKS

4.1(A) [Supporting] Explain the possible origins of American Indian groups in Texas and North America.

4.1(C) [Supporting] 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.

4.9(A) [Supporting] 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.

Ongoing TEKS

4.6(A) [Readiness] Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.

4.21(A) [Tools to Know] 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

4.21(B) [Ways to Show] 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.

4.21(C) [Ways to Show] Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

4.22(D) [Ways to Show] Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

Student Learning Targets:

• I will identify American Indian groups in Texas such as: the Lipan Apache, Karankawa, Caddo, and Jumano.
• I will compare the ways of life of the Lipan Apache, Karankawa, Caddo, and Jumano American Indian tribes.
• I will explain how American Indian groups met their needs through economic activities such as farming, trading, and hunting.
• I will compare and contrast how the Caddo and Comanche groups governed themselves. (writing)

Essential Questions:

• What caused the American Indian groups to migrate to Texas and North America?
• What basic economic activities were used by early American Indian groups to meet their needs and wants?
• Why did the Caddo and Comanche tribes have different government systems?

Extra Information:

Adopted Textbook: American Legacy, Studies Weekly

District Grading Policy

Texas Gateway Online Resource Center