Social+Studies+Resources

=**Social Studies Resources- 4th Grade**=

(4.1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration.

A: identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived;

Video: Native Americans in Texas []

B: compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration.

The Indians of Texas: []

(4.2) History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. A: summarize reasons for European exploration and settlement of Texas and the Western Hemisphere;

Resource: Reading and Writing Activity []

B: identify the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas;

Interactive Lesson on explorers: []

Interactive Game on explorers: []

(C) explain when, where, and why the Spanish established Catholic missions in Texas

Resource: 5 Spanish Missions []

Lesson Plan on Spanish Missions []

(D) identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martín de León and explain their impact on the settlement of Texas; and

Resource: Guide on empresarios []

(E) identify the impact of Mexico's independence from Spain on the events in Texas.

Resource: Mexican Independence Day []

3 History. The student understands the causes and effects 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 battles of the Alamo and San Jacinto;

Lesson Plans: []

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(B) describe the successes and problems of the Republic of Texas;

Lesson Plan: []

(C) explain the events that led to the annexation of Texas to the United States;

Teacher Activity Guide: []

(D) explain the impact of the Mexican War on Texas; and

Lesson Plan: Mexican-American War

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Lesson Plan: []

(E) identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones.

Interactive Activity:

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(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;

Lesson Plans:

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(B) explain the growth and development of the cattle and oil industries;

Lesson Plan: The Texas Cattle Kingdom []

How Many Ways Can You Use a Buffalo? Game on Buffalo Parts []

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

Lesson Plans:

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(D) describe the effects of political, economic, and social changes on Native Americans in Texas.

Guided Lesson Plan:

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(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, and the growth of aerospace and other technology industries; and

Lesson Plan: []

(B) identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodríguez, and John Tower.

Lesson Plan:

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(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; and

Interactive Map: []

(B) translate geographic data into a variety of formats such as raw data to graphs and maps.

How To Use A Pictograph:

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(7) Geography. The student understands the concept of regions. The student is expected to:

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

(B) describe a variety of regions in Texas and the Western Hemisphere such as landform, climate, and vegetation regions that result from physical characteristics;

Average Annual Precipitation Map: []

(C) compare the regions of Texas with regions of the United States and other parts of the world.

Outline Maps of Natural Features of Texas: []

(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 clusters of settlement in Texas and explain their distribution;

(B) explain patterns of settlement at different time periods in Texas;

(C) describe the location of cities in Texas and explain their distribution, past and present; and

Texas Colonization Lesson Plan: []

(D) explain the geographic factors that influence patterns of settlement and the distribution of population in Texas, past and present.

Unit Lesson: []

Map Activity: []

(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;

Literature and Lesson: [|http://viking.coe.uh.edu/~mroy/puma/page18.htm]

(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; and

Lesson: Living off Land (in Texas): []

Natural Resources Activity: []

(C) analyze the consequences of human modification of the environment in Texas, past and present.

Lesson Plan: []

(10) Economics. The student understands the basic economic patterns of early societies in Texas and the Western Hemisphere. The student is expected to:

(A) explain the economic patterns of various early Native-American groups in Texas and the Western Hemisphere; and

Social Studies Curriculum: Page 1 []

(B) explain the economic patterns of early European immigrants to Texas and the Western Hemisphere.

Activities for Lesson Ideas: []

(11) Economics. The student understands the reasons for exploration and colonization. The student is expected to:

(A) identify the economic motivations for European exploration and settlement in Texas and the Western Hemisphere; and

European exploration and Settlement: Classroom activities [|http://www5.esc13.net/socialstudies/docs/TxHistory/EuroExploreandColon/ExporationColonizationInstructions.pdf]

(B) identify the economic motivations for Anglo-American colonization in Texas.

Activity: Letters to Austin []

(12) 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;

(B) describe how the free enterprise system works in Texas; and

(C) give examples of the benefits of the free enterprise system in Texas.

Activity: The Barbed Wire Dilemma []

(13) 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;

Living off Land: various links and activities relating to topics []

(B) explain how geographic factors have influenced the location of economic activities in Texas;

Resource: The Frontier and Changing Society []

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

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

Resource: Texas Towns Past and Present []

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

Lesson Plan: []

(F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas.

(14) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:

(A) identify ways in which technological changes have resulted in increased interdependence among Texas, the United States, and the world;

Resource: A Prosperous Town assessment []

(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; and

Lesson Plan: Development of Texas Oil []

(C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.

Interactive Activity on trade: [|http://www.econedlink.org/lessons/EconEdLink-flash interactive.php?filename=em301_info.swf&lid=301]

(15) 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 selected Native-American groups governed themselves; and

Lesson Plan: []

(B) identify characteristics of Spanish and Mexican colonial governments and their influence on inhabitants of Texas.

(16) Government. The student understands important ideas in historic documents of Texas. The student is expected to:

(A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and the Treaty of Velasco; and

Resource: Texas Declaration of Independence []

Resource: Texas Constitution explained []

Resource: Treaty of Velasco []

(B) identify and explain the basic functions of the three branches of state government.

Lesson Plan: Branch of Government []

Coloring Activity: []

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

Resource: Symbols []

(A) explain the meaning of selected patriotic symbols and landmarks of Texas, including the six flags over Texas, San José Mission, and the San Jacinto Monument;

Resource: Six Flags over Texas []

Interactive Resource: []

Information Resource: []

(B) sing or recite Texas, Our Texas;

Song and Lyrics Resource: []

(C) recite and explain the meaning of the Pledge to the Texas Flag; and

Resource: []

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

Resource: Texas Independence Day and Yellow Rose of Texas song []

Importance of Juneteeth: []

(18) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

(A) explain how individuals can participate voluntarily in civic affairs at state and local levels;

A Course of Good Study in Citizenship: Resource []

(B) explain the role of the individual in state and local elections;

Resource Guide: []

(C) identify the importance of historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de Zavala who modeled active participation in the democratic process; and

Lesson Plan: []

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

Resource for Teachers: []

(19) Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:

(A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; and

Lesson Plan: Leader Research and Traits []

(B) identify leadership qualities of state and local leaders, past and present.

(20) 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 within and among selected racial, ethnic, and religious groups in Texas;

Resource Guide: []

(B) identify customs, celebrations, and traditions of various culture groups in Texas; and

Day of the Dead: Mini Unit Lesson Plan []

(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.

(21) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:

(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, and Patillo Higgins and their contributions;

(B) describe how scientific discoveries and technological innovations have benefited individuals, businesses, and society in Texas; and

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

Lesson Overview: []

(22) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) 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;

(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;

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

(D) identify different points of view about an issue or topic;

(E) identify the elements of frame of reference that influenced the participants in an event; and

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

Interpret Maps and Graphs: Resource []

(23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

Vocabulary Resource: []

(B) incorporate main and supporting ideas in verbal and written communication;

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

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

Resource: What are graphic organizers? []

Resource: How to make a Bibliography []

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

(24) 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; and

Resource: Problem Solving for Kids []

(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.

Resource: Making Good Decisions for kids []