TTUISD - TEKS Tracker
Author
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Submission Date _____/______/_____
Evaluator______________________________
Evaluation Date _____/______/_____
TTUISD: SOCS 4A ‐ Social Studies, Grade 4 (v.2.0), First Semester
TEKS: §113.6 ‐ Social Studies, Grade 4
TEKS Requirement (Grade 4)
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
92-109
Understand
82-89, 92-109
Analyze
(a) Introduction.
(1) In Grade 4, students examine the history of Texas from the early beginnings to the present
within the context of influences of the Western Hemisphere. Historical content focuses on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 and 20th centuries. Students conduct a thorough study of regions in
Texas and the Western Hemisphere that result from human activity and from physical
features. A focus on the location, distribution, and patterns of economic activities and of
settlement in Texas further enhances the concept of regions. Students describe how early
Native Americans in Texas and the Western Hemisphere met their basic economic needs and
identify economic motivations for European exploration and colonization and reasons for the
establishment of Spanish missions. Students explain how Native Americans governed
themselves and identify characteristics of Spanish and Mexican colonial 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 criticalthinking 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 biographies; novels; speeches and letters; and
poetry, songs, and artworks is encouraged. Selections may include a children's biography of
Stephen F. Austin. Motivating resources are also 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 with the history and geography strands establishing a
sense of time and a sense of place. Skills listed in the geography and social studies skills
strands 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.
(4) 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, §28.002(h).
(b) Knowledge and skills.
(1) History. The student understands the similarities and differences of Native-American
groups in Texas and the Western Hemisphere before European exploration. The student is
expected to:
(A) identify Native-American groups in Texas and the Western Hemisphere before European
exploration and describe the regions in which they lived; and
A
(B) compare the ways of life of Native-American groups in Texas and the Western
Hemisphere before European exploration.
A
(2) History. The student understands the causes and effects of European exploration and
colonization of Texas and the Western Hemisphere. The student is expected to:
Unit 2, Day 2,
3, 4, 5, 7, 8, 9,
10
Unit 2, Day 1,
2, 3, 4, 5, 7, 8,
9, 10
TEKS Requirement (Grade 4)
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
(A) summarize reasons for European exploration and settlement of Texas and the Western
Hemisphere;
A
Unit 2, Day 13, 116-121, A4-A5,
15, 16, 17, 19 124-129, 132-135
Understand
(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;
A
Unit 2, Day 12, 116-121, 130-131,
13, 14, 16, 17, 122-123, 124-129,
19, 20
132-139
Understand
(C) explain when, where, and why the Spanish established Catholic missions in Texas;
A
Unit 2, Day 19,
20
Understand
(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
A
Unit 3, Day 5,
172-175, 178-181
7, 8
Understand
(E) identify the impact of Mexico's independence from Spain on the events in Texas.
A
Unit 3, Day 3, 7 166-169, 178-181
Understand
132-139
(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;
(B) describe the successes and problems of the Republic of Texas;
(C) explain the events that led to the annexation of Texas to the United States;
(D) explain the impact of the Mexican War on Texas; and
(E) identify leaders important to the founding of Texas as a republic and state, including Sam
Houston, Mirabeau Lamar, and Anson Jones.
(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;
(B) explain the growth and development of the cattle and oil industries;
(C) identify the impact of railroads on life in Texas, including changes to cities and major
industries; and
(D) describe the effects of political, economic, and social changes on Native Americans in
Texas.
(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
(B) identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A.
Ferguson, Audie Murphy, Cleto Rodríguez, and John Tower.
(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
(B) translate geographic data into a variety of formats such as raw data to graphs and maps.
(7) Geography. The student understands the concept of regions. The student is expected to:
A
A
A
A
A
A
A
Unit 3, Day 10,
150-157,186-193,
11, 12, 14, 15,
200-205, 208-211
16, 17, 18
Unit 3, Day 17
208-211
Analyze
Understand
Unit 3, Day 13. 150-157, 194-199,
15, 16, 17
208-211
Understand
Unit 1, Day 18
60-67
Understand
Unit 2, Day 20
136-139
Understand
A
A
A
A
Unit 3, Day 13,
194-203, 208-211
14, 17
A
Unit 1, Day
2,3,4,8, 9, 10,
11, 12, 13, 14,
15, 16, 18, Unit
2, Day 2, 3, 4,
5, 14, 15, 16,
Unit 3, Day 1,
4, 7, 10, 11, 14,
17, 19
A
Unit 1, Day A4-A5, 26-27, 30,
2,3,4, 8, 9,10, 32-41, 48-51, 5411, 12, 13, 14,
57, A18, A2015, 16, Unit 3, A21, 148-149, 160Day 1, 19
163
A4-A5, 26-27, 30,
32-41, 48-51, 5457, 60-67 A18,
A20-A21, 92-109,
122-127, 148-149,
160-163, 170-171,
178-181, 186-191,
200-203, 208-211
Remember
Apply
Apply
TEKS Requirement (Grade 4)
Sem. A
(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;
A
(B) describe a variety of regions in Texas and the Western Hemisphere such as landform,
climate, and vegetation regions that result from physical characteristics; and
A
(C) compare the regions of Texas with regions of the United States and other parts of the
world.
(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;
A
Curriculum
Guide Lesson
#
Unit 1, Day 5,
7, 10, 11, 12,
13, 14, 15, 16,
18, Unit 2, Day
1, 15
Unit 1, Day 7,
9,10,11,12,13,1
4,15,16, Unit 2,
Day 2, 3, 4, 5,
15
Unit 1, Day 5,
7, 18
Textbook
Chapter/Page #
22-25, 28-41, 4851, 54-57, 60-67,
Understand
A4-A5, A18, A20A21, 82-89
28-57, A4-A5,
A18, A20-A21, 92- Understand
109
22-25, 60-67
A
Unit 1, Day 11,
30, 54-57, A16,
16, Unit 2, Day
410-411, 92-109,
2, 3, 4, 5, 19,
132-135, 148-149,
Unit 3, Day 7,
178-181, 186-191
10, 11, 19
A
Unit 1, Day 16,
Unit 2, Day 1,
16, 17, 19, Unit
3, Day 3, 7, 17,
19
(C) describe the location of cities in Texas and explain their distribution, past and present;
and
A
(D) explain the geographic factors that influence patterns of settlement and the distribution of
population in Texas, past and present.
A
Unit 1, Day 8,
16, Unit 2, Day
19, Unit 3, Day
5, 7
Unit 1, Day 11,
16, Unit 2, Day
1, 2, 3, 4, 5, 19
Bloom's
Taxonomy
Understand
Understand
54-57, A16, 410411, 82-89, 124129, 132-135, 148- Understand
149, 166-169, 178181, 208-211
26-27, 54-57, A16,
410-411, 132-135, Understand
172-175, 178-181
30, 54-57, A16,
410-411, 82-89, 92- Understand
109, 132-135
(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;
A
(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
A
(C) analyze the consequences of human modification of the environment in Texas, past and
present.
(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
(B) explain the economic patterns of early European immigrants to Texas and the Western
Hemisphere.
(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
Unit 1, Day 18,
60-67, 82-89, 92Unit 2, Day 1,
109
2, 3, 4, 5
Unit 1, Day 18,
Unit 2, Day 1, 60-67, 82-89, 922, 3, 4, 5, Unit
109, 172-175
3, Day 5
Understand
Analyze
A
A
Unit 2, Day 1,
2, 3, 4, 5, 9, 10
82-89, 92-109
Understand
A
A
Unit 2, Day 13, 116-121, 124-129,
16, 17, 19, 20
132-139
Understand
(B) identify the economic motivations for Anglo-American colonization in Texas.
A
Unit 3, Day 5, 8
Understand
(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;
A
172-175
TEKS Requirement (Grade 4)
Sem. A
(B) describe how the free enterprise system works in Texas; and
(C) give examples of the benefits of the free enterprise system in Texas.
(13) Economics. The student understands patterns of work and economic activities in Texas.
The student is expected to:
A
A
(A) explain how people in different regions of Texas earn their living, past and present;
(B) explain how geographic factors have influenced the location of economic activities in
Texas;
(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;
(E) explain how developments in transportation and communication have influenced
economic activities in Texas; and
(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;
(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
(C) explain how Texans meet some of their needs through the purchase of products from the
United States and the rest of the world.
(15) Government. The student understands how people organized governments in different
ways during the early development of Texas. The student is expected to:
A
A
A
Textbook
Chapter/Page #
Bloom's
Taxonomy
Unit 1, Day 18,
Unit 2, Day 9, 60-67, 132-139,
10, 19, 20, Unit 166-169, 172-175
3, Day 3, 5
Understand
Unit 1, Day 18,
Unit 2, Day 1,
60-67, 92-109, 1322, 3, 4, 5, 9, 10,
135, 186-191
19, Unit 3, Day
8, 10, 11
54-57, A16, 410Unit 1, Day 16
411
Evaluate
Analyze
A
A
A
Unit 3, Day 5
172-175
Evaluate
Unit 1, Day 18
60-67
Understand
A
A
A
(A) compare how selected Native-American groups governed themselves; and
A
(B) identify characteristics of Spanish and Mexican colonial governments and their influence
on inhabitants of Texas.
A
(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
(B) identify and explain the basic functions of the three branches of state government.
(17) Citizenship. The student understands important customs, symbols, and celebrations of
Texas. The student is expected to:
(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;
(B) sing or recite Texas, Our Texas;
(C) recite and explain the meaning of the Pledge to the Texas Flag; and
(D) describe the origins and significance of state celebrations such as Texas Independence
Day and Juneteenth.
(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;
(B) explain the role of the individual in state and local elections;
(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
Curriculum
Guide Lesson
#
Unit 2, Day 2,
3, 4, 5, 9, 10, 92-109, 136-139
20
Unit 2, Day 19,
132-139, 166-169,
20, Unit 3, Day
172-175, 178-181,
3, 5, 7, 10, 11,
186-193
12
Understand
Analyze
Unit 3, Day 13,
194-199, 208-211
17
Evaluate
Unit 2, Day 19,
132-135, 194-199
Unit 3, Day 13
Understand
A
A
Unit 3, Day 3,
166-169
Understand
A
Unit 3, Day 13
194-199
Understand
A
A
A
A
A
A
TEKS Requirement (Grade 4)
Sem. A
(D) explain how to contact elected and appointed leaders in state and local governments.
(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
(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
(B) identify customs, celebrations, and traditions of various culture groups in Texas; and
A
(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.
(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;
Bloom's
Taxonomy
A
A
(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;
Textbook
Chapter/Page #
A
(A) identify the similarities and differences within and among selected racial, ethnic, and
religious groups in Texas;
(C) summarize the contributions of people of various racial, ethnic, and religious groups in
the development of Texas.
Curriculum
Guide Lesson
#
Unit 1, Day 16,
Unit 2, Day 7, 54-57, A16, 4108, 9, 10, 19, 20, 411, 132-139, 178- Understand
Unit 3, Day 7,
181, 186-191
10, 11
Unit 1, Day 16,
54-57, A16, 410Unit 2, Day 9,
Remember
411, 132-139
10, 19, 20
A
Unit 1, Day 16,
54-57, A16, 410Unit 2, Day 9,
411, 132-139, 16610, 19, 20, Unit
169, 178-181
3, Day 3, 7
A
Unit 1, Day 18
60-67
Remember
A
Unit 1, Day 18,
Unit 2, Day 1,
2, 3, 4, 5
60-67, 92-109
Understand
A
Unit 1, Day 18
60-67
Evaluate
A
Unit 1, Day 8,
16, 17, 19, Unit
2, Day 2, 3, 4,
5, 9, 10, 13, 14,
16, 17, 18, 19,
20, Unit 3, Day
6, 8, 10, 11, 13,
14, 15, 16, 17,
18
1-16, 26-27, 5459, A16, 410-411,
92-109, 116-129,
132-139, 150-157,
176-177, 186-191,
194-205, 208-211
Analyze
A
Unit 1, Day 2,
7, 16, 18, Unit
2, Day 1, 2, 3,
4, 5, 6, 9, 10,
11, 12, 13, 16,
17, 18, 19, 20,
Unit 3, Day 1,
2, 3, 5, 6, 7, 10,
11, 13,14, 17,
18
54-57, 60-67, A16,
410-411, 82-89, 92109, 130-131, 116121, 124-129, 132139, 160-169, 172181, 186-191, 194203, 208-211
Analyze
Evaluate
TEKS Requirement (Grade 4)
(C) organize and interpret information in outlines, reports, databases, and visuals including
graphs, charts, timelines, and maps;
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
Unit 1, Day
2,3,4,7, 8, 10,
11,12, 13, 14,
15, 16, 17, 18,
19, Unit 2, Day
1, 2, 3, 4, 5,6,
9, 10, 11, 12,
13, 14, 16, 17,
18, 19, 20, Unit
3, Day 1, 2, 3,
4, 5, 6, 7, 8, 10,
11, 13, 14, 17,
19
A4-A5, 1-16, 2641, 48-51, 54-67,
410-411, A16,
A18, A20-A21, 8289, 92-109, 130131, 116-129, 132139, 148-149, 160181, 186-191, 194203, 208-211
Evaluate
(D) identify different points of view about an issue or topic;
A
(E) identify the elements of frame of reference that influenced the participants in an event;
and
A
(F) use appropriate mathematical skills to interpret social studies information such as maps
and graphs.
Unit 2, Day 16,
124-127, 150-157,
Unit 3, Day 8,
186-191, 200-203,
10, 11, 14, 15,
208-209
18
Unit 1, Day 7,
Unit 3, Day 8,
200-203
14
Analyze
Analyze
A
A4-A5, 26-41, 48Unit 1, Day 3,7,
51, 54-59, 4108, 11, 12, 13,
411, A16, A18,
14, 15, 16, 17,
A20-A21, 13218, 19, Unit 3,
135, 148-149, 166Day 3, 4, 14, 19
171, 200-203
Apply
A
Unit 1, Day 3,
4, 6,7, 8, 16,
17, 18, 19, Unit
2, Day 1, 2, 3,
4, 5, 9, 10, 11,
12, 13, 14, 16,
17, 18, 19, 20,
21, Unit 3, Day
1, 2, 3, 5, 7, 9,
10, 11, 12,
13,14, 17, 18,
19
A4-A5, The
Armadillo from
Amarillo, 1-16, 2627, 54-67, A16,
410-411, 82-89, 92109, 130-131, 148149, 116-129, 132139, 160-169, 172175, 178-181, 186203, 208-211
Apply
A
Unit 1, Day 6,
16, 18, Unit 2,
Day 1, 9, 10,
11, 13, 16, 17,
19, 20, Unit 3,
Day 1, 3, 5, 7,
9, 10, 11, 13,
14, 17, 18
The Armadillo
from Amarillo 5457, 60-67, A16,
410-411, 82-89,
116-121, 124-129,
132-139, 160-163,
166-169, 172-175,
178-181, 186-191,
194-203, 208-211
Apply
(23) Social Studies Skills. The student communicates in written, oral, and visual forms. The
student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
Sem. A
Curriculum
Guide Lesson
#
Textbook
Chapter/Page #
Bloom's
Taxonomy
A
Unit 1, Day 2,
6, 7, 13, 15, 18,
Unit 2, Day 2,
3, 4, 5, 10, 19,
20, Unit 3, Day
3, 5, 6, 15, 17
The Armadillo
from Amarillo, 3437, 48-51, 60-67,
92-109, 132-139,
150-157, 166-169,
172-177, 208-211
Apply
A
Unit 1, Day 3,
4, 6,7, 16, 18,
19, Unit 2, Day
2, 3, 4, 5, 6, 7,
8, 9, 10, 11, 12,
13, 16, 18, 19,
20, Unit 3, Day
3, 5, 6, 8, 9, 10,
11, 13, 14, 15,
17, 18, 19
The Armadillo
from Amarillo, 116, 54-57, 60-67,
A16, 410-411, 92109, 130-131, 116121, 124-127, 132139, 150-157, 148149, 166-169, 172177, 186-191, 194203, 208-211
Create
(E) use standard grammar, spelling, sentence structure, and punctuation.
A
Unit 1, Day 3,
6, Unit 2, Day
9, 10, 11, 13,
16, 18, 19, Unit
3, Day 3, 6, 8,
9, 10, 11, 13,
18
The Armadillo
from Amarillo, 2627, 116-121, 124127, 132-135, 166169, 176-177, 186191, 194-199, 208209
Apply
(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
(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.
A
Unit 3, Day 9,
10, 11, 12
186-193
Evaluate
A
Unit 1, Day 18,
Unit 3, Day 3,
9, 12
60-67, 166-169,
192-193
Create
TEKS Requirement (Grade 4)
(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
Source: The provisions of this §113.6 adopted to be effective September 1, 1998, 22 TexReg
7684.