Austin ISD Instructional Planning Guide
Social Studies
Fourth Grade
First Nine Weeks
Teachers will find the following components provided in this document useful in their professional planning:
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Student Expectations
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Additional resources are made available on the district’s Social Studies website at www.austinschools.org/curriculum
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Introduction to Texas History/Building Classroom Community
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
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. (22A) B
823
Social Studies Skills-Apply Critical thinking skill to gather and analyze social studies
information
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. (22B) B
502
Citizenship-Customs, symbols, and celebrations
Recite and explain the meaning of the Pledge of Allegiance to the US. Flag and the pledge to
the Texas flag. (17C)
503
Citizenship-Customs, symbols and celebrations
Explain the meaning of selected patriotic symbols and landmarks of Texas, including the six
flags over Texas, San Jose’ Mission, and the San Jacinto Monument. (17A)
811
T5
Week 1
T5
T5
Social Studies Skills-Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies. (23D)
Here’s An Apple! Excellent lesson plan from Texas Beyond
History on “Personal Chronology”..
Interactive Student
Notebooks
Students set up ISNs for
Social Studies by:
1) Designing a creative
cover for their notebook that
reflects their
interests/personality
2) Students design a Texas
History Cover Page in the
front of their notebook
including at least five
patriotic symbols and/or
landmarks of Texas.
3) Writing an “about the
author page” biography in
their notebook.
The State Pledge,
Introduction p. 1.
Have students volunteer to
read aloud. Compare the
Texas Pledge to the United
States Pledge of Allegiance
Student Interactive Notebook
Teacher/Student created
criteria chart for high quality
work for all assignments
completed in the ISN.
Social Studies
Best Practice
Principles of Learning:
Clear Expectations
Criteria charts will define
Clear Expectations.
Organizing for Effort, a
clear, high, minimum set
of standards that every
student is expected to
meet is established.
ISN Assignment:
Illustrated Pledge to the
Texas Flag—illustrated copy
of the pledge to the Texas
flag written in student’s own
words. (students “think-pairshare” to complete this
assignment)
See above
Personal Chronology
Lesson—See “Here’s An
Apple!” at left.
Criteria chart for ten illustrated
chronology cards.
What Can We Learn from
the Past—Artifacts? Lesson
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
1
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Introduction to Texas History/Building Classroom Community
Resources:

The Austin ISD Social Studies website has many resources, including websites, graphic
organizers, and other strategies all found in the Resources section of the site
http://www.austinschools.org/curriculum

Harcourt Horizons: Texas Teacher Edition. www.harcourtschool.com
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Teachers Curriculum Institute http://www.teachtci.com/
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Texas Beyond History http://www.texasbeyondhistory.net/

K-12 Database Program http://web.esc20.net/K12databases/accessk12.html

The Portal to Texas History, Hosted by the University of North Texas University Library
http://texashistory.unt.edu/
Videos:
Texas Videos, http://www.texasexplorer.com/TexasVideo.htm
Teacher Notes:
Interactive Student Notebooks
Students will use their ISNs for all of their Social Studies assignments.
For each major lesson, students complete a preview assignment or “hook”, the lesson or
“line”, and a processing assignment (“sinker) that helps students to apply what they have
learned. The processing activity can be an illustrated timeline, an advertisement, a persuasive
letter, an annotated map, or other assignment to synthesize what students have learned.
The ISN acts as a portfolio of student learning for the year and can serve as a valuable
resource for students when they take 7th grade Texas History in middle school.
See guidelines for the “interactive student notebooks” and Icebreaker Activities at
http://www.austinschools.org/curriculum/soc_stud/resources/strategies.html
Students keep key vocabulary in their Interactive Student Notebooks. See the Resource
section of the AISD Social Studies website for more strategies to build academic
vocabulary.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
2
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
The Geography of Texas
218
Geography-Concept of Regions
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.
(7A) B
T2
Week 2
219
Geography- One area is similar to, and different from, another area
Compare the regions of Texas with regions of the United States and other parts of the
world. (7C)
B
T2
224
Geography-Humans have adapted to, and modified the physical environment
Describe ways people have adapted to and modified their environment in Texas, past
and present. (9A) B <WG8G>
T5
Labor Day begins
week 3, see
Harcourt text p.
H1 for lessons
and activities.
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps. (22C) B
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (23A)
205
Geography- Construct and interpret maps and other graphics.
Apply geographic tools, including grid systems, legends, symbols, scales, and compass
roses, to construct and interpret maps. (6A)
207
Geography-Physical characteristics of the environment
Describe a variety of regions in Texas and the Western Hemisphere such as landform,
climate, and vegetation regions that result from physical characteristics. (7B)
Learning About Texas
Introduction p. 1-10
Why Geography Matters,
Why Economics Matters,
Why Culture and Society
Matter
Why Civics and Government
Matter
Formative assessment -check
sţudent work for understanding
Students work in pairs to
make a word web poster of
one of the topics above.
They should illustrate their
word web with appropriate
pictures drawn or cut out of
magazines to illustrate their
topic(s)
Assessment can be formal or
informal.
Students can present and
display their projects/products
upon completion.
Texas Resources
Scavenger Hunt Activity
Teacher/Student Created
Criteria Charts: Each
commercial presentation
should include the key
attributes of the region;
landforms, bodies of water,
resources, and at least one
landmark.
Formative Assessment: Check
student progress individually
during group work.
Social Studies
Best Practice
Principles of Learning:
Accountable Talk
Engagement of learning
through talk - This will be
maintained through
discussions if students have
additional questions.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
3
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
The Geography of Texas
Resources:

The Austin ISD Social Studies website has many resources, including websites, graphic
organizers, and other strategies all found in the Resources section of the site
http://www.austinschools.org/curriculum

Texas Beyond History at http://www.texasbeyondhistory.net/ This is a virtual museum of
Texas’ cultural history and lesson plans for teachers.
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Texas Parks and Wildlife Department at www.tpwd.state.tx.us/ Links to all parks and historic
sites in Texas and living history programs in Texas state parks. Kids' pages features "Learn
about Texas Indians" and downloadable coloring pages.
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The Portal to Texas History at http://texashistory.unt.edu/ This site is hosted by the University
of Texas and includes a “Young Scholars” section for student use in research.
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Armadillo from Armadillo by Lynne Cherry could be used to introduce this unit.
See T.E. under “Read a Book”, page 367
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Tumbleweed Tom and the Texas Trail by Jackie Hopkins
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Texas: Rookie Read About– Geography by Carmen Bredeson This book is divided into
chapters on geography, history, government and economy, people, achievements,
landmarks, and state survey. The latter section is especially interesting, with information
about symbols, celebrations, famous people, and tourist sites. Both books have large, clear,
full-color photos or reproductions on almost every page. Each title also has four maps, the
words and music to the state's song, and a typical recipe.

All Around Texas Regions and Resources. Mary Dodson Wade. Heinemann Library,
(This is part of a series that Heinemann has on Texas called Heinemann State Studies, an
excellent resource for 4th grade Texas History.
Teacher Notes:
Vocabulary: Introduction
history, chronology, historian, evidence, oral history, point of view, analyze, primary source,
secondary source, geography, geographer, human feature, interact, location, physical feature,
region, economy, economics, culture, heritage, society, government, civics
Physical Regions of Texas to Know: Coastal Plains, North Central Plains, Great Plains,
Mountains and Basins
Begin a social studies word wall (illustrated) and continue adding words throughout the year.
Students can create a personal word wall in their social studies folder or notebook
Map Skills Practice: Harcourt Horizons: Texas Activity Book p. 1-12 has activities to
reinforce basic geographic map skills.
Teachable Moment:
The Labor Day holiday falls during the next week. Not only is this
day a celebration of the value and dignity of work, the holiday also
celebrates the successes of the labor movement.
The History Channel provides a mini-site that traces the history of
this holiday and the labor movement through documents, images,
and video clips. http://www.history.com/minisites/laborday
Video Connection: Download clips of videos associated with 4th grade Social Studies content.
Go to http://streaming.discoveryeducation.com to locate videos.
Please contact your librarian for password information.
A selection of video resources may be found at Discovery Education Streaming
http://streaming.discoveryeducation.com
Video Segments for this unit include:

Understanding Economics (25:00)

TLC Elementary School: Understanding Government (24:16)

How to Study Cultures: How Beliefs and Values Define a Culture (24:14)

The Southwestern Region of the United States (16:00)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
4
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
The Geography of Texas Continued
218
Geography-Concept of regions
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.
(7A) B
T2
223
Geography-Humans have adapted to, and modified the physical environment
Analyze the consequences of human modification of the environment in Texas, past
and present, such as development of cities, farming and ranching, fishing,
industrialization, irrigation, limestone mining, transportation, and use of fossil fuels.
(9C) B
T2
219
Geography- One area is similar to, and different from, another area
Compare the regions of Texas with regions of the United States and other parts of the
world. (7C) B
T2
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps. (22C) B
T5
823
Social Studies Skills-Apply Critical thinking skill to gather and analyze social studies
information
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. (22B) B
Week 3
T5
207
Where on Earth is Texas?
Chapter 1, Read pp. 20-25
Activity Book, pp. 6-7
Time For Kids Readers
Harcourt TAKS Preparation for
Reading and Writing with
Social Studies Content, copy
p. 1 for student assessment
Map and Globe Skills-Use
Latitude and Longitude, pp.
26-27. Students use grid
system to interpret maps.
Activity Book, p. 8
Informal assessment, check for
student understanding by
listening, observing, and
questioning students while
they work on their balloon
projects.
Texas Land and Water,
Chapter 1, Read pp. 28-31
Students will describe
specific landforms in Texas.
Hands-On Reading
Activities with the Bag
Ladies: Texas Overlay Map,
p. 6
Harcourt TAKS Preparation for
Reading and Writing with
Social Studies content, copy p.
2 for student assessment
Use an Elevation Map,
Read pp. 32-33
Activity Book, pp. 10-11
Activity Book, p. 12 or
Harcourt TAKS Preparation for
Reading and Writing with
Social Studies Content, copy
p. 3 for student assessment
T5
Geography-Physical characteristics of the environment
Describe a variety of regions in Texas and the Western Hemisphere such as landform,
climate, and vegetation regions that result from physical characteristics. (7B)
Here’s An Apple! Excellent lesson plan from Heidi Boles of
Weatherford ISD to Native American and Texas Regions Bus
Tour. Experiential lesson in the format of Social Studies
Alive! Lesson and Power Point available for this lesson on
our website.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
Texas Climate, Chapter 1,
Read pp. 34-37 Categorize
vocabulary. Venn Diagram –
Temperature, Climate and
Humidity
Bringing Texas History
Alive—Native American and
Texas Regions Bus Tour
and Powerpoint
Monitor students while they
take notes about the regions
and read about Native
American tribes. Postcard
Summative Assessment
5
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
The Geography of Texas
Resources:

The Austin ISD Social Studies website has many resources, including websites, graphic
organizers, and other strategies all found in the Resources section of the site
http://www.austinschools.org/curriculum

Harcourt Horizons Texas – Student textbooks and Teacher’s Edition,
www.harcourtschool.com,

Harcourt TAKS Preparation for Reading and Writing with Social Studies Content

Harcourt Hands-on Reading Activities with the Bag Ladies

The AISD Library Media Center (LMC) @ PDA (414-4937) has many available resources for
use. They can be checked-out and returned via school mail. Searches for unit studies in the
library catalog can only be accessed through AISD campus computers at the location of
http://webcat

Austin Past and Present DVD and curriculum materials

A great website to extend the lessons on civics and government is Ben’s Guide to U.S.
Government http://bensguide.gpo.gov

Center for Civil Education, http://www.civiced.org/index.php?page=constitution_day

Law Related Education of Texas http://www.texasire.org
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NARA-the National Archives Experience
http://www.archives.gov/national-archives-experience/charters/constitution.html
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Library of Congress: http://memory.loc.gov/ammem/bdsds/bdsdhome.html
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Region XIII Service Center Social Studies
http://www.esc13.net/socialstudies/freedomweek.htm
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Texas Education Agency - The Social Studies Center http://www.tea.state.tx.us/ssc/
Teacher Notes:
Vocabulary - Ch. 1, Land of Texas
continent, boundary, hemisphere, equator, prime meridian, relative location, Panhandle,
absolute location, lines of latitude, parallel, lines of longitude, meridian, prime meridian, natural
region, plain, coastal plain, mountain range, landform, escarpment, tributary, floodplain,
aquifer, elevation, sea level, climate, temperature, humidity, precipitation, desert, drought,
tornado, hurricane, vegetation, marsh, prairie, bayou, mesquite
Vocabulary - Ch. 2, People of Texas
political region, nation, province, county, population, immigrant, ethnic group, custom, urban,
rural, line graph, estimate, economy, agriculture, industry, good, service, technology, land use
Videos:
Texas Videos, http://www.texasexplorer.com/TexasVideo.htm
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
6
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
The Geography of Texas and Celebrate Freedom Week / Hispanic Heritage Month
218
223
219
301
Geography-Concept of regions
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.
(7A) B
T2
Geography-Humans have adapted to, and modified the physical environment
Analyze the consequences of human modification of the environment in Texas, past
and present, such as development of cities, farming and ranching, fishing,
industrialization, irrigation, limestone mining, transportation, and use of fossil fuels.
(9C) B
T2
Week 4-5
Student performance
assessment—commercial.
Students present commercials
to class; students take notes
on graphically organized
reading notes.
T3
Geography- One area is similar to, and different from, another area
Compare the regions of Texas with regions of the United States and other parts of the
world. (7C) B
Economics-Production of goods and services
Identify oil and gas, agricultural, and technological products of Texas that are
purchased to meet needs in the United States and around the world. (14B) B
Bringing Texas History
Alive—Regions of Texas
Commercials
Hispanic
Heritage Month
begins on
September 16
and extends
until
October 15th
Constitution Day/Celebrate
Freedom Week activities
and Hispanic Heritage
Month activities and lesson
plans see Social Studies
websitehttp://www.austinschools.
org/curriculum/soc_stud/i
ndex.html
Group and Self Evaluation
Sheets
Chapter 1 and 2 Test, in the
Assessment Program
Social Studies
Best Practice
Principles of Learning:
Clear Expectations
Students judge their
work with respect to the
standards.
Accountable Talk
Students elaborate and
build upon ideas and
each other’s
contributions.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
7
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
The Geography of Texas and Celebrate Freedom Week
Resources:

The Austin ISD Social Studies website has many resources, including websites, graphic organizers,
and other strategies all found in the Resources section of the site
http://www.austinschools.org/curriculum

Harcourt Horizons Texas – Student Textbooks and Teacher’s Edition
Teacher Notes:
Hispanic Heritage Month begins on September 16. It is also Diez y Seiz de Septiembre,
The celebration of Mexican Independence. Use the Austin American-Statesman and
see what different celebration activities are happening around the city. See the AISD
Social Studies Website for specific resources and lessons for this month.
http://www.austinschools.org/curriculum/soc_stud/index.html
Content-Specific Resources for Celebrate Freedom Week











Region XIII Celebrates Constitution Day
http://www5.esc13.net/socialstudies/feature_constitution_day.html#lessons
The Social Studies Center http://www.tea.state.tx.us/ssc/whatsnew/freedom/freedom.htm
provides information on the background of Celebrate Freedom Week as well as recommended
lesson plans to use in the study of the Declaration of Independence.
American Bar Association at http://www.abanet.org/publiced
Bill of Rights Institute at http://www.BillofRightsInstitute.org
Center for Civic Education at http://www.civiced.org
Constitutional Rights Foundation at http://www.crf-usa.org
Electronic Smithsonian at http://www.si.edu/
National Archives: The Constitution Community at http://www.nara.gov/education/cc/
State Bar of Texas at http://www.texasbar.com
U.S. Founding Documents at http://www.law.emory.edu/FEDERAL/
Thomas Jefferson Exhibit at the Library of Congress at http://www.loc.gov/exhibits/jefferson/
Resources for Hispanic Heritage Month:

Hispanic America USA provides a catalog listing of resources available on Hispanic-Latino
contributions with a focus on government and military service.
http://www.neta.com/~1stbooks/content.htm

Gilder Lehrman’s Resources on Mexican-American history are outstanding and include
several primary source documents related to the topic.
http://www.mexicanamericans.com/index.htm

Mexican Ancestry This site is especially worthwhile for those interested in tracing MexicanAmerican ancestry. http://www.mexicanamericans.com/MexicanAncestry.htm
NOTE: The week of September 15th through the 19th has been designated Celebrate
Freedom Week to coincide with Constitution Day on September 17th. See the AISD
Social Studies Website for specific resources and lessons for this month.
http://www.austinschools.org/curriculum/soc_stud/index.html
CONSTITUTION DAY Activities:
As Required by Federal Law,
Public Law 108-447, Section 111(b) states “each educational institution that
receives Federal funds for a fiscal year shall hold an educational program on the
United Sates Constitution on September 17 of such year for the students served
by the educational institution.” Section 111 requires that Constitution Day be
held on September 17 of each year, commemorating the September 17, 1787
signing of the Constitution. However, when September 17 falls on a Saturday,
Sunday, or holiday, Constitution Day shall be held during the preceding or
following week.
Constitution Day will be observed on Wednesday, September 17, 2008.
**Documentation of campus activities will be required.**
A selection of video resources may be found at Discovery Education Streaming
http://streaming.discoveryeducation.com
Video Segments for this unit include:

TLC Elementary School: We the People: A History

The Constitution (04:04)

The Bill of Rights (04:20)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
8
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Native Americans and Texas Regions
126
History- Historical groups from selected societies and their contributions
Identify Native-American groups in Texas and the Western Hemisphere before
European exploration such as the Apache, Caddo, Cherokee, Comanche, and Pueblo
and describe the regions in which they lived. (1A) B
T3*
127
History- Historical groups from selected societies and their contributions
Compare the ways of life of Native-American groups in Texas and the Western
Hemisphere before European explorations. (1B) B
T3*
Week 6-9
.
218
Geography-Concept of regions
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.
(7A) B
T2
220
Geography-physical environment affects and interacts with the human environment
Explain the geographic factors, such as climate, land use, vegetation, and water
sources that influence patterns of settlement and the distribution of population in
Texas, past and present. (8D) B T2
T2
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps. (22C) B
T5
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
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. (22A) B
T5
Social Studies Skills-Apply Critical thinking skill to gather and analyze social studies
information
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. (22B) B
T5
823
Introduce the Unit, Read pp.
75-77. Texas Long Ago,
complete a flow chart to
show the order in which
events happened. Time
Line illustrations p. 77
Start with a Story, Read pp.
78-81. Text of this story can
be found on the Unit 2
Audio Text. Students
identify Native American
group of Texas. Visit the
Texas Beyond History
website. See resources for
web address.
Chapter 3, The Earliest
Texans, People of the
Western Hemisphere, Read
pp. 83-89 Begin a class time
line. Teacher’s edition p. 85
Chapter 3, Read and
Respond, Students will
make inferences about
people who lived long ago
based on artifacts.
Use a Cultural Map Skill
Lesson p. 90-91, Activity
Book p. 27
Chapter 3, People of the
Coastal Plain, Read pp. 9299. Time for Kids Readers
Teacher’s Guide pp. 17-19.
Students complete the map
along with a color key.
Activity Book, p. 28
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
Lesson 1 Oral Review – check
for understanding
Harcourt TAKS Preparation for
Reading and Writing with
Social Studies Content, copy
p. 10 for student assessment
Lesson 2 Oral Review – check
for understanding
Harcourt TAKS Preparation for
Reading and Writing with
Social Studies Content, copy
p. 11 for student assessment
Social Studies
Best Practice
Principles of Learning:
Accountable Talk
Teacher models
appropriate forms of
discussion by questioning,
probing and leading
conversations. Students
provide evidence for
claims and arguments.
9
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Native Americans and Texas Regions
Resources:







Austin ISD Social Studies website http://www.austinschools.org/curriculum
Texas Beyond History website http://www.texasbeyondhistory.net/
This is a virtual museum of Texas’ cultural history
Indians of Texas website http://www.lsjunction.com/places/indians.htm
Native Americans in Texas website http://www.native-languages.org/texas.htm
Institute of Texan Cultures at
http://www.texancultures.utsa.edu/nativeamerican/texas_native_americans/index.htm
The Mystery of the Disappearing Indians of Texas at
http://www.texancultures.utsa.edu/mystery/index2.htm
Learn About Texas Indians at
http://www.tpwd.state.tx.us/publications/pwdpubs/media/pwd_bk_p4000_0016.pdf
Teacher Notes:
Vocabulary:
adapt, artifact, archeologist, extinct, scarce, fertile, tribe, culture, civilization, culture region,
maize, temple, religion, ceremony, confederation, nomad, dugout, shaman, hide, specialize,
tepee, council, adobe, irrigation, ancestor, oral history, ally, cause, effect
A selection of video resources may be found at Discovery Education Streaming
http://streaming.discoveryeducation.com
Video Segments for this unit include:

Native Americans: People of the Southwest (01:49)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
10
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Native Americans and Texas Regions
History- Historical groups from selected societies and their contributions
T3*
Week 7
Preview:
Identify Native-American groups in Texas and the Western Hemisphere before
Students answer the
Criteria for high-quality ISN
European exploration such as the Apache, Caddo, Cherokee, Comanche, and Pueblo
following prompt in their
entries.
Native Americans and Texas Regions
and describe the regions in which they lived. (1A) B
ISNs:
Resources:
Teacher Notes
If you were a Native
Texas
the University
of Texas
Austin
ISDHistorical
Social Studies
website
127
Historygroups
from http://www.austinschools.org/curriculum
selected societies and their contributions
T3* Beyond History is part of American
in Texas,
whatArcheological Research Laboratory.
This website offers incredible resources
for you
the students
and teachers. Visit the website and

Texas
Beyond
Historyofhttp://www.texasbeyondhistory.net/teach/lessons.html
Compare
the ways
life of Native-American groups in Texas and the Western
tribe would
be from and
click on: Imagine It, Caddo Kids,where
Fantastic
Facts,
Artifact Bingo, New Words, Cool Links and

Harcourt
Horizons
Texas
– www.harcoutschool.com
Hemisphere
before
European
explorations. (1B) B
would
you live?
Kids Only? (interactive bison activity).

www.timeforkids.com
What would your life be
.
T2
like?

Explore
GeoSkills
CD-ROM
to
give
students
additional
practice
using
map
and
globe
skills.
Geography-Concept
of
regions
218
See the A-Z List of Strategies for Social Studies including the Reading Graphic

The
AISD Library
Media
Center (LMC)
@ and
PDAthe
(414-4937)
many available
for
Describe
a variety
of regions
in Texas
Westernhas
Hemisphere
suchresources
as political,
Organizers on the AISD Social Read,
Studies
website
Pair,
Share
Rubric for Read/Pair/Share
use.
They can
be economic
checked-out
and returned
via school
mail. Searches
for unit
studies in the
population,
and
regions
that result
from patterns
of human
activity.
http://www.austinschools.org/curriculum/soc_stud/resources/strategies.html
Comprehension Strategy
Comprehension Strategy
library
can only be accessed through AISD campus computers at the location of
(7A) catalog
B
These strategies help students graphically
p. 92-97 onorganize
the Gulf their
Coastreading and social studies in a
http://webcat
number
Plains Indians
Geography-physical environment affects and interacts with the human environment
T2 of different ways.
220
Explain the geographic factors, such as climate, land use, vegetation, and water
Caddo Circle Books
Student/Teacher created
sources that influence patterns of settlement and the distribution of population in
Students write, draw, and
criteria chart
Texas, past and present. (8D) B
use mathematics to create a
short booklet about the
Social Studies Skills-Organize and interpret information
T5
807
Caddo Indians.
Organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps. (22C)
B
.
126
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
Differentiate between, locate, and use primary and secondary sources such as
computer software; interview; biographies; oral, print, and visual material; and
artifacts to acquire information about the United States and Texas. (22A) B
T5
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (L)
Texas Native American
Reading Notes
People of the Central and
Great Plains
Students complete notes on
the Tonkawas, the
Comanches,
803
Social Studies Skills-Use standard grammar correctly
Use standard grammar, spelling, sentence structure, and punctuation. (23E)
People of the Mountains
and Basins p. 105-109
811
Social Studies Skills-Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies. (23D)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
Formative assessment of
student notes in ISN
11
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Native Americans and Texas Regions
818
823
824
Social Studies Skills-Identify and support different historic points of view
Identify different points of view about an issue or topic. (22D) B
T5
Social Studies Skills-Apply critical thinking skills to gather and analyze social studies
information
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. (22B) B
T5
Weeks 8
Social Studies Skills-Identify and interpret main ideas
Incorporate main and supporting ideas in verbal and written communication. (23B)
825
Social Studies Skills-Apply critical thinking skills to identify a social studies problem
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. (24A)
827
Social Studies Skills-Apply critical thinking skills to the decision making process
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.
(24B
Here’s An Apple! Caddo Circle Books: This lesson can
be found on the 4th grade IPGs Lesson Support section of
our AISD Social Studies website. This is an multi-disciplinary
lesson that includes many elements of language arts, and
mathematics.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
Texas Native American
Reading Notes
People of the Central and
Great Plains
Students complete notes on
the Tonkawas, the
Comanches.
Native American groups.
Buffalo Diagram, have
students use reference on
p. 102 to label the Native
American uses of the
buffalo. (see Teacher
Resources for link to this
lesson from Texas Beyond
History)
.
Social Studies
Best Practice
Principles of Learning:
Accountable Talk
Teacher models
appropriate forms of
discussion by questioning,
probing and leading
conversations. Students
provide evidence for
claims and arguments.
Identify Cause and Effect
Skill Lesson, pp. 110-111
Activity Book, pp. 32-34
12
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Native Americans and Texas Regions
Resources

Austin ISD Social Studies website http://www.austinschools.org/curriculum

Texas Beyond History http://www.texasbeyondhistory.net/teach/lessons.html

The AISD Library Media Center (LMC) @ PDA (414-4937) has many available resources for
use. They can be checked-out and returned via school mail. Searches for unit studies in the
library catalog can only be accessed through AISD campus computers at the location of
http://webcat

Texas Beyond History – www.texasbeyondhistory.net
Teacher Notes
Texas Beyond History is part of the University of Texas Archeological Research Laboratory.
This website offers incredible resources for the students and teachers. Visit the website and
click on: Imagine It, Caddo Kids, Fantastic Facts, Artifact Bingo, New Words, Cool Links and
Kids Only? (interactive bison activity).
.
See the A-Z List of Strategies for Social Studies including the Reading Graphic
Organizers on the AISD Social Studies website
http://www.austinschools.org/curriculum/soc_stud/resources/strategies.html
These strategies help students graphically organize their reading and social studies in a
number of different ways.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
13
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Native Americans and Texas Regions
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
14
©2009-2010 Austin Independent School District
Matrix
#
126
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
History-Historical groups from selected societies and their contributions
Identify Native American groups in Texas and the Western Hemisphere before
European exploration such as the Apache, Caddo, Cherokee, Comanche, and Pueblo
and describe the regions in which they lived. (1A) B
TAKS
Obj.
T1
127
History-Historical groups from selected societies and their contributions
Compare the ways of life of Native-American groups in Texas and the Western
Hemisphere before European explorations. (1B) B
T1
214
Geography-Translate and analyze geographic data
Translate geographic data into a variety of formats such as raw data to graphs and
maps. (6B) B
T2
219
Geography-One area is similar to, and different from, another area
Compare the regions of Texas with regions of the United States and other parts of the
world. (7C) B
T2
227
Geography-Location and patterns of settlement in different areas of the world
Identify clusters of settlement in Texas, such as those belonging to Native Americans,
Spanish and Mexican settlers, African-American, Anglos, Germans, other Europeans,
and Asians and explain their distribution. (8A) B
T2
228
Geography-Location and patterns of settlement in different areas of the world
Explain patterns of settlement at different time periods in Texas. (8B) B
T2
229
Geography-How population is distributed
Describe the location of cities in Texas and explain their distribution, past and present.
(8C) B
T2
Time/Pace
Weeks 9
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
Fourth Grade
Suggested Student Work
Products
People of the Mountains
and Basins, Chapter 3 pp.
105-109 Construct a
Pueblo, students draw a
miniature pueblo village.
See pictures on pp. 106-107
for village details.
Activity Book, pp. 30-31
Suggested Assessment
Chapter 3 Test, pp. 19-22 in
the Assessment Program
Social Studies End of Nine
Weeks Test should be
available on your campus for
duplicating.
ISN Assignment:
Multiple Intelligences
Assessment:
Students select two of the
three Native American Regions
that they have just studied:

Indians of the
Coastal Plains

Indians of the
Central and Great
Plains

Indians of the
Mountains and
Basins
Draw illustrations to show the
effects the geography of the
region had on the Native
Americans.
15
©2009-2010 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Instructional Planning Guide – Social Studies
First Nine Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Fourth Grade
Suggested Student Work
Products
Suggested Assessment
Native Americans and Texas Regions
Resources

Austin ISD Social Studies website http://www.austinschools.org/curriculum

Texas Beyond History http://www.texasbeyondhistory.net/teach/lessons.html

The AISD Library Media Center (LMC) @ PDA (414-4937) has many available resources for
use. They can be checked-out and returned via school mail. Searches for unit studies in the
library catalog can only be accessed through AISD campus computers at the location of
http://webcat

Texas Beyond History – www.texasbeyondhistory.net
Teacher Notes
Texas Beyond History is part of the University of Texas Archeological Research Laboratory.
This website offers incredible resources for the students and teachers. Visit the website and
click on: Imagine It, Caddo Kids, Fantastic Facts, Artifact Bingo, New Words, Cool Links and
Kids Only? (interactive bison activity).
.
See the A-Z List of Strategies for Social Studies including the Reading Graphic
Organizers on the AISD Social Studies website
http://www.austinschools.org/curriculum/soc_stud/resources/strategies.html
These strategies help students graphically organize their reading and social studies in a
number of different ways.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS): T=TAKS; B=Benchmark; [ ]=not tested on TAKS; L=Local Expectations; Italics=Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
16
Possible Accommodations for Students with Special Needs
Reading













Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to help
focus reading on important
points
Have students list important
people, facts, after reading
Provide a reading guide
(leading questions to answer)
Writing









Allow student to select method
of writing (cursive, manuscript,
assistive technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling or
grammatical errors
Provide graphic organizer (i.e.
Inspiration® software, chart,
map, graph, picture)
Provide outline
Accentuate positive aspects of
student writing
Assignment Completion











Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down
the steps and teach one at a
time, gradually adding
additional steps
Student Assessment
















Alternate form of exam
(multiple choice vs. short
answer, oral vs. written essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete example of
how students are to respond
Provide an alternative test site
Give practice test prior to
actual test
Avoid unnecessary words that
do not help student select the
correct answer
Avoid choices such as “ A and
B”, “all of the above”, or “none
of the above” on multiple
choice test
Provide a word bank for fill in
the blank items
NOTE: Each campus should consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
Teachers should also refer to each student’s IEP/Accommodation and Modification page.