Social Studies Pacing Guide
4th Grade Overview
Overarching Theme: Texas History
In Grade 4, students examine the history of Texas from the early beginnings to the present.
Content focuses on Texas history including:
o the Texas Revolution
o establishment of the Republic of Texas and subsequent annexation to the United
States
o various regions in Texas based on human activity and physical features
o contributions that people of various racial, ethnic, and religious groups made to Texas
o the impact of science and technology on life in the state today
Students will use critical thinking skills to identify cause-and-effect relationships, compare and
contrast, and make generalizations and predictions throughout the units of study.
Alief ISD 2011
Grade 4
1
A L I E F
Independent
School
District
GRADE 4 SOCIAL STUDIES –TEXAS HISTORY
Unit 1: Texas
Time: 9 Weeks
Hook ideas
here!
Universal
Generalizations
Social Studies Pacing Guide
Developed 2005
Line ideas here!
Revised 2011
Sinker ideas
here!
Unit Understandings
TEKS
Topics/Content
Overview of year &
main events through
Texas history.
Unit Questions
Resources
Unit 1 Resources
Textbook Scavenger Hunt
PPT: Texas Timeline
Texas Interactive Map
We have customs
to honor and
celebrate the
people and events
that are important
to us.
The similarities and
differences of the
various cultures are
reflected through
symbols, customs,
and celebrations
throughout Texas.
(19) 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 among various racial,
ethnic, and religious groups in Texas;
(B) identify customs, celebrations,
and traditions of various cultural,
regional, and local groups in Texas
such as Cinco de Mayo, Oktoberfest,
the Strawberry Festival, and Fiesta
San Antonio; and
(16) Citizenship. The student
understands important customs,
symbols, and celebrations of Texas.
The student is expected to:
Alief ISD 2011
(A) explain the meaning of various
patriotic symbols and landmarks of
Grade 4
Cultural
Expressions
Texas History Mural
Essential Resources
Scott Foresman Chapter
12 pages 380-383
Lesson Plan: Cultural
Expressions
Supplemental Resources
The People of Texas by
Mary Dodson Wade pages
15-31
Texas Historic Landmarks
Jeopardy: Land and
People of Texas Today
Thinking Map Connections
2
Texas, including the six flags that flew
over Texas, the San Jacinto
Monument, the Alamo, and various
missions;
(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.
Governments exist
to promote security
and order and
provide public
services.
Local, state, and
federal governments
provide important
services for Texans
(15) Government. The student
understands important ideas in
historical documents of Texas and
the United States. The student is
expected to:
(B) identify and explain the basic
functions of the three branches of
government according to the Texas
Constitution; and
(18) The student understands the
importance of effective leadership in
a constitutional republic. The student
is expected to:
(A) identify leaders in state, local, and
national governments, including the
governor, local members of the Texas
Legislature, the local mayor, U.S.
senators, local U.S. representatives,
and Texans who have been president
of the United States; and
(B) identify leadership qualities of
state and local leaders, past and
present.
Texas Government
Citizen
Executive
Legislative
Judicial
Government
Services
Federal
State
Local Law
Does Texas
government
actually help the
citizens of Texas?
Essential Resources
Scott Foresman Chapter
13 pages 396-411
Lesson Plan: Branches of
Government
Supplemental Resources
Texas History Trading
Cards
Lesson Plan: Government
PPT: Government
Vocabulary
PPT: Branches of
Government
Discovery Ed Streaming:
- This Is Our Government
Thinking Map Connections
Instructional Considerations:
Alief ISD 2011
Grade 4
3
People use
different kinds of
tools to accomplish
different tasks.
Maps show where
things are located
in relation to other
things.
Geographers use
maps and other tools
to understand the
world including Texas
and its diversity.
concepts:
latitude, longitude,
hemisphere, continent,
nation, immigration
(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,
population distribution, and natural
resources, into a variety of formats
such as graphs and maps.
Diversity in Texas
Region
Geography
Landforms
Environment
Natural
Resources
Renewable
Resources
Nonrenewable
Resources
Weather
Climate
Vegetation
How do
geographer’s tools
help them and
others?
Essential Resources
Scott Foresman
H8-H15
Chapter 1 pp. 10-19
Lesson Plan: Geography
Lesson Plan Idea: Maps of
Texas
 Population: H12
 Texas Cities p. 14
 Landforms p.15
 Climate p. 32
Natural Resources (Student
Atlas) p. 88
(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:
Supplemental Resources
Lesson Plan: Geo Map
Tools Challenge
Texas Interactive Map
(B) describe and explain the location
and distribution of various towns and
cities in Texas, past and present; and
Essential Resources
(7) Geography. The student
understands the concept of regions.
The student is expected to:
Scott Foresman
Chapter 1 pp.
Trade Book Bibliography p.
1h
(A) describe a variety of regions in
Texas and the United States such as
political, population, and economic
regions that result from patterns of
human activity
Lesson Plan: Landforms
and Natural Resources
Thinking Map Connections
Instructional Considerations:
Different places
have different
features.
Alief ISD 2011
Texas is divided into
regions based on
similarities in
landforms,
vegetation, and
climate.
(7) Geography. The student
understands the concept of regions.
The student is expected to:
(B) identify, locate, and compare the
geographic regions of Texas
Grade 4
Regions of Texas
Region
Climate
Vegetation
Landforms
How were the
regions of Texas
identified?
Essential Resources
Scott Foresman Chapter 1
pages 14-17
Chapter 1 pages 30-33
Chapter 2 pages 52-68
4
(Mountains and Basins, Great Plains,
North Central Plains, Coastal Plains),
including their landforms, climate, and
vegetation;
Lesson Plan: Regions of
Texas
PPT: Texas Tour of
Regions
Supplemental Resources
All Around Texas Regions
and Resources by Mary
Dodson Wade Pages 4-45
Drawing the Regions of
Texas
Lesson Plan: Regions of
Texas TV Commercial
(Heidi Boles- Weatherford ISD)
Lesson Plan: Texas Tour
Power Point: Texas Tour
Thinking Map Connections
Where people live
affects how they
live.
Native Americans in
Texas developed
different ways of life
based upon the
geographic region in
which they lived.
(1) History. The student understands
the origins, similarities, and
differences of American Indian
groups in Texas and North America
before European exploration. The
student is expected to:
(A) explain the possible origins of
American Indian groups in Texas and
North America;
Geography and
Native Americans in
Texas
Culture
Region
Lifestyle
Agriculture
Adaptation
Does where you
live really affect
how you live?
Essential Resources
Scott Foresman Chapter 3
pages 90-93, 96-99 & 102105
Information Sources:
Indians of the Four Regions
Native American Note
Taking Graphic Organizer
(B) identify American Indian groups in
Alief ISD 2011
Grade 4
5
Texas and North America before
European exploration such as the
Lipan Apache, Karankawa, Caddo,
and Jumano;
(C) 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; and
(D) compare the ways of life of
American Indian groups in Texas and
North America before European
exploration.
(10) Economics. The student
understands the basic economic
activities of early societies in Texas
and North America. The student is
expected to:
Supplemental Resources
Let’s Remember…Indians
of Texas by Betsy Warren
Indians Who Lived in Texas
by Betsy Warren
Lesson Plans: Visual
Discovery
Power Point: Native
American Jeopardy
The Karankawas: Where
and How They Lived
The Tonkawas: Where and
How They Lived
A Comanche Village
Thinking Map Connections
(A) 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; and
(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 and explain clusters and
patterns of settlement in Texas at
different time periods
(14) Government. The student
understands how people organized
governments in different ways during
the early development of Texas. The
student is expected to:
Alief ISD 2011
Grade 4
6
(A) compare how various American
Indian groups such as the Caddo and
the Comanche governed themselves;
Instructional Considerations:
Alief ISD 2011
Grade 4
7
A L I E F
Independent
School
District
GRADE 4 SOCIAL STUDIES –TEXAS HISTORY
Unit 2: Exploration and Early Colonization
Time: 5 Weeks
Hook ideas
here!
Universal
Generalizations
Groups of people
can achieve great
things when
pursuing goals
they think are
important.
Social Studies Pacing Guide
Developed 2005
Line ideas here!
Sinker ideas
here!
Unit Understandings
TEKS
Nations sought
colonies in Texas to
advance their social,
political and
economic interests.
Revised 2011
Topics/Content
(2) History. The student understands
the causes and effects of European
exploration and colonization of Texas
and North America. The student is
expected to:
(A) summarize motivations for
European exploration and settlement
of Texas, including economic
opportunity, competition, and the
desire for expansion;
Exploration and
Early Colonization
Trade
Exploration
Conquest
Colonization
Settlement
Colony
Mission
Heritage
Unit Questions
Were the nations
and explorers
motivated most by
gold, God, or glory?
Resources
Unit 2 Resources
Essential Resources
Scott Foresman Chapter 4
pages 116-117
Supplemental Resources
Lesson: Exploration and
Colonization
Thinking Map Connections
Instructional Considerations: 3 Gs (gold, God, and glory)
Individual people
often affect how
communities
develop and
change.
European explorers
were significant on
the settlement of
Texas.
(2) History. The student understands
the causes and effects of European
exploration and colonization of Texas
and North America. The student is
expected to:
(B) identify the accomplishments and
explain the impact of significant
explorers, including Cabeza de
Vaca; Francisco Coronado; and René
Robert Cavelier, Sieur de la Salle, on
the settlement of Texas;
Exploration and
Early Colonization
Cabeza de Vaca
Francisco Coronoado
Sieur de la Salle
What might Texas
be like today if the
Europeans had not
explored this area?
Essential Resources
Scott Foresman Chapter 4
pages 118-124
LRE Bio Cards
Lesson Plans: European
Explorers
Supplemental Resources
Texas History Trading
Cards
Primary Source
Adventures: Cabeza de
Vaca
Alief ISD 2011
Grade 4
8
Primary Source
Adventures: Coronado:
Misfortune’s Explorer
Thinking Map Connections
Instructional Considerations: Hernando Cortés may be used as a model during instruction.
When people
come to a new
place they often
bring and share
things from the
place they came
from.
The Spanish
established
settlements and
missions in Texas to
promote their culture
and beliefs.
(2) History. The student understands
the causes and effects of European
exploration and colonization of Texas
and North America. The student is
expected to:
(C) explain when, where, and why the
Spanish established settlements and
Catholic missions in Texas as well as
important individuals such as José de
Escandón;
Essential Resources
Scott Foresman Chapter 4
pages 126-131
Lesson Plan: Spanish
Missions
LRE Bio Cards
Supplemental Resources
Spanish Missions
Cultural Legacies Slide
Show
Texas History Trading
Cards
Thinking Map Connections
Instructional Considerations:
Alief ISD 2011
Grade 4
9
A L I E F
Independent
School
District
GRADE 4 SOCIAL STUDIES –TEXAS HISTORY
Unit 3: Anglo Colonization of Texas
Time:
Hook ideas
here!
Universal
Generalizations
Groups of people
can achieve great
things when
pursuing goals
they think are
important.
Social Studies Pacing Guide
Developed 2005
Line ideas here!
Sinker ideas
here!
Unit Understandings
TEKS
Anglo and Tejano
settlers came to
Texas for social,
political and
economic reasons.
Topics/Content
(10) Economics. The student
understands the basic economic
activities of early societies in Texas
and North America. The student is
expected to:
(B) explain the economic activities
early immigrants to Texas used to
meet their needs and wants.
Coming to Texas
Colony
Frontier
Immigrant
Migration
Cash Crop
Unit Questions
What were the
motives of Anglo
and Tejano settlers
in Texas?
Texas History Trading
Cards
Lesson Plan: Anglo
Colonization of Texas
Lesson 1 Assessment
Lesson Plan: Anglo
Colonization of Texas
(brochure)
(C) explain the geographic factors
such as landforms and climate that
influence patterns of settlement and
the distribution of population in
Texas, past and present.
Instructional Considerations: Including Stephen F. Austin and Martin de Leon
Alief ISD 2011
(14) Government. The student
understands how people organized
governments in different ways during
Grade 4
Essential Resources
Scott Foresman Chapter 5
pages 138-145
Supplemental Resources
(A) identify and explain clusters and
patterns of settlement in Texas at
different time
Texas was impacted
by the many ideas
and beliefs Anglo and
Resources
Unit 3 Resources
Lesson Plan: Why They
Came to 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:
When people
come to a new
place they often
Revised 2011
Thinking Map Connections
What evidence can
be found today that
the Anglo and
Essential Resources
10
bring and share
things from the
place they came
from.
Tejano settlers
brought from their
own government and
cultures.
the early development of Texas. The
student is expected to:
(B) identify and compare
characteristics of the Spanish colonial
government and the early Mexican
governments and their influence on
inhabitants of Texas.
Tejano settlers left
their mark on
Texas?
Supplemental Resources
Lesson Plan: Where People
Settled
Thinking Map Connections
(19) 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 among various 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
Instructional Considerations:
Alief ISD 2011
Grade 4
11
A L I E F
Independent
School
District
GRADE 4 SOCIAL STUDIES –TEXAS HISTORY
Unit 4: Revolution
Time:
Hook ideas
here!
Universal
Generalizations
Political, economic,
and social
differences may
lead to conflict.
Social Studies Pacing Guide
Developed 2005
Line ideas here!
Sinker ideas
here!
Unit Understandings
TEKS
The failure of
compromise between
the Texas settlers and
the Mexican
government
eventually led to the
Texas Revolution.
Revised 2011
Topics/Content
(3) History. The student understands
the importance 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 Battle of the Alamo, the
Texas Declaration of Independence,
the Runaway Scrape, and the Battle
of San Jacinto;
Growing Conflict
Point of View
Compromise
Differences
Escalation
Unit Questions
Resources
Unit 4 Resources
Was the Texas
Revolution really
necessary?
Essential Resources
Scott Foresman Chapter 5
pages 148-151
Were the Texans
justified in declaring
independence from
Mexico?
Visual DiscoverySurrender of Santa Anna
Lesson Plan: Tensions
between Mexico and Texas
Supplemental Resources
Primary Source
Adventures: The Path to
Revolution
Lesson Plan: Stepping
Towards Independence
(LRE), Declaration Boot
Cards and Score Cards
Texas RevolutionWikipedia
Flags of the TX Revolution
Texas Revolution Maps
Thinking Map Connections
Instructional Considerations: Thinking Map Ideas
People who have
Alief ISD 2011
Through strong
(3) History. The student understands
Grade 4
How were the
Essential Resources
12
experienced
injustice usually
take steps to see
that it doesn’t
happen again.
During battles,
strong leaders
make victory more
likely.
leadership, several
heroic Texans helped
Texas achieve its
independence.
the importance of the Texas
Revolution, the Republic of Texas,
and the annexation of Texas to the
United States. The student is
expected to:
Texans able to
defeat the superior
Mexican Army in
the Revolution?
Scott Foresman Chapter 6
pages 170-176, 180-185, &
188-191
LRE Bio Cards
(A) analyze the causes, major events,
and effects of the Texas Revolution,
including the Battle of the Alamo, the
Texas Declaration of Independence,
the Runaway Scrape, and the Battle
of San Jacinto;
Lesson Plans: People of
the Revolution
(B) summarize the significant
contributions of individuals such as
Texians William B. Travis, James
Bowie, David Crockett, George
Childress, and Sidney Sherman;
Tejanos Juan Antonio Padilla, Carlos
Espalier, Juan N.
Seguín, Plácido Benavides, and José
Francisco Ruiz; Mexicans Antonio
López de Santa Anna and Vicente
Filisola; and noncombatants Susanna
Dickinson and Enrique Esparza;
Texas History Trading
Cards
Giants of Texas History
Supplemental Resources
Primary Source
Adventures: Texas
Revolution
Documents of Early Texas
Thinking Map Connections
(17) Citizenship. The student
understands the importance of active
individual participation in the
democratic process. The student is
expected to:
(D) identify the importance of
historical figures and important
individuals who modeled active
participation in the democratic
process such as Sam Houston,
Lorenzo de Zavala, Sam Rayburn,
Henry B. González, James A. Baker
III, Wallace Jefferson, and other local
individuals;
Instructional Considerations: Timeline for People & Events Thinking Map Ideas
Alief ISD 2011
Grade 4
13
People tend to
justify their actions
based on ideals or
principles.
Several historical
documents helped to
establish freedom and
form a substantial
government following
the Texas Revolution.
(15) Government. The student
understands important ideas in
historical documents of Texas and
the United States. The student is
expected to:
(A) identify the purposes and explain
the importance of the Texas
Declaration of Independence, the
Texas Constitution, and other
documents such as the MeusebachComanche Treaty;
Revolution and
Independence
Cause/Effect
Revolution
Independence
Siege
Treaty
What was the
outcome of the
Texas Revolution?
Essential Resources
Scott Foresman Chapter 6
pages 174-175, & 192
Supplemental Resources
(B) identify and explain the basic
functions of the three branches of
government according to the Texas
Constitution;
Instructional Considerations: Thinking Map Ideas
Alief ISD 2011
Grade 4
14
A L I E F
Independent
School
District
GRADE 4 SOCIAL STUDIES –TEXAS HISTORY
Unit 5: The Turbulent Years 1836-1876
Time:
Hook ideas
here!
Universal
Generalizations
Conflict often
causes change.
Social Studies Pacing Guide
Developed 2005
Line ideas here!
Revised 2011
Sinker ideas
here!
Unit Understandings
TEKS
Although the new
Republic of Texas had
several successes, it
eventually sought to
join the United States
to help solve its many
challenges.
Topics/Content
(3) History. The student understands
the importance of the Texas
Revolution, the Republic of Texas,
and the annexation of Texas to the
United States. The student is
expected to:
(D) describe the successes,
problems, and organizations of the
Republic of Texas such as the
establishment of a constitution,
economic struggles, relations with
American Indians, and the Texas
Rangers; and
The New Republic
of Texas
Republic
Debt
Annexation
Slavery
Statehood
Unit Questions
Was the
annexation of
Texas to the United
States inevitable?
Resources
Essential Resources
Lesson Plan: Annexation
Supplemental Resources
Primary Source
Adventures: Texas
Annexation: United We
Stand?
(E) explain the events that led to the
annexation of Texas to the United
States, including the impact of the
U.S.-Mexican War.
Discovery Ed Streaming:
- United States Expansion
Instructional Considerations: Thinking Map Ideas
Individual people
often affect how
communities
develop and
change.
Individual leaders
were important to the
founding of Texas as
a republic and state.
(3) History. The student understands
the importance of the Texas
Revolution, the Republic of Texas,
and the annexation of Texas to the
United States. The student is
expected to:
(C) identify leaders important to the
founding of Texas as a republic and
state, including José Antonio
Alief ISD 2011
Grade 4
Texas Leaders
Leadership
Influence
Change
Jose Antonio Navarro
Sam Houston
Mirabeau Lamar
Anson Jones
Do individuals really
make an impact on
a community?
Essential Resources
LRE Bio Cards
Lesson Plan: Leaders
Discovery Ed Streaming:
- American Lifestyle: Sam
Houston and Texas: A
Giant Man for a Giant Land
- United States Expansion
15
Navarro, Sam Houston, Mirabeau
Lamar, and Anson Jones;
(18) The student understands the
importance of effective leadership in
a constitutional republic. The student
is expected to:
Supplemental Resources
(B) identify leadership qualities of
state and local leaders, past and
present.
Texas History Trading
Cards
Giants of Texas History
Hero Research NoteTaking
Instructional Considerations: Thinking Map Ideas
Conflict often
causes change.
Participation in the
Civil War brought
years of difficult
change to Texas.
(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:
Texas and the Civil
War
Were the Civil War
and its aftermath
good or bad for
Texas?
Essential Resources
Lesson Plan: Texas and the
Civil War
(A) describe the impact of the Civil
War and Reconstruction on Texas;
Supplemental Resources
Newspaper Narratives: The
Civil War Lesson Plans
Instructional Considerations: Thinking Map Ideas
Alief ISD 2011
Grade 4
16
A L I E F
Independent
School
District
GRADE 4 SOCIAL STUDIES –TEXAS HISTORY
Unit 6: Economic Development 1876-Present
Time:
Hook ideas
here!
Universal
Generalizations
In competition over
territory, the strong
often dominate or
displace the weak.
Social Studies Pacing Guide
Developed 2005
Line ideas here!
Revised 2011
Sinker ideas
here!
Unit Understandings
TEKS
Settlers fought with
Native Americans
over land which
significantly changed
the Native American’s
way of life.
Topics/Content
(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:
(C) identify the impact of railroads on
life in Texas, including changes to
cities and major industries; and
Settlers
Buffalo
Reservations
Red River War
Battle of Palo Duro
Canyon
Unit Questions
Resources
Was the removal of
Native Americans
from their
homelands in
Texas justified?
Essential Resources
What role did
geography play in
how people made a
living in Texas?
Essential Resources
Supplemental Resources
(D) examine the effects upon
American Indian life resulting from
changes in Texas, including the Red
River War, building of U.S. forts and
railroads, and loss of buffalo.
Instructional Considerations: Thinking Map Ideas
People have jobs
in order to make a
living and help
provide goods and
services for one
another.
Progress in one
place often creates
opportunity in other
Alief ISD 2011
Cattle and railroad
expansion helped
Texas prosper after
the Civil War.
(12) 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, through a
subsistence economy and providing
goods and services;
Grade 4
The Cattle Kingdom
Frontier
Indian Removal
Open Range
Railroad Boom
Lesson Plan: Cattle
Kingdom
LRE Bio Cards
17
places.
(B) explain how geographic factors
such as climate, transportation, and
natural resources have influenced the
location of economic activities in
Texas;
(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:
(B) explain the growth, development,
and impact of the cattle industry,
including contributions made by
Charles Goodnight, Richard King,
and Lizzie Johnson;
(C) identify the impact of railroads on
life in Texas, including changes to
cities and major industries; and
Supplemental Resources
Lesson Plan: Identify
Cause & Effect
Relationships
Newspaper Narratives:
Cattle Kingdom Lesson
Plans
Discovery Ed Streaming:
- Southwest Region: The
Environment
(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, such as timber clearing,
agricultural production, wetlands
drainage, energy production, and
construction of dams;
(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, facilitate transportation,
and enhance recreational activities;
Alief ISD 2011
Grade 4
18
(C) compare the positive and
negative consequences of human
modification of the environment in
Texas, past and present, both
governmental and private, such as
economic development and the
impact on habitats and wildlife as well
as air and water quality.
(12) Economics. The student
understands patterns of work and
economic activities in
Texas. The student is expected to:
(E) explain how developments in
transportation and communication
have influenced economic activities in
Texas;
Instructional Considerations: Thinking Map Ideas
Progress in one
area often creates
opportunity in
related areas.
The discovery of oil
fields in Texas
impacted the
economic future of
the state.
(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, the Great Depression,
the Dust Bowl, and World War II;
(B) explain the development and
impact of the oil and gas industry
upon industrialization and
urbanization in Texas, including
important places and people such as
Spindletop and Pattillo Higgins; and
(C) identify the accomplishments of
notable individuals such as John
Tower, Scott Joplin, Audie Murphy,
Cleto Rodríguez, Stanley Marcus,
Bessie Coleman, Raul A. Gonzalez
Alief ISD 2011
Grade 4
Oil Industry
Oil Boom
Spindletop
Oil Refinery
Petroleum
Joplin
Higgins
Lucas
Could “Spindletop”
be considered the
most significant
event in the history
of Texas?
Essential Resources
Lesson Plan: A Booming
Industry- Oil in Texas
LRE Bio Cards
Supplemental Resources
Newspaper Narratives:
Texas Oil Boom Lesson
Plans
History Snapshots: Black
Gold: Texas Oil
19
Jr., and other local notable
individuals.
(9) Geography. The student
understands how people adapt to and
modify their environment. The student
is expected to:
(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, facilitate transportation,
and enhance recreational activities;
Instructional Considerations: Thinking Map Ideas
Hard times affect
almost everyone.
The 1920s and the
Great Depression had
a serious economic
impact on 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, the Great Depression,
the Dust Bowl, and World War II;
(C) identify the accomplishments of
notable individuals such as John
Tower, Scott Joplin, Audie Murphy,
Cleto Rodríguez, Stanley Marcus,
Bessie Coleman, Raul A. Gonzalez
Jr., and other local notable
individuals.
The Great
Depression
Causes & Effects
The Dust Bowl
New Deal
Stock Market Crash
Did the Great
Depression really
impact Texas all
that much?
Essential Resources
LRE Bio Cards
Ferguson
Roosevelt
LB Johnson
Supplemental Resources
Instructional Considerations:
Alief ISD 2011
Grade 4
20