Course: Grade 4 Social Studies
Austin ISD Grading Period Snapshot (GPS)
2010 - 2011
Focus TEKS Student Expectations What Teachers Do
Concept: Philanthropy; Location
Units: Philanthropy; European Exploration
History

4.1A Identify Native-American groups in Texas and the regions in which they lived.

4.2A Summarize reasons for European exploration and settlement in Texas.

4.2B Identify the accomplishments and impact on Texas of significant explorers.

4.2C
Explain when, where, and why the Spanish established Catholic missions in TX.

4.2D Identify/explain the accomplishments and impact of significant empresarios.

4.2E
Identify the impact of Mexico’s independence from
Spain on events in TX.

4.3A Analyze causes, major events and effects of the
Texas Revolution including battles.

4.3E Identify important Texas leaders.
Geography

4.7A
Describe a variety of Texas regions.

4.8B
Explain patterns of settlement in TX.

4.9A,B,C Identify, describe, analyze ways people have adapted/modified the TX environment

Economics

4.11A,B Identify economic motivations for
European/Anglo exploration/settlement in TX.

4.13 B Explain how geographic factors influenced the location of economic activities.

4.13C Analyze the effects of immigration, migration and limited resources.
Citizenship

4.18A Explain how individuals can volunteer.
Social Studies Skills

4.21D Identify points of view in historical events.

4.22A Use primary/secondary sources.

4.22B
Analyze information.

4.22C Organize and interpret information

4.22E Identify elements that influence participants in an event.

4.23B Incorporate main and supporting ideas in verbal and written communication.

4. 23C Express ideas orally.

4.23D Create written and visual material.

4.24A
Use a problem-solving process.
ELPS (2) Listening, (3)Speaking,
(4) Reading, (5) Writing

Engage students in discussions related to the Essential Questions.

Differentiate instruction for students through the use of graphic organizers and electronic technology related to philanthropy, geography, exploration, settlement in Texas and the people involved.

Use and reinforce academic vocabulary related to the study of
Texas.

Formally and informally assess students on their content knowledge of Texas explorers, exploration, motives, geographic factors, and settlement.

Provide opportunities for interdisciplinary connections through reading and writing activities.

Differentiate instruction for students through the use of graphic organizers.

Provide social studies content through books fiction and non-fiction for read aloud, shared, and independent reading.

Read stories, poems and use other examples of art to add to student’s background knowledge and experiences in their study of Texas.

Use primary and secondary sources for students to analyze and interpret to further their knowledge and understanding of the concepts.

Engage students with products and projects to increase their motivation and understanding.

Facilitate and scaffold activities for
ELLs to practice listening, speaking, reading, and writing.
What Students Do

Use Interactive Student
Notebooks (ISN) to organize and analyze information.

Brainstorm and use a graphic organizer, maps, globes to respond to learning on Texas.

Use graphic organizers and note taking skills as a way to develop writing skills.

Use academic language on content being studied.

Interact between students and teacher whole group, small group, and student-to-student on content being studied.

Read content fiction and nonfiction books, responding and reflect with illustrations and writings in the ISN.

Engage historical inquiry through the examination and interpretation of primary and secondary sources.

Apply prior knowledge to write about content being learned.

Research products and projects that demonstrate their understanding and knowledge on the topics being learned
(philanthropy, explorers, motivations of exploration, settlement, colonization, and people and events leading to the Texas Revolution, and the
Texas Republic.

ELLS practice listening, speaking, reading, and writing in English using graphic organizers, illustrations, presentations, reading and writing activities.
Student Work
Products/Assessment Evidence

Organize and analyze information using graphic organizers through the use of Interactive Student
Notebooks.

Student-created work posted and/or displayed in the classroom that shows the understanding of the Student Expectation in the
TEKS.

Vocabulary on word walls pertaining to Texas, geography, explorers, and settlement, colonization, revolution.
 Students’ interaction with each other in whole class, small groups, pairs, sharing content knowledge and using academic vocabulary.

Student-created journal entries on their learning including illustrations.

Research and projects on major
European explorers - journal writing from the point of view of a person at that time, creative posters, compare and contrast artifacts used past and present.

Appropriate grade level books on social studies content being taught that students can read for shared reading, partner, and for independent reading.

Analyze primary and secondary sources to connect and understand life at a different time period.

Create and use different graphs, visuals for display and presentation.
© 2010 Austin Independent School District Course Grade 4 Social Studies Page 1 of 2 updated 8/2110

Course: Grade 4 Social Studies
Focus TEKS Student Expectations
Concept: Conflict and Change
Unit: Independence in the Western
Hemisphere
History

4.3A Analyze causes, major events and effects of the Texas Revolution including battles.

4.3B Describe the successes and problems of the Republic of Texas.

4.3C
Explain the events that led to the annexation of Texas to the United States.

4.3E Identify important Texas leaders.
Geography

4.6A Apply geographic tools and grid systems.
Government
4.16A

4.16A Identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
Citizenship

4.18C
Identify the importance of historical figures such as Sam Houston, Barbara
Jordan, and Lorenzo de Zavala who modeled active participation in the democratic process.
Social Studies Skills

4.22C Organize and interpret information in visuals, graphs, charts, timelines and maps.
ELPS (2) Listening, (3)Speaking,
(4) Reading, (5) Writing
Austin ISD Grading Period Snapshot (GPS)
What Teachers Do What Students Do

Engage students in discussions related to the Essential Questions.

Engage students to see the Texas
Revolution from the Mexican and the Anglo-American points of view.

Connect the Texas Constitution and documents to the U.S. Constitution and documents.

Use academic vocabulary and post vocabulary on the word wall.

Provide social studies content through fiction and non-fiction books for students to read and explore for research.

Formally and informally assess students on their content knowledge on the order of events, conflicts, people, and documents of the Texas Revolution and Texas
Republic.

Provide opportunities for interdisciplinary connections through reading and writing activities.

Engage students through products and projects that demonstrate their learning.

Use the ISN to help students organize their learning.

Use and reinforce academic vocabulary related to the Texas
Revolution and events following the
Revolution.

Facilitate and scaffold activities for
ELLs to practice listening, speaking, reading, and writing.
2010 - 2011

Use Interactive Student
Notebooks to organize and analyze information.

Engage in historical inquiry through the examination and interpretation of primary and secondary sources.

Use maps and globes to find information and create maps on major locations and events in the Texas
Revolution.

Read fiction and nonfiction social studies content books, independently, with partners, and with the teacher.

Discuss and interact with partners, small groups, whole groups and the teacher on
Texas content being studied.

Use academic vocabulary in class, small group, student discussions, interactions, projects on the Texas
Revolution and events that occurred after the
Revolution.

Create and present products/projects on the roles of a person or an event and other learning .

ELLS practice listening, speaking, reading, and writing in English using graphic organizers, illustrations, presentations, reading and writing activities.
Student Work
Products/Assessment Evidence

Organize and analyze information through the use of
Interactive Student Notebooks.

Use of geography tools to construct and interpret maps on the Texas Revolution.

Student-created work posted and/or displayed in the classroom that shows the understanding of the Student
Expectation in the TEKS.

Vocabulary on word walls pertaining to Texas Revolution and Texas Republic.

Discussions and written reflections from books, stories, pictures, and Discovery
Education clips in groups, with partners and with the teacher on content being learned.

Student-developed graphic organizers to address their learning.

Student-created timelines on people, events, conflicts, and documents of the Texas
Revolution.

Analysis of primary source material.

Student-created projects and products for display and presentation.

Graphic organizer to identify and explain the importance of the Texas Declaration of
Independence.
© 2010 Austin Independent School District Course Grade 4 Social Studies Page 2 of 2 updated 8/2110