Transcription
A Correlation ofTexas myWorld Social StudiesWe Are TexaseText Edition, 2016To theTexas Essential Knowledge and Skills (TEKS)for Social Studies and theTexas English Language Proficiency Standards (ELPS)Grade 4
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Proclamation 2015Correlations to the Texas Essential Knowledge and Skills (TEKS): Student MaterialSubjectChapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapterSubchapter A. ElementaryCourse§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.PublisherPearson Education, Inc., publishing as Scott ForesmanProgram TitleTexas myWorld Social Studies, We Are Texas, eText EditionProgram ISBN9780328814701(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 North America. Historical content focuses on Texas history, including the Texas Revolution, establishment of theRepublic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th, 20th, and 21st centuries. Students conduct a thorough study of regions in Texas and North Americaresulting from human activity and from physical features. The location, distribution, and patterns of economic activities and settlement in Texas further enhance the concept of regions. Students describe how early American Indians in Texas andNorth America met their basic economic needs. Students identify motivations for European exploration and colonization and reasons for the establishment of Spanish settlements and missions. Students explain how American Indians governedthemselves and identify characteristics of Spanish colonial and Mexican 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, andreligious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking 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 documents, biographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Whereappropriate, local topics should be included. Motivating resources are 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. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into theteaching 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 taughttogether. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.(5) 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 thegrade 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 (TEC),§28.002(h).(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.Page 1 of 267Pearson Education, Inc., publishing as Scott Foresman: 9780328814701Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Proclamation 2015(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerningthe intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship ofthe ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and theabolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to beself-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted amongMen, deriving their just Powers from the Consent of the Governed."(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.(b) Knowledge and Skills.Knowledge and Skills StatementStudent ExpectationBreakout(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:(A) explain the possibleorigins of American Indiangroups in Texas and NorthAmerica(i) explain the possibleorigins of American Indiangroups in Texas(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:Page 2 of 267(A) explain the possibleorigins of American Indiangroups in Texas and NorthAmerica(ii) explain the possibleorigins of American Indiangroups in North AmericaCitation TypeComponent truction9780328814701Review9780328814701Pearson Education, Inc., publishing as Scott Foresman: 9780328814701Page (s)Specific Location107Entire page109126109Got it? Item 5Entire pageGot it? Item 5Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:(B) identify American Indiangroups in Texas and NorthAmerica before Europeanexploration such as theLipan Apache, Karankawa,Caddo, and Jumano(i) identify American Indiangroups in Texas beforeEuropean exploration(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:Page 3 of 267(B) identify American Indiangroups in Texas and NorthAmerica before Europeanexploration such as theLipan Apache, Karankawa,Caddo, and Jumano(C) describe the regions inwhich American Indianslived and identify AmericanIndian groups remaining inTexas such as the YsletaDel Sur Pueblo, AlabamaCoushatta, and Kickapoo(C) describe the regions inwhich American Indianslived and identify AmericanIndian groups remaining inTexas such as the YsletaDel Sur Pueblo, AlabamaCoushatta, and Kickapoo(ii) identify American Indiangroups in North Americabefore Europeanexploration(i) describe the regions inwhich American IndianslivedProclamation 2015Citation TypeComponent ge (s)Specific Location115Other American Indians of theCoastal Plains, 1st paragraph117127128129129112113114118Got it? Item 7Entire pageItem 3Entire pageChartEntire pageItem 2Entire pageEntire page(ii) identify American Indiangroups remaining in TexasPearson Education, Inc., publishing as Scott Foresman: 9780328814701122American Indians in West TexasTodayStudent Material
Chapter 113. Texas Essential Knowledge and Skills for Social StudiesKnowledge and Skills Statement(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:(1) History. The student understands the origins,similarities, and differences of American Indiangroups in Texas and North America beforeEuropean exploration. The student is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 4 of 267§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Student Expectation(D) compare the ways oflife of American Indiangroups in Texas and NorthAmerica before Europeanexploration(D) compare the ways oflife of American Indiangroups in Texas and NorthAmerica before Europeanexploration(A) summarize motivationsfor European explorationand settlement of Texas,including economicopportunity, competition,and the desire forexpansion(A) summarize motivationsfor European explorationand settlement of Texas,including economicopportunity, competition,and the desire forexpansionBreakout(i) compare the ways of lifeof American Indian groupsin Texas before Europeanexploration(ii) compare the ways of lifeof American Indian groupsin North America beforeEuropean exploration(i) summarize motivationsfor European explorationand settlement of Texas,including economicopportunity(ii) summarize motivationsfor European explorationand settlement of Texas,including competitionProclamation 2015Citation TypeComponent ISBNPage 1Pearson Education, Inc., publishing as Scott Foresman: c LocationItem 4Other American Indians of theMountains and PlainsTEKS Practice Item 11Entire pageGot it? Item 5Mound BuildersEntire pageItem 1Got it? Item 9Building Missions, 3rd paragraph1st paragraphStudent Material
Chapter 113. Texas Essential Knowledge and Skills for Social StudiesKnowledge and Skills Statement(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 5 of 267§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Student Expectation(A) summarize motivationsfor European explorationand settlement of Texas,including economicopportunity, competition,and the desire forexpansion(B) identify theaccomplishments andexplain the impact ofsignificant explorers,including Cabeza de Vaca;Francisco Coronado; andRené Robert Cavelier, Sieurde la Salle, on thesettlement of Texas(B) identify theaccomplishments andexplain the impact ofsignificant explorers,including Cabeza de Vaca;Francisco Coronado; andRené Robert Cavelier, Sieurde la Salle, on thesettlement of TexasBreakout(iii) summarize motivationsfor European explorationand settlement of Texas,including the desire forexpansion(i) identify theaccomplishments ofsignificant explorers,including Cabeza de Vaca,on the settlement of Texas(ii) identify theaccomplishments ofsignificant explorers,including FranciscoCoronado, on thesettlement of TexasProclamation 2015Citation TypeComponent ISBNPage (s)Specific 141172Item 1TEKS Practice Item 3Instruction9780328814701146LaSalle Comes to Texas, 5th paragraphInstruction9780328814701150Building Missions, 3rd y97803288147019780328814701Pearson Education, Inc., publishing as Scott Foresman: 9780328814701148144144147The Spanish Settle East TexasItem 1TEKS Practice Item 3Entire pageEntire pagesItem 2Entire pageItem 3Got it? Item 9Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(B) identify theaccomplishments andexplain the impact ofsignificant explorers,including Cabeza de Vaca;Francisco Coronado; andRené Robert Cavelier, Sieurde la Salle, on thesettlement of Texas(iii) identify theaccomplishments ofsignificant explorers,including René RobertCavelier, Sieur de la Salle,on the settlement of Texas(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 6 of 267(B) identify theaccomplishments andexplain the impact ofsignificant explorers,including Cabeza de Vaca;Francisco Coronado; andRené Robert Cavelier, Sieurde la Salle, on thesettlement of Texas(B) identify theaccomplishments andexplain the impact ofsignificant explorers,including Cabeza de Vaca;Francisco Coronado; andRené Robert Cavelier, Sieurde la Salle, on thesettlement of Texas(iv) explain the impact ofsignificant explorers,including Cabeza de Vaca,on the settlement of Texas(v) explain the impact ofsignificant explorers,including FranciscoCoronado, on thesettlement of TexasProclamation 2015Citation TypeComponent 28814701Activity9780328814701Pearson Education, Inc., publishing as Scott Foresman: 9780328814701Page (s)Specific Location146Entire page144147Got it? Item 9Entire pagesGot it? Item 9More Spanish Explorers in Texas,1st p.Francisco Coronado ExploresTexas, 3rd paragraphGot it? Item 9Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(B) identify theaccomplishments andexplain the impact ofsignificant explorers,including Cabeza de Vaca;Francisco Coronado; andRené Robert Cavelier, Sieurde la Salle, on thesettlement of Texas(vi) explain the impact ofsignificant explorers,including René RobertCavelier, Sieur de la Salle,on the settlement of Texas(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 7 of 267(C) explain when, where,and why the Spanishestablished settlements andCatholic missions in Texasas well as importantindividuals such as José deEscandón(C) explain when, where,and why the Spanishestablished settlements andCatholic missions in Texasas well as importantindividuals such as José deEscandón(i) explain when theSpanish establishedsettlements in Texas(ii) explain where theSpanish establishedsettlements in TexasProclamation 2015Citation TypeComponent 47Instruction9780328814701150-151Entire 47019780328814701150157152-153Item 1Got it? Item 10Entire pagesInstruction9780328814701150-151Entire 47019780328814701152157152-153Item 3Got it? Item 10Entire pagesPearson Education, Inc., publishing as Scott Foresman: 9780328814701Page (s)Specific Location146La Salle Comes to Texas, 5thparagraphGot it? Item 9Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(C) explain when, where,and why the Spanishestablished settlements andCatholic missions in Texasas well as importantindividuals such as José deEscandón(iii) explain why theSpanish establishedsettlements in Texas(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 8 of 267(C) explain when, where,and why the Spanishestablished settlements andCatholic missions in Texasas well as importantindividuals such as José deEscandón(C) explain when, where,and why the Spanishestablished settlements andCatholic missions in Texasas well as importantindividuals such as José deEscandón(C) explain when, where,and why the Spanishestablished settlements andCatholic missions in Texasas well as importantindividuals such as José deEscandón(iv) explain when theSpanish establishedCatholic missions in Texas(v) explain where theSpanish establishedCatholic missions in Texas(vi) explain why theSpanish establishedCatholic missions in TexasProclamation 2015Citation TypeComponent ISBNPage (s)Specific LocationInstruction9780328814701150-151Entire 7152-153Got it? Item 10Entire pagesInstruction9780328814701150-151Entire 157172Instruction9780328814701150-151Pearson Education, Inc., publishing as Scott Foresman: 9780328814701Item 1Entire pagesGot it? Item 10TEKS Practice Item 4Entire pagesStudent Material
Chapter 113. Texas Essential Knowledge and Skills for Social StudiesKnowledge and Skills Statement(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 9 of 267§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Student Expectation(C) explain when, where,and why the Spanishestablished settlements andCatholic missions in Texasas well as importantindividuals such as José deEscandón(D) identify Texas' role inthe Mexican War ofIndependence and the war'simpact on the developmentof Texas(D) identify Texas' role inthe Mexican War ofIndependence and the war'simpact on the developmentof TexasBreakoutProclamation 2015Citation TypeComponent ISBNPage (s)Specific 150172Item 1TEKS Practice Item 80328814701Assessment9780328814701(vii) explain importantindividuals(i) identify Texas' role in theMexican War ofIndependence(ii) identify the war's impacton the development ofTexasPearson Education, Inc., publishing as Scott Foresman: 97803288147011531531611611621732nd paragraphItem 41st paragraphItem 2Tejanos and Tejanas, 1stparagraphTEKS Practice Item 7Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(E) identify theaccomplishments andexplain the economicmotivations and impact ofsignificant empresarios,including Stephen F. Austinand Martín de León, on thesettlement of Texas(i) identify theaccomplishments ofsignificant empresarios,including Stephen F. Austin,on the settlement of Texas(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 10 of 267(E) identify theaccomplishments andexplain the economicmotivations and impact ofsignificant empresarios,including Stephen F. Austinand Martín de León, on thesettlement of Texas(E) identify theaccomplishments andexplain the economicmotivations and impact ofsignificant empresarios,including Stephen F. Austinand Martín de León, on thesettlement of Texas(ii) identify theaccomplishments ofsignificant empresarios,including Martín de León,on the settlement of Texas(iii) explain the economicmotivations of significantempresarios, includingStephen F. Austin, on thesettlement of TexasProclamation 2015Citation TypeComponent ISBNPage (s)Specific LocationInstruction9780328814701166-167The Austin wInstruction97803288147019780328814701Pearson Education, Inc., publishing as Scott Foresman: 9780328814701163165166167167Item 1Entire pageGot it? Item 8The Austin Colony, 3rdparagraphItem 21st paragraphStudent Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(E) identify theaccomplishments andexplain the economicmotivations and impact ofsignificant empresarios,including Stephen F. Austinand Martín de León, on thesettlement of Texas(iv) explain the economicmotivations of significantempresarios, includingMartín de León, on thesettlement of Texas(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:(2) History. The student understands the causesand effects of European exploration andcolonization of Texas and North America. Thestudent is expected to:Page 11 of 267(E) identify theaccomplishments andexplain the economicmotivations and impact ofsignificant empresarios,including Stephen F. Austinand Martín de León, on thesettlement of Texas(E) identify theaccomplishments andexplain the economicmotivations and impact ofsignificant empresarios,including Stephen F. Austinand Martín de León, on thesettlement of Texas(v) explain the impact ofsignificant empresarios,including Stephen F. Austin,on the settlement of Texas(vi) explain the impact ofsignificant empresarios,including Martín de León,on the settlement of TexasProclamation 2015Citation TypeComponent n9780328814701Review9780328814701Pearson Education, Inc., publishing as Scott Foresman: 9780328814701Page (s)Specific Location163Entire page163168171163163Item 4The First Colonists, 2ndparagraphGot it? Item 6Entire pageItem 4Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(3) History. The student understands theimportance of the Texas Revolution, the Republicof Texas, and the annexation of Texas to theUnited States. The student is expected to:(A) analyze the causes,major events, and effects ofthe Texas Revolution,including the Battle of theAlamo, the TexasDeclaration ofIndependence, theRunaway Scrape, and theBattle of San Jacinto(i) analyze the causes ofthe Texas Revolution(3) History. The student understands theimportance of the Texas Revolution, the Republicof Texas, and the annexation of Texas to theUnited States. The student is expected to:(3) History. The student understands theimportance of the Texas Revolution, the Republicof Texas, and the annexation of Texas to theUnited States. The student is expected to:Page 12 of 267(A) analyze the causes,major events, and effects ofthe Texas Revolution,including the Battle of theAlamo, the TexasDeclaration ofIndependence, theRunaway Scrape, and theBattle of San Jacinto(A) analyze the causes,major events, and effects ofthe Texas Revolution,including the Battle of theAlamo, the TexasDeclaration ofIndependence, theRunaway Scrape, and theBattle of San Jacinto(ii) analyze the majorevents of the TexasRevolution, including theBattle of the Alamo(iii) analyze the majorevents of the TexasRevolution, including theTexas Declaration ofIndependenceProclamation 2015Citation TypeComponent arson Education, Inc., publishing as Scott Foresman: 9780328814701Page (s)Specific Location182Entire page185187Item 3Entire pagesItem 4Entire pageGot it? Item 8Student Material
Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012.Knowledge and Skills StatementStudent ExpectationBreakout(3) History. The student understands theimportance of the Texas Revolution, the Republicof Texas, and the annexation of Texas to theUnited States. The student is expected to:(A) analyze the causes,major events, and effects ofthe Texas Revolution,including the Battle of theAlamo, the TexasDeclaration ofIndependence, theRunaway Scrape, and theBattle of San Jacinto(iv) analyze the majorevents of the TexasRevolution, including theRunaway Scrape(3) History. The student understands theimportance of the Texas Revolution, the Republicof Texas, and the annexation of Texas to theUnited States. The student is expected to:(3) History. The student understands theimportance of the Texas Revolution, the Republicof Texas, and the annexation of Texas to theUnited States. The student is expected to:Page 13 of 267(A) analyze the causes,major events, and effects ofthe Texas Revolution,including the Battle of theAlamo, the TexasDeclaration ofIndependence, theRunaway Scrape, and theBattle of San Jacinto(A) analyze the causes,major events, and effects ofthe Texas Revolution,including the Battle of theAlamo, the TexasDeclaration ofIndependence, theRunaway Scrape, and theBattle of San Jacinto(v) analyze the majorevents of the TexasRevolution, including theBattle of San JacintoProclamation 2015Citation TypeComponent ISBNPage (s)Specific LocationInstruction9780328814701198-199Entire pagesReview9780328814701205Got it? Item tire pageItem 5(vi) analyze the effects ofthe Texas RevolutionPearson Education, Inc., publishing as Scott Foresman: 9780328814701206212Entire pageTEKS Pra
Social Studies, Grade 4, Beginning with School Year 2011-2012. Proclamation 2015 Page 1 of 267 Pearson Education, Inc., publishing as
