SS_4thGr_4th_9wks_CRM_1011 - Curriculum - Austin ISD

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Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
1

of
19

updated 12/2/10


Concept (Big Idea):
Change
in the
Texas Economy

Concept Pacing:
15 Days

Enduring Understanding:
Transformations and innovations in the oil and
aerospace
space industries resulted in major changes to the Texas
economy in the late 19
th

and the 20
th

cent
uries.

Essential Questions:


1.

How does

industry cause changes in communities?

2.

How do natural resources cause change to society?

3.

What impact did the 1900 Galveston Hurricane have on
changing the
economy of
that city and
Texas?

4.

How are people affected by econ
omic and natural resource changes?



Unit 1:
A Growing
Texas
Economy

Unit Pacing:
15 Days

Vocabulary
longhorn,

cattle drive, brand, stampede, barbed wire, economy,
industry/industries, natural resource, urbanization, aerospace, technology,
division o
f labor, transportation, commission, era, refinery, engineer, boom,
derrick, boomtown, wildcatter, petroleum, entrepreneur, interdependent,
combat, suffrage, depression, casualty, shortage, ration

Mandated by Texas Administrative Code (19 TAC §74.4), the
English
Language Proficiency Standards

(ELPS), present standards that outline
the instruction school districts must provide to ELLs in order for them to
have the full opportunity to learn English and to succeed academically.
The rule also clarifies that
the ELPS are to be implemented as an integral
part of the instruction in each foundation and enrichment subject of the
TEKS. Please review the standards at:
http://www.tea.state.tx.us/c
urriculum/biling/elps.html


Resources:
Harcourt Horizons
,
Texas
;
Harcourt Horizons,

Texas

Activity Book


Discovery Steaming videos and clips at:
http://search.discoveryeducation.com/



Wonders of Wea
ther

(50 min.)



Protecting Against Natures Fury: Thousand Flee Raging Hurricane

(3 min.)



Storm Surge

(7 min.)



Protecting Against Hurricanes

(2 min.)



Galveston Image

A primary source picture for students to analyze.



American History: The Rise of the 20
th Century

(20
min. clips on the Dust Bowl)



The Great Depression

(grades 6
th
-
8
th
) (30 min.)



American History: America’s Economy: Sorrow and Hope

(grades 6
th
-
8
th
: Choose the clips for students to see.)

(56 min.)


“Dust Bowl” article in the Handbook of T
exas Online at

www.tshaonline.org/handbook/online/articles/ydd01

Article on the “1930s Dust Bowl” at:

http://www.ccccok.org
/museum/dustbowl.html



Books:

Dark Water Rising

by Marian Hale
(ISBN 978
-
0805075854)

(Historical fiction about a boy who lived in Galveston at the time of the
Galveston hurricane of 1900)


Isaac’s Storm

by Erik Larson
(ISBN 978
-
0375708275
)

( A historic

chronicle of the Galveston hurricane of 1900)

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
2

of
19

updated 12/2/10



Arc 1
:
A Growing Texas Economy

Arc Pacing:
15 Days

Vocabulary:

longhorn,

cattle drive, brand, stampede, barbed wire, economy, industry/industries, natural resource, urbanization, aerospace, technolo
gy,
d
ivision of labor, transportation, commission, era, refinery, engineer, boom, derrick, boomtown, wildcatter, petroleum, entre
preneur, interdependent, combat,
suffrage, depression, casualty, shortage, ration

Resources:
Harcourt Horizons, Texas
;
Harcourt H
orizons, Texas

Activity Book


Discovery Steaming videos and clips at:
http://search.discoveryeducation.com/



Wonders of Weather

(50 min.)



Protecting Against Natures Fury: Thousand Flee Raging Hurrican
e

(3 min.)



Storm Surge

(7 min.)



Protecting Against Hurricanes

(2 min.)



Galveston Image

A primary source picture for students to analyze.



American History: The Rise of the 20th Century

(20
min. clips on the Dust Bowl)



The Great Depression

(grades 6
th
-
8
th
) (30 min.)



American History: America’s Economy: Sorrow and Hope

(grades 6
th
-
8
th
: Choose the clips for students to see.)

(56 min.)


“Dust Bowl” article in the Handbook of Texas Online at

www.tshaonline.org/handbook/online/articles/ydd01

Article on the “1930s Dust Bowl” at:

http://www.ccccok.org/museum/dustbowl.html



For information on
Audie Murphy
, visit this website
at
:
www.audiemurphy.com/

There are several articles on
Texas
d
uring World War II

for students to read
:
http://ww
w.tshaonline.org/handbook/search/results/Texans%20and%20World%20War%20II


Books:

Dark Water Rising

by Marian Hale
(ISBN 978
-
0805075854)
;

Isaac’s Storm

by Erik Larson
(ISBN 978
-
0375708275
)


Out of the Dust

Novel written in free verse by Karen Hesse (ISB
N 0590360809



Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….


178

4.4 History. The student
understands the political,
economic, and social changes in
Texas dur
ing the last half of the
19
th

centur
y
.

4.4B explain the growth and
development of the cattle and oil
industries.



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Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
3

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….


177

4.5 History. The student
understands important issues,
events, and individuals of the 20th
century in

Texas.

4.5A identify the impact of various
issues and events on life in Texas
such as urbanization, increased
use of oil and gas, and the growth
of aerospace and other technology
industries.

division of labor,
transportation, commission,
era, refinery, engineer, boom,
derrick, boomtown, wildcatter,
petroleum, entrepreneur,
interdependent, combat,
suffrage, depression, casualty,
shortage, ration



That Texas, like other states,
went thro
ugh many changes in
the late
19th

and
20th

c
entur
ies
.



How to use graphic organizers
to support their learning on the
Great Depression and the Dust
Bowl.



That many
different individuals
promoted

change in Texas.



That
developments in
transportation, commun
ication,
and technology have had a
powerful impact on the Texas
economy.



That
societies are
interdependent with others in a
number of different ways.



That Texas provides several
products that help meet needs
around the world.



That Texas purchase
s

produ
cts from other parts of
the world to meet some of their
citizens’
needs.



How to use maps to find
locations and directions.

overall economy, of Texas.



Use a map to find locations
and directions.



Explain how industry changes
a community.



Explain and provide examples

of
how natural resources have
caused changes in societies of
Texas.



Describe the impac
t of the
1900 Galveston Hurricane,
(along with more recent
hurricanes) on the Texas
economy.



Discuss how people are
affected by economic and
natural resource changes.



Identify and discuss

Texas
products sold to other places.



Use graphic organizers to
su
pport learning and show
point of view.

115

4.5B

identify the accomplishments
of notable individuals

such as

Henry Cisneros,
Miriam A.
Ferguson, Audie Murphy

and
Cleto
Rodríguez.

205

4.6 Geography. The student uses
geographic tools to collect,
analyze, and interpret data.

4.6A apply geographic tools,
including grid systems, legends,
symbols, scales, a
nd compass
roses to construct and interpret
maps.

218

4.7 Geog
raphy. The student
understands
the concept of
regions.

4.7A describe

a variety of regions
in Texas and t
he Western
Hemisphere such as p
olitical,
population, and economic regions
that result f
rom patterns of human
activity.

219

4.7C compare the regions of
Texas with regions of the United
States and other parts of the world.

228

4.8 Geography. The student
understands the location and
patterns of settlement and the
geographic factors that
influence
where people live.

4.8B identify patterns of settlement
at different time periods in Texas.

229

4.8C describe the location of cities
in Texas and explain their
distribution, past and present.

314

4.12 Economics. The student
understands th
e characteristics
and benefits of the free enterprise
system in Texas.

4.12A describe the development of
the free enterprise system in
Texas.

315

4.12B describe how the free
enterprise system works in Texas.

316

4.12C give examples
of the
benefits
of the free enterprise
system in Texas.

304

4.13
Economics.
The student
understands patterns of work and
economic activities in Texas.

4.13A explain how people in
different regions of Texas earn
their living, past and present.

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
4

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….


332

4.13B explain how
geographic
factors have influenced the
location of economic activities in
Texas.


333

4.13C analyze the effects of
immigration, migration, and limited
resources on the economic
development and growth of Texas.

307

4.13D describe the impact of mass

production, specialization, and
division of labor on the economic
growth of Texas
.

338

4.13E explain how developments
in transportation and
communication have influenced
economic activities in Texas.

336

4.13F explain the impact of
American ideas

about progress
and equality of opportunity on the
economic development and growth
of Texas.

330

4.14 Economics. The student
understands how Texas, the
United States, and other parts of
the world are economically
interdependent.

4.14A
identify ways in
which
technological changes have
resulted in increased
interdependence among Texas,
the United States, and the world
.

301

4.14B identify oil and gas,
agricultural, and technological
products of Texas that are
purchased to meet needs in the
United State
s and around the
world.

302

4.14C explain how Texans meet
some of their needs through the
purchase of products from the
United States and the rest of the
world.

605

4.20 Culture. The student
understands the contributions of
people of various racial,

ethnic,
4.20B identify customs,
celebrations, and traditions of
various culture groups in Texas.

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
5

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….


and religious groups to Texas.

4.20C summarize the contributions
of people of various racial, ethnic,
and religious groups in the
development of Texas.

705

4.21 Science, Technology, and
Society. The student understands
the impact of science and
technology on life in Texas.

4.21A identify famous inventors
and scientists such as Joseph
Glidden and Patillo Higgins and
their contributions.

711

4.21B d
escribe how scientific
discoveries and technological
innovations have benefited
individuals, businesses, and
society in Texas.

815

4.22 Social Studies Skills. The
student applies critica
l
-
thinking
skills to organize and use
information acquired from a
variety
of sources including electronic
technology.

4.22A 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.

807

4.22C organize and interpret
information in outlines, reports,
databases, and visuals including
graphs, charts, timelines, and
maps.

818

4.22D identify different points of
view about an issue or topic.

819

4.22E

identify the elements of
frame of reference that influenced
the participants in an event.

801

4.23 Social Studies Skills. The
student communicates in written,
oral, and visual forms.

4.23A use social studies
terminology correctly.

824

4.23B incorpo
rate main and
supporting ideas in verbal and
written communication.

811

4.23D create written and visual
material such as journal entries,
reports, graphic organizers,
outlines, and bibliographies.

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
6

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….


803

4.23E use standard grammar,
spelling, sentence
structure, and
punctuation.


Student Work Products/Assessment Evidence

Performance Tasks

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observations, etc.)



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Learning Plan

Lesson/Activity/Module
Name

Teacher Resource

Student Resource

Technology (Media, website, etc.)

Other

Lesson:

The Turn of the Century
:

The Cattle Kingdo
m



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Texas

TE
,





pp. 299
-
304
, “The Cattle
Kingdom”



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Texas
, Activity
Book p
p
.
8
8
-
89
,

“The Cattle
Kingdom.” Students work with
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Texas
,


pp. 299
-
304, “The Cattle
Kingdom”



䡡Hc潵r琠䡯tiz潮sⰠ
Texas
, Activity
Book pg. 88
-
89
,

“The Cattle
Kingdom.” Students work with
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Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
7

of
19

updated 12/2/10


Learning Plan

Lesson/Activity/Module
Name

Teacher Resource

Student Resource

Technology (Media, website, etc.)

Other

Lesson:

Railroads and Industry



Harcourt Ho
rizons,
Texas

TE
,


pp. 305
-
309, “Railroads and
Industry”



Harcourt Horizons,
Texas

Activity
Book p
p
. 9
0
-
91, “Railroads and
Industry.” Students write a letter
to the railroads to persuade them
to come to the closest town.






Harcourt Horizons,
Texa
s
,

pp.
305
-
309, “Railroads and Industry”



Harcourt
Horizons,
Texas

Activity
Book pg. 90
-
91, “Railroads and
Industry.” Students write a letter
to the railroads to persuade them
to come to the closest town.



Lesson:

Growing Industry in
Texas



Harcourt Horiz
ons,
Texas

TE
,

pp.

313
-
317 “Oil”




Harcourt Horizons,
Texas

TE
,

pp.

318
-
219, “Read a Cross
-
Section
Diagram.” Students read a cross
-
section diagram on an oil well.




Harcourt Horizons,
Texas
,

pp.
313
-
317 “Oil”



Harcourt Horizons,
Texas

pp.
318
-
219, “Re
ad a Cross
-
Section
Diagram.” Students read a cross
-
section diagram on an oil well.



Lesson:

Texas in a Changing
World



Harcourt Horizons,
Texas

TE
,

pp.320
-
323, “Texas in a
Changing World”



Harcourt Horizons,
Texas

Activity
Book
,

p. 96, “Texas in a
Chang
ing World.”
Students write
questions to interview an African
American who has been
mistreated.




Harcourt Horizons,
Texas
,

pp.320
-
323, “Texas in a
Changing World”



Harcourt Horizons,
Texas

Activity
Book
,

pp. 96, “Texas in a
Changing World.”
Students write
q
uestions to interview an African
American who has been
mistreated.


Discovery Streaming videos and clips
at:
http://search.discoveryeducation.com/



American History: The Rise of
the 20th Century (2
0 mi
n.
clips on the Dust Bowl)



The Great Depression

(grades 6
th
-
8
th
) (30 min.)



American History: Am
erica’s
Economy: Sorrow and Hope
(grades 6
th
-
8
th
) (56 min.)


Texas in World War II



Harcourt Horizons,
Texas

TE
,

pp. 326
-
329, “Texas in World
War
II”



Harcourt Horizons,
Texas

Activity
Book pg. 97
, “Texas in World War
II.” Students analyze a primary
source WW II poster.



Harcourt Horizons,
Texas
,

pp. 326
-
329, “Texas in World War
II”



Harcourt Horizons,
Texas
Activity
Book
, p
. 97, “Tex
as in World War
II.” Students analyze a primary
source WW II poster.

For information on
Audie Murphy
, visit
this website at
:
www.audiemurphy.com/


Choose an article from the Handbook
o
f Texas online about Texas
in
WW II
and summarize and present to the
students. (Students may work in
p
artners or small groups.) See
The
Handbook of Texas online for articles
on Texas and WW II at:
http://www.tshaonline.org/handbook/s

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
8

of
19

updated 12/2/10


Learning Plan

Lesson/Activity/Module
Name

Teacher Resource

Student Resource

Technology (Media, website, etc.)

Other

earch/results/Texans%20and%20Wor
ld%20War%20II


Lesson:
The Galveston
Hurricane



Harcourt Horizons
,
Texas
TE,

pp. 324
-
325, “The Galveston
Hurricane”




Harcourt Horizons,
Texas
pp.
324
-
325, “The Galveston
H
urricane”



Large newsprint paper

Dark Water Rising

A novel by Marian
Hale (ISBN 978
-
0805075854)
. It is
about the Galveston hurricane.


Isaac’s Storm

Biography and
nonfiction resource about Isaac Cline,
meteorologist who failed to
adequately warn Galvesto
n Islanders
of the storm. By Erik Larson (ISBN
978
-
0375708275
)


Discovery Steaming videos and clips
at:
http://search.discoveryeducation.com/



Wonders of Weather

(50
min.)



Protecting Against Natures
Fu
ry: Thousand Flee Raging
Hurricane

(3 min.)



Storm Surge

(7 min.)



Protecting Against Hurricanes

(2 min.)



Galveston Image

A primary
source picture for students to
analyze.


Note: It is a
good idea
to look over
resource
photos prior
to viewing
with
stude
nts, as
many are
rather
shocking.













Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
9

of
19

updated 12/2/10


Concept (Big Idea):
Structure (Government and Civil Responsibility)

Concept Pacing:
10 Days

Enduring Understanding:
Local, state and national governments all have
an organizational structure.

A vital comp
onent at each of these levels of
government is the role of citizen participation
.

Essential Questions:

1.

How is structure part of the
local government
s
?

2.

What structure
s

allow

local governments
to
provide and f
und services for the
population?

3.

How is the state

government structured and for what purposes
?

4.

How does the
structure of the
state government

compare to the
structure of
the
national government?

5.

What structures in government guarantee
a citizen’s rights?

6.

How does being
a
responsible citizen support the
government

structure
?



Unit 1:
Government and Civic Responsibility

Unit Pacing:
10 Days

Vocabulary:
county seat
, municipality, charter, city council, budget, city
manager, special district, legislative branch, bill, executive branch, veto,
judicial
branch, jury, appeal, justice, citizen’s rights, federal, patriotic, civic,
elected, appointed
, federal government, defense, unconstitutional, naturalized
citizen, register, responsibility

Mandated by Texas Administrative Code (19 TAC §74.4), the
English
L
anguage Proficiency Standards

(ELPS), present standards that outline
the instruction school districts must provide to ELLs in order for them to
have the full opportunity to learn English and to succeed academically.
The rule also clarifies that the ELPS
are to be implemented as an integral
part of the instruction in each foundation and enrichment subject of the
TEKS. Please review the standards at:
http://www.tea.state.tx.us/curriculum
/biling/elps.html


Resources:
Harcourt Horizons
,

Texas
;

Harcourt Horizons,
Texas

Activity Book; Harcourt Horizons,
Texas

Assessment

Program p. 106


The Texas Senate has a website for students at:
http
://www.senate.state.tx.us/kids/


The Texas House has a website for students at:
http://kids.house.state.tx.us/


The Texas House provides other websites on Texas government with projects and activities at:

http://www.house.state.tx.us/kids/teachers.htm


Arc 1
:
Federal, State, Local Governments

and
Texas Citizenship

Arc Pacing:
10 Days

Vocabulary:
county seat
, municipality, charter, city counc
il, budget, city manager, special district, legislative branch, bill, executive branch, veto, judicial
branch, jury, appeal, justice
, citizen’s rights, federal,
patriotic, civic,
elected, appointed
, federal government, defense, unconstitutional, naturalize
d citizen,
register, responsibility

Resources:
Harcourt Horizons
,

Texas
;


Harcourt Horizons,
Texas

Activity Book
; Harcourt Horizons,
Texas

Assessment Program p. 106


The Texas Senate has a website for students at:
http://www.senate.state.tx.us/kids/


The Texas House has a website for students at:
http://kids.house.state.tx.us/


The Texas House provides other websites on Texas government with projects and ac
tivities at:

http://www.house.state.tx.us/kids/teachers.htm


Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
10

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be

able to….

177

4.5
History. The student
understands important issues,
events, and individuals of the
20th century in Texas.

4.5B

identify the accomplishments of
notable individuals such as Henry
Cisneros, and John Tower.



Key terms:
county seat
,
municipal
ity, charter, city
council, budget, city
manager, special district,
legislative branch, bill,
executive branch, veto,
judicial branch, jury, appeal,
justice, citizen’s rights,
federal, patriotic, civic,
elected, appointed
, federal
government, defense,
unco
nstitutional, naturalized
citizen, register,
responsibility



That local, state

and federal
governments have both
overlapping and distinct
responsibilities and roles.



That there are three
branches

of government

each
with specific powers
and responsibilities
.



That
citizens have both
rights and responsibilities,
with a number of ways to
play a part in contributing to
society.



That
citizens have the right
to contact both elected and
appointed leaders in order to
voice their opinion.



That the leadership qualiti
es
of current and past
government leaders help
guide us in making a
difference in society.



Use key terms about Texas
government and civic
responsibility with meaning
and understanding when
speaking, reading and writing.



Identify the basic levels of
govern
ment (from city to
federal).



Explain the powers and
responsibilities of each branch
of the government.



Describe the roles played by
important historical figures,
such as Sam Houston,
Barbara Jordan and Lorenzo
de Zavala in modeling
participation in the dem
ocratic
process.



Demonstrate how to contact
local and state government
leaders.



Identify various local and
federal government leaders
and their political parties.



Discuss leadership qualities
exhibited by the local, state,
and federal government
leaders
.

205

4.6 Geography. The student
uses geographic tools to collect,
analyze, and interpret data.

4.6A apply geographic tools, including
grid systems, legends, symbols,
scales, and compass roses to
construct and interpret maps.

218

4.7 Geography. The stu
dent
understands the concept of
regions.

4.7A 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.

424

4.16 Government. The student
understands

important ideas in
historic documents of Texas.

4.16A identify the purposes and
explain the importance of the Texas
Declaration of Independence and the
Texas Constitution.

406

4.16B identify and explain the basic
functions of the three branches of sta
te
government.

503

4.17 Citizenship. The student
understands important customs,
symbols, and celebrations of
Texas.

4.17A explain the meaning of selected
patriotic symbols and landmarks of
Texas, including the six flags over
Texas, San José Mission, and

the San
Jacinto Monument.

504

4.17B sing or recite
Texas, Our Texas
.

502

4.17C
recite and explain the meaning
of the Pledge to the Texas Flag.

523


4.18 Citizenship. The student
understands the importance of
voluntary individual participation
i
n the democratic process
.

4.18A
explain how individuals can
participate voluntarily in civic affairs at
state and local levels.

524

4.18B
explain the role of the individual
in state and local elections.

512

4.18C
identify the importance of
historic
al figures such as Sam
Houston, Barbara Jordan, and Lorenzo
de Zavala who modeled active
participation in the democratic process.

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
11

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be

able to….

525

4.18D
explain how to contact elected
and appointed leaders in state and
local governments.

516

4.19 Citizenship. Th
e student
understands the importance of
effective leadership in a
democratic society.

4.19A
identify leaders in state and
local governments, including the
governor, selected members of the
Texas Legislature, and Texans who
have been President of the United

States, and their political parties
.

517

4.19B
identify leadership qualities of
state and local leaders, past and
present.

815

4.22
Social Studies Skills. The
student applies critical
-
thinking
skills to organize and use
information acquired from a
variety of sources including
electronic technology.

4.22A 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.

823

4.22B analyze information by
sequencing, categorizing, indentifying
cause
-
and
-
effect relationships,
comparing, contrasting, finding the
main idea, summarizing, making
generalizations, and predictions, and
drawing infere
nces and conclusions.

807

4.22C organize and interpret
information in outlines, reports,
databases, and visuals including
graphs, charts, timelines, and maps.

801

4.23 Social Studies Skills. The
student communicates in written,
oral, and visual form
s.

4.23A use social studies terminology
correctly.

824

4.23B incorporate main and supporting
ideas in verbal and written
communication.

811

4.23D create written and visual
material such as journal entries,
reports, graphic organizers, outlines,
and

bibliographies.

819

4.23E use standard grammar, spelling,
sentence structure, and punctuation.

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
12

of
19

updated 12/2/10



Student Work Products/Assessment Evidence

Performance Tasks

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, obser
vations, etc.)



Read, sing and discuss the song, “Texas,

Our Texas.” Analyze the lyrics
慮搠wri瑥t慮 慮瑨敭 f潲⁔ex慳⸠




剥慤Ⱐ牥,i瑥Ⱐ,n搠disc畳s⁴ 攠e數慳⁐le摧e⸠.瑵t敮瑳⁲敷ri瑥ti琠t漠瑨tt
愠yo畮来r⁳瑵t敮琠ta渠n湤敲e瑡t搠d桥 i摥慳⁣潭m畮ic慴a搠睩瑨i渠
i瑳
瑥t琮



䍯C灬整e⁧牡灨ic 潲条oizers⁴ ⁳桯w⁵湤敲e瑡湤i湧 of⁴ 攠牯e敳 ⁴ 攠
瑨牥攠tr慮c桥s ⁧ v敲湭敮琠t湤⁳p散ific⁩湤ivi摵als i渠n桥⁣畲u敮t
T數慳⁧ v敲湭敮琮



䍨潯s攠愠
c潭m畮ity
灲p扬敭⁡ 搠d敶敬潰 愠a潬畴u潮⁦潲⁩琮t



䍲敡瑥t愠a敲eu慳iv攠e摶敲瑩sem
敮琠瑯ee湣潵oa来⁣itize湳⁴漠v潴o⁴漠
s異灯r琠t桥 i摥愮a



䍬慳s⁤ sc畳sio湳
潮o
T數as⁳瑡t攠en搠d潣慬 杯v敲湭敮瑳Ⱐ,敤敲慬
杯v敲湭敮琠t湤⁔數慳⁣i瑩z敮s桩p



Teacher monitoring of students’ work



O灥n
-
敮摥d⁥ 慭



䥮I潲m慬⁡ 搠d潲o慬⁡ s敳sm敮瑳


Learning Plan

L
esson/Activity/Module
Name

Teacher Resource

Student Resource

Technology (Media,
website, etc.)

Other

Lesson: “
T數慳ⰠI畲u
Texas”



䡡Hc潵r琠䡯tiz潮s
,

Texas

T
E,

pp.
366
-
367



䡡Hc潵r琠䡯tiz潮sⰠ
Texas

pp. 366
-
367



Lesson:
Government in
Texas



䡡Hc潵r琠䡯tiz潮s
,

Texas

T
E
,


pp. 370
-
37
4, “Local Government in
Texas”



䡡Hc潵r琠䡯tiz潮sⰠ
Texas

Activity
Book pp. 111
, “Local Government
in Texas.” Students choose three
comm畮ity l敡摥rs⁡ 搠dse⁡
杲慰gic牧 湩z敲⁴漠o瑵ty⁴桥s攠
l敡摥rs⁡ 搠wh慴a瑨ey 摯K



䡡Hc潵r琠䡯t
iz潮sⰠ
Texas

TE
,

pp. 375
-
379
, “Texas State
Government”



䡡Hc潵r琠䡯tiz潮sⰠ
Texas

TE
,

pp. 380
-
381, “How a Bill Becomes
愠aa眮w
pt畤e湴n⁲敡搠d⁦low⁣h慲琮



䡡Hc潵r琠䡯tiz潮sⰠ
Texas

Activity
Book
,

pp.

112
-
113, “Texas State
Government.”
pt畤e湴n⁵ e

慰hic牧 湩z敲e⁴ ⁳t畤y⁴ 攠
T數慳⁢牡湣桥s ⁧ v敲nm敮琠


䡡Hc潵r琠䡯tiz潮sⰠ
Texas,

pp. 370
-
374, “Local Government in
Texas”



䡡Hc潵r琠䡯tiz潮sⰠ
Texas

Activity
Book
,

pp. 111, “Local Government
in Texas.”
p瑵t敮瑳⁣h潯se⁴ r敥
comm
畮ity l敡摥rs⁡ 搠dse⁡
杲慰gic牧 湩z敲⁴漠o瑵ty⁴桥s攠
l敡摥rs⁡ 搠wh慴a瑨ey 摯K



䡡Hc潵r琠䡯tiz潮sⰠ
Texas
,
pp. 375
-
379, “Texas State Government”



䡡Hc潵r琠䡯tiz潮sⰠ
Texas
,
pp. 380
-
381, “How a Bill Becomes
愠aa眮w
pt畤e湴n⁲敡搠d⁦low⁣h慲琮



䡡Hc潵
r琠䡯tiz潮sⰠ
Texas

Activity
Book
,

pp. 112
-
113, “Texas State
Government.”
pt畤e湴n⁵ e
杲慰gic牧 湩z敲e⁴ ⁳t畤y⁴ 攠
T數慳⁢牡湣桥s ⁧ v敲nm敮琠
慮搠睯wk⁷it栠h潣慢ul慲yK

T桥⁔數慳⁓敮慴a 桡s⁡
睥扳it攠e潲⁳瑵t敮瑳⁡ 㨠
桴h瀺pL睷眮we湡瑥⹳瑡t攮瑸⹵
sLki摳L


T桥⁔數慳⁈潵s攠e慳⁡
睥扳it攠e潲⁳瑵t敮瑳⁡ 㨠
桴瑰㨯⽫i摳⹨潵o攮e瑡t攮瑸⹵KL


T桥⁔數慳⁈潵s攠er潶i摥s
潴o敲e睥扳it敳 ⁔數慳
杯v敲湭敮琠
睩瑨⁰牯 散瑳
慮搠慣瑩viti敳
慴㨠

桴h瀺pL睷眮桯畳攮et慴a⹴KKus
⽫i摳⽴L慣桥rs⹨Km


Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
13

of
19

updated 12/2/10


Learning Plan

L
esson/Activity/Module
Name

Teacher Resource

Student Resource

Technology (Media,
website, etc.)

Other

and work with vocabulary.

Lesson:
Texas
Citizenship

You Can Help



Harcourt Horizons,
Texas

TE,

pp. 3
89
-
393
, “Texas Citizenship
.


Students fi
nd a problem they are
going to solve and create an
advertisement poster to persuade
citizens to vote for their solution.



Harcourt Horizons,
Texas

Activity
Book
,

pp.

116
-
117, “Texas
Citizenship.”
Students use
vocabulary and use a graphic
organizer to
brains
torm and
develop a solution to a community
problem.



Harcourt Horizons,
Texas

TE
,

p. 363K, Assessment Program p.
106, “Performance Task”



Harcourt Horizons,
Texas

TE,

pp. 394
-
395, “Act as a
Responsible Citizen.”



Harcourt Horizons,
Texas

Activit
y
Book
,

p. 118, “Act as a
Responsible Citizen.”
Create a
persuasive poster for a solution to
a community problem for students
to vote on.




Harcourt Horizons,
Texas
,

pp. 389
-
393, “Texas Citizenship.”
Students find a problem they are
going to solve
and create an
advertisement poster to persuade
citizens to vote for their solution.



Harcourt Horizons,
Texas

Activity
Book
,

pp.

116
-
117, “Texas
Citizenship.”
Students use
vocabulary and use a graphic
organizer to brainstorm and
develop a solution to a comm
unity
problem.



Harcourt Horizons,
Texas

Assessment Program
,

p. 106,
“Performance Task”



Harcourt Horizons,
Texas


pp. 394
-
395, “Act as a
Responsible Citizen.”



Harcourt Horizons,
Texas

Activity
Book
,

p. 118, “Act as a
Responsible Citizen.”
Create a

persuasive poster for a solution to
a community problem for students
to vote on.




Video camera



iMovie




Adobe Premier
PowerPoint



Movie Maker

or other production
software for creating
advertisement














Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
14

of
19

updated 12/2/10


Concept (Big Idea):
Changing Needs in the T
wenty
-
first Century

Concept Pacing:
19 Days

Enduring Understanding:
The

21
st

Century
brings

a change in
technology
and
motivations

from

growing
an
economy to
creating a positive
impact on
a struggling

environment
.
Technology
is instrumental in promoting
the

conservation

of the environment.

Essential Questions:

1.

How do the motivations of a free enterprise economy conflict with the
changing needs of a struggling environment?

2.

What role does the technology play in the continued change in the economy
of Texas?

3.

What role does technology play in conserving and taking care of the
environment?



Unit 1:
Twenty
-
first Century

Texas

Unit Pacing:
19 Days

Vocabulary
tenant farmer, commercial farm, petrochemical, pollution, mass
production, standardized, assembly
line, division of labor, highway, suburb,
recreation, aviation, free enterprise, consumer, profit, competition, tourism,
nonrenewable resource, renewable resource, export, import, environment,
recycle, conservation, erosion, habitat, population density, in
novation,
communication, telecommunications, Internet, projection

Mandated by Texas Administrative Code (19 TAC §74.4), the
English
Language Proficiency Standards

(ELPS), present standards that outline
the instruction school districts must provide to ELLs

in order for them to
have the full opportunity to learn English and to succeed academically.
The rule also clarifies that the ELPS are to be implemented as an integral
part of the instruction in each foundation and enrichment subject of the
TEKS. Please
review the standards at:
http://www.tea.state.tx.us/curriculum/biling/elps.html


Resources
Harcourt Horizons:
Texas
pp. 400
-
419


“Dust Bowl” article in the Handbook of Texas Online

a
t:
www.tshaonline.org/handbook/online/articles/ydd01
;

Article on the “1930s Dust Bowl”

at:

http://www.ccccok.org/museum/d
ustbowl.html


Book:


Out of the Dust

Novel written in free verse by Karen Hesse (ISBN 0590360809)

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
15

of
19

updated 12/2/10



Arc 1
:
Texas Innovations and Free Enterprise in the Twenty
-
first Century

Arc Pacing:
19 Days

Vocabulary
tenant farmer, commercial farm, petrochemical
, pollution, mass production, standardized, assembly line, division of labor, highway, suburb,
recreation, aviation, free enterprise, consumer, profit, competition, tourism, nonrenewable resource, renewable resource, exp
ort, import, environment, recycle,
c
onservation, erosion, habitat, population density, innovation, communication, telecommunications, Internet, projection

Resources
Harcourt Horizons
,

Texas


“Dust Bowl” article in the Handbook of Texas Online

at:
www.tshaonline.org/handbook/online/articles/ydd01
;

Article on the “1930s Dust Bowl” at:

http://www.ccccok.org/museum/dustbowl.html


Book:


Out of the Dust

Novel wr
itten in free verse by Karen Hesse (ISBN 0590360809)


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….

177

4.5
History. The student
understands important issues,
events, and individuals of the
20th century in Texas.

4.5A identify the impact of various
issues and events on life in Texas
such as urbanization, increased use of
oil and gas, and the growth of
aerospace and other technology
industries.



Key terms:
tenant
farmer,
commercial farm,
petrochemical, pollution,
mass production,
standardized, assembly line,
division of labor, highway,
suburb, recreation, aviation,
free enterprise, consumer,
profit,

nonrenewable
resource, renewable
resource, export, import,
environ
ment, recycle,
conservation, erosion,
habitat, population density,
innovation, communication,
telecommunications,
Internet, projection



A free enterprise system
offers many opportunities to
citizens, but can impact the
environment in negative
ways.



Technolo
gy has benefitted
Texas citizens at all levels of
life.



Discoveries and
improvements in technology
require creative thinkers and


Use key terms about Texas
in
the
21
st

c
entury with meaning
and understanding when
speaking, reading, and writing.



D
iscuss the negative impacts
that the growing economy had
on the
environment
and
compare these to

t
he Dust
Bowl

of the 1930s
.



Identify specific ways that life

in Texas has changed due to
technology.



Discuss the ways inventors
and leaders of industry
identif
ied areas of need and
problem
-
solved to meet that
need.



Explain how their life would be
different without inventions
common today (such as
electricity, computers,
telephones, plumbing/ running
water, etc…)



Describe how life has changed
in the late
20
th

an
d 21
st

centuries.



Explain the interdependence
205

4.6 Geography. The student
uses geographic tools to collect,
analyze, and interpret data.

4.6A apply geographic tools, including
grid sy
stems, legends, symbols,
scales, and compass roses to
construct and interpret maps.

207

4.7 Geography. The student
understands the concept of
regions.

4.7B describe a variety of regions in
Texas and the Western Hemisphere
such as landform, climate, and
vegetation regions that result from
physical characteristics.

228

4.8 Geography. The student
understands the location and
patterns of settlement and the
geographic factors that influence
where people live.

4.8B

identify patterns of settlement at
differe
nt time periods in Texas.

229

4.8C describe the location of cities in
Texas and explain their distribution,
past and present.

224

4.9 Geography. The student
understands how people adapt
to and modify their environment.

4.9A describe ways people have

adapted to and modified their
environment in Texas, past and
present.

222

4.9B

identify reasons why people have
adapted to and modified their
environment in Texas, past and
present, such as the use of natural
Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
16

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….

resources to meet basic needs.

problem
-
solvers with a way
of addressing the needs or
comforts of the people.



Innovation and technology
continues to change ou
r
lives daily and, when the
students are adults, many
aspects of daily life will be
much different from today.



Texas has undergone many
changes (economy,
population, cultures,
technology, etc…) since the
middle of the
20th

c
entury.



Texas plays an importan
t
role in the world through the
interdependent relationships
of import, export, and other
economic aspects of life.























of Texas with the w
orld.










































4.9C

a
nalyze the consequences of
human modification of the environment
in Texas, past and present.

315

4.12 Economics. The student
understands the characteristics
and benefits of the free
enterprise system in Texas.

4.12B describe how the free enterprise
syst
em works in Texas.

316

4.12C give examples of the benefits of
the free enterprise system in Texas.

304

4.13 The student understands
patterns of work and economic
activities in Texas.

4.13A explain how people in different
regions of Texas earn their
living, past
and present.

333

4.13C analyze the effects of
immigration, migration, and limited
resources on the economic
development and growth of Texas.

338

4.13E explain how developments in
transportation and communication
have influenced economi
c activities in
Texas.

336

4.13F explain the impact of American
ideas about progress and equality of
opportunity on the economic
development and growth of Texas.

330

4.14 Economics. The student
understands how Texas, the
United States, and other par
ts of
the world are economically
interdependent.

4.14A

identify ways in which
technological changes have resulted in
increased interdependence among
Texas, the United States, and the
world
.

301

4.14B identify oil and gas, agricultural,
and technologi
cal products of Texas
that are purchased to meet needs in
the United States and around the
world.

302

4.14C explain how Texans meet some
of their needs through the purchase of
products from the United States and
the rest of the world.

505

4.17 Citiz
enship. The student
understands important customs,
symbols, and celebrations of
4.17D describe the origins and
significance of state celebrations such
as Texas Independence Day and
Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
17

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….

Texas.

Juneteenth.







603

4.20 Culture. The student
understands the contrib
utions of
people of various racial, ethnic,
and religious groups to Texas.

4.20A identify the similarities and
differences within and among selected
racial, ethnic, and religious groups in
Texas.

605

4.20B identify customs, celebrations,
and tradition
s of various culture groups
in Texas.

619

4.20C summarize the contributions of
people of various racial, ethnic, and
religious groups in the development of
Texas.

711

4.21 Science, Technology, and
Society. Science, technology,
and society. The stud
ent
understands the impact of
science and technology on life in
Texas.

4.21B describe how scientific
discoveries and technological
innovations have benefited individuals,
businesses, and society in Texas.


701

4.21C predict how future scientific
discov
eries and technological
innovations might affect life in Texas.

815

4.22
Social Studies Skills. The
student applies critical
-
thinking
skills to organize and use
information acquired from a
variety of sources including
electronic technology.

4.22A differ
entiate 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.

823

4.22B analyze information b
y
sequencing, categorizing, indentifying
cause
-
and
-
effect relationships,
comparing, contrasting, finding the
main idea, summarizing, making
generalizations, and predictions, and
drawing inferences and conclusions.

807

4.22C organize and interpret
infor
mation in outlines, reports,
databases, and visuals including
graphs, charts, timelines, and maps.

818

4.22D identify different points of view
about an issue or topic.

Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
18

of
19

updated 12/2/10


Matrix #

Established Goals

TEKS Knowledge & Skill

Established Goals

TEKS Student Expectation

Students Will Know…

Students will be able to….

814

4.22F use appropriate mathematical
skills to interpret social studies
inform
ation such as maps and globes.

801

4.23 Social Studies Skills. The
student communicates in written,
oral, and visual forms.

4.23A use social studies terminology
correctly.

824

4.23B incorporate main and supporting
ideas in verbal and written
communi
cation.

811

4.23D create written and visual
material such as journal entries,
reports, graphic organizers, outlines,
and bibliographies.

803

4.23E use standard grammar, spelling,
sentence structure, and punctuation.

825

4.24 Social Studies Skill
s. The
student uses problem
-
solving
and decision
-
making skills,
working independently and with
others, in a variety of settings.

4.24A use a problem
-
solving process
to identify a problem, gather
information, list and consider options,
consider advantages a
nd
disadvantages, choose and implement
a solution, and evaluate the
effectiveness of the solution.


Student Work Products/Assessment Evidence

Performance Tasks

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student
work samples, observ
ations, etc.)



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Course:

Fourth Grade Social Studies





Austin ISD Curriculum Road Map






2010


2011

4th 9 Weeks


March 21
-
June 1




© 2010 Austin Independent School District

Course

Fourth Grade Social Studie
s



Page
19

of
19

updated 12/2/10





Learning Plan

Lesson/Activity/Module
Name

Teacher Resource

Student Resource

Technology (Media, website,
etc.)

Other

Lesson:
Texas and the World:
A Digit
al Story






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Pride,” pp. 412
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Tomorrow,” pp. 416
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Texas

Assessment Program


p. 107




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