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Texas TEKS Standards for Fourth Grade Social Studies

TX.113.15. Social Studies, Grade 4

(4.1) 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:

4.1 (B) Identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano.

(4.10) Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to:

4.10 (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.

(4.12) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:

4.12 (C) Analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.

(4.13) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. The student is expected to:

4.13 (A) Identify ways in which technological changes in areas such as transportation and communication have resulted in increased interdependence among Texas, the United States, and the world.

(4.15) Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to:

4.15 (A) Identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty.
4.15 (B) Identify and explain the basic functions of the three branches of government according to the Texas Constitution.
4.15 (C) Identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).

(4.16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

4.16 (A) Explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions.
4.16 (D) Describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

(4.17) Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:

4.17 (A) Identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll.
4.17 (B) Explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and participating in historic preservation and service projects.
4.17 (C) Explain the duty of the individual in state and local elections such as being informed and voting.
4.17 (D) Identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals.

(4.18) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

4.18 (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.
4.18 (B) Identify leadership qualities of state and local leaders, past and present.

(4.2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to:

4.2 (A) Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion.
4.2 (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.
4.2 (D) Identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas.

(4.21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

4.21 (A) Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas.
4.21 (B) Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
4.21 (C) Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
4.21 (D) Identify different points of view about an issue, topic, historical event, or current event.
4.21 (E) Use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(4.22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

4.22 (A) Use social studies terminology correctly.
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4.22 (D) Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
4.22 (E) Use standard grammar, spelling, sentence structure, and punctuation.

(4.3) 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:

4.3 (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.
4.3 (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 non-combatants Susanna Dickinson and Enrique Esparza.
4.3 (C) Identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones.
4.3 (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.
4.3 (E) Explain the events that led to the annexation of Texas to the United States, including the impact of the U.S.-Mexican War.

(4.6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

4.6 (A) Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.
4.6 (B) Translate geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.

(4.7) Geography. The student understands the concept of regions. The student is expected to:

4.7 (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.
4.7 (C) Compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) with regions of the United States and other parts of the world.

(4.8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

4.8 (A) Identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II.
4.8 (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.