Texas

1-5 History

• 1 The student understands the origins, similarities, and differences of American Indian groups in Texas before European exploration. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

• 2 The student understands the causes and effects of European exploration and colonization of Texas. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

• 3 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:

  • Skills covering this topic are not currently available on IXL.

• 4 The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:

  • A describe the impact of the Civil War and Reconstruction on Texas;

    • The Civil War: the beginning of the war (4-E.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (4-E.2)
    • The Civil War: war tactics and the home front (4-E.3)
    • The Civil War: the end of the war (4-E.4)
    • Reconstruction (4-E.5)

  • B explain the growth, development, and impact of the cattle industry such as contributions made by Charles Goodnight, Richard King, and Lizzie Johnson;

  • C explain the effects of the railroad industry on life in Texas, including changes to cities and major industries; and

  • D explain the effects on American Indian life brought about by the Red River War, building of U.S. forts and railroads, and loss of buffalo.

• 5 The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:

  • A explain the impact of various events on life in Texas such as the Great Depression, the Dust Bowl, and World War II and notable individuals such as Audie Murphy, Cleto Rodríguez, and Bessie Coleman and other local individuals; and

    • The Great Depression: part I (4-G.1)
    • The Great Depression: part II (4-G.2)

  • B explain the development and impact of the oil and gas industry on industrialization and urbanization in Texas, including Spindletop and important people such as Pattillo Higgins.

6-8 Geography

• 6 The student understands the concept of regions. The student is expected to:

  • A identify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their characteristics such as landforms, climate, vegetation, and economic activities; and

    • Identify Earth's land features using photographs (4-J.1)
    • Identify Earth's land features using satellite images (4-J.2)

  • B compare the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains).

• 7 The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

• 8 The student understands how people adapt to and modify their environment. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

9-11 Economics

• 9 The student understands the basic economic activities of early societies in Texas. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

• 10 The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:

  • A describe how the free enterprise system works, including supply and demand;

    • What is economics? (4-R.1)
    • Understand quantity supplied and quantity demanded (4-S.1)
    • Understand overall supply and demand (4-S.2)
    • Create and use supply and demand curves (4-S.3)
    • Identify shortage and surplus (4-S.4)

  • B identify examples of the benefits of the free enterprise system such as choice and opportunity; and

    • Costs and benefits (4-R.2)

  • C describe the development of the free enterprise system in Texas such as the growth of cash crops by early colonists and the railroad boom.

• 11 The student understands patterns of work and economic activities in Texas. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

12-13 Government

• 12 The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

• 13 The student understands important ideas in historical documents of Texas and the United States. The student is expected to:

  • A identify the purposes and explain the importance of the Texas Declaration of Independence and the Texas Constitution;

  • B identify and explain the basic functions of the three branches of government according to the Texas Constitution; and

    • State government (4-O.2)

  • C identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).

    • The Constitution (4-O.4)
    • The Bill of Rights (4-O.5)

14-16 Citizenship

• 14 The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

• 15 The student understands the importance of active individual participation in the democratic process. The student is expected to:

  • A identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;

  • B explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects;

  • C explain the duty of the individual in state and local elections such as being informed and voting;

    • Local government (4-O.1)
    • State government (4-O.2)

  • 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, Henry B. González, Wallace Jefferson, and other local individuals;

    • Benjamin Franklin (4)
    • Abraham Lincoln (4)
    • Susan B. Anthony (4)
    • Theodore Roosevelt (4)
    • Thurgood Marshall (4)
    • Thomas Jefferson (4)

  • E explain how to contact elected and appointed leaders in state and local governments; and

  • F use voting as a method for group decision making.

• 16 The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

  • Skills covering this topic are not currently available on IXL.

17 Culture

• 17 The student understands the contributions of people of various racial, ethnic, and religious groups to Texas culture. The student is expected to:

  • A identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, and Fiesta San Antonio; and

    • Christmas (4)
    • Día de los Muertos (4)
    • Easter (4)
    • Holi (4)
    • Hanukkah (4)
    • Kwanzaa (4)
    • Lunar New Year (4)
    • Ramadan (4)
    • Rosh Hashanah (4)

  • B summarize the contributions of artists of various racial, ethnic, and religious groups in the development of Texas culture such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.

18 Science, technology, and society

• 18 The student understands the impact of science and technology on life in Texas. The student is expected to:

  • A identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions; and

    • John Deere (4)
    • Thomas Edison (4)
    • Bill Gates (4)

  • B describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.

19-22 Social studies skills

• 19 The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

  • A differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about Texas;

  • B differentiate and compare the information about a specific issue or event provided in primary and secondary sources;

  • C analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

    • The American Revolution: the Thirteen Colonies under British rule (4-C.1)
    • The American Revolution: New British taxes (4-C.2)
    • The American Revolution: the Boston Tea Party (4-C.3)
    • The American Revolution: the rebellion begins (4-C.4)
    • The American Revolution: preparing for war (4-C.5)
    • The American Revolution: struggle for independence (4-C.6)
    • The American Revolution: turning the tide of the war (4-C.7)
    • The American Revolution: conclusion and aftermath (4-C.8)
    • The Louisiana Purchase (4-D.1)
    • The Lewis and Clark Expedition (4-D.2)
    • The War of 1812: causes (4-D.3)
    • The War of 1812: events and effects (4-D.4)
    • The Civil War: the beginning of the war (4-E.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (4-E.2)
    • The Civil War: war tactics and the home front (4-E.3)
    • The Civil War: the end of the war (4-E.4)
    • World War I: the war begins (4-F.2)
    • World War I: events of the war (4-F.3)
    • World War I: the road to peace (4-F.4)
    • The Great Depression: part I (4-G.1)
    • The Great Depression: part II (4-G.2)
    • The New Deal (4-G.3)
    • World War II: lead-up to war in Europe, Asia (4-H.1)
    • World War II: global events (4-H.2)

  • D organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

    • Read a map: cardinal directions (4-I.1)
    • Identify lines of latitude and longitude (4-I.2)
    • Use lines of latitude and longitude (4-I.3)
    • Checks and balances (4-O.6)
    • Create and use supply and demand curves (4-S.3)
    • Identify shortage and surplus with graphs (4-S.5)
    • Identify shortage and surplus with data (4-S.6)
    • Reading and creating timelines with BCE and CE (4-V.1)

  • E identify different points of view about an issue, topic, historical event, or current event;

    • The American Revolution: New British taxes (4-C.2)
    • The American Revolution: the Boston Tea Party (4-C.3)
    • The War of 1812: causes (4-D.3)
    • The Civil War: the beginning of the war (4-E.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (4-E.2)
    • The Civil War: war tactics and the home front (4-E.3)
    • The New Deal (4-G.3)

  • F identify the central claim in a primary or secondary source; and

  • G develop and communicate a claim and supporting evidence visually, orally, or in writing related to a social studies topic.

• 20 The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

  • A apply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and

    • Read a map: cardinal directions (4-I.1)
    • Identify lines of latitude and longitude (4-I.2)
    • Use lines of latitude and longitude (4-I.3)

  • B interpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.

• 21 The student communicates in written, oral, and visual forms. The student is expected to:

  • A use social studies terminology correctly;

  • B incorporate main and supporting ideas in verbal and written communication;

  • C express ideas orally based on research and experiences;

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

    • Reading and creating timelines with BCE and CE (4-V.1)

  • E apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.

• 22 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

  • A use democratic procedures to simulate making decisions on school, local, or state issues; and

  • B use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.