Vertical Alignment Document

Social Studies Grade 4, Grade 7

SOCIAL STUDIES VERTICAL ALIGNMENT DOCUMENT

TEXAS HISTORY – GRADES 4 AND 7 GRADE 4 GRADE 7 §113.10. Implementation of Texas Essential Knowledge and Skills for Social Studies, Elementary, Beginning with School Year 2011-2012. Source: The provisions of this §113.10 adopted to be effective August 23, 2010, 35 TexReg 7232. §113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012. §113.19. Social Studies, Grade 7, Beginning with School Year 2011-2012. (a) Introduction. (a) Introduction. (1) In Grade 4, students examine the history of Texas from the early beginnings to the (1) In Grade 7, students study the history of Texas from early times to the present. present within the context of influences of North America. Historical content focuses on Content is presented with more depth and breadth than in Grade 4. Students examine Texas history, including the Texas Revolution, establishment of the Republic of Texas, the full scope of Texas history, including Natural Texas and its People; Age of Contact; and subsequent annexation to the United States. Students discuss important issues, Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in events, and individuals of the 19th, 20th, and 21st centuries. Students conduct a the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the thorough study of regions in Texas and North America resulting from human activity and Great Depression and World War II; Civil Rights and Conservatism; and Contemporary from physical features. The location, distribution, and patterns of economic activities and Texas eras. The focus in each era is on key individuals, events, and issues and their settlement in Texas further enhance the concept of regions. Students describe how early impact. Students identify regions of Texas and the distribution of population within and American Indians in Texas and North America met their basic economic needs. Students among the regions and explain the factors that caused Texas to change from an agrarian identify motivations for European exploration and colonization and reasons for the to an urban society. Students describe the structure and functions of municipal, county, establishment of Spanish settlements and missions. Students explain how American and state governments, explain the influence of the U.S. Constitution on the Texas Indians governed themselves and identify characteristics of Spanish colonial and Constitution, and examine the rights and responsibilities of Texas citizens. Students use Mexican governments in Texas. Students recite and explain the meaning of the Pledge primary and secondary sources to examine the rich and diverse cultural background of to the Texas Flag. Students identify the contributions of people of various racial, ethnic, Texas as they identify the different racial and ethnic groups that settled in Texas to build and religious groups to Texas and describe the impact of science and technology on life a republic and then a state. Students analyze the impact of scientific discoveries and in the state. Students use critical-thinking skills to identify cause-and-effect relationships, technological innovations on the development of Texas in various industries such as compare and contrast, and make generalizations and predictions. agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas. (2) To support the teaching of the essential knowledge and skills, the use of a variety of (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, rich primary and secondary source material such as biographies, autobiographies, speeches, letters, poetry, songs, and artworks is encouraged. Where appropriate, local novels, speeches, letters, diaries, poetry, songs, and images is encouraged. Motivating topics should be included. Motivating resources are available from museums, historical resources are available from museums, historical sites, presidential libraries, and local sites, presidential libraries, and local and state preservation societies. and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended (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 to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex 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 content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. 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 (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 this course and understand that this system may also be referenced as capitalism or the free market system. free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in (5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or and society; and social studies skills. The content, as appropriate for the grade level or

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

TEXAS HISTORY – GRADES 4 AND 7 GRADE 4 GRADE 7 course, enables students to understand the importance of patriotism, function in a free 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 enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h). referenced in the Texas Education Code (TEC), §28.002(h). (6) State and federal laws mandate a variety of celebrations and observances, including (6) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as (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 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 determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich 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 diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, 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 students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." Consent of the Governed." (7) Students identify and discuss how the actions of U.S. citizens and the local, state, (7) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal government have either met or failed to meet the ideals espoused in the and federal government have either met or failed to meet the ideals espoused in the founding documents. founding documents. (8) Students understand that a constitutional republic is a representative form of (8) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. governed, serve for an established tenure, and are sworn to uphold the constitution.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 7.1 History. The student understands traditional historical points of reference in Texas history. The student is expected to: 7.1A Identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas.

Identify

MAJOR ERAS IN TEXAS HISTORY

Including, but not limited to:  Natural Texas and Its People  Coastal Plains – Karankawas, Coahuiltecans, Atakapans  Southeastern – Caddoes, Wichitas  Plains – Comanches, Apaches  Pueblos – Jumanos, Tiguas  Age of Contact  Spanish  French  Cabeza De Vaca  LaSalle  Fort St. Louis  Pineda mapping Texas  Spanish conquistador  Spanish Colonial  Roman Catholic religion  Missions and Presidios  Civil Settlements  Canary Islanders  Founding of San Antonio  Camino Real  Mexican National

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Mexican Constitution of 1824  Old Three Hundred  Moses Austin  Stephen F. Austin  Erasmo Seguin, Sr.  Martin De Leon  Empresarios  Agriculture  San Felipe de Austin  Battle of Medina  Revolution and Republic  Texas Revolution  Law of April 6, 1830  Turtle Bayou Resolutions (1832)  Arrest of Stephen F. Austin (1834)  Battle of Gonzales – “Come and Take It” (October 2, 1835)  Constitution of 1836  Declaration of Independence (March 2, 1836)  Washington-on-the-Brazos  Battle of the Alamo – “Remember the Alamo” (March 6, 1836)  Fannin’s Surrender at Goliad (March 27, 1836)  Battle of Coleto Creek (March 19-20, 1836)  Battle of San Jacinto (April 21,1836)  William B. Travis  James Bowie  Sam Houston  Santa Anna  George Childress  Lorenzo de Zavala  Texas Republic – (1836-1845)  Influenced by the United States government  Sam Houston

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Mirabeau Lamar  Anson Jones  Recognition as a nation  Conflict with Native Americans  Border disputes with Mexico  Debt and lack of capital  Early Statehood – (1845)  Slave State  Mexican War  Treaty of Guadalupe-Hidalgo  Rio Grande River determined as border  Compromise of 1850  Manifest Destiny  Texas in the Civil War and Reconstruction  Civil War (1861-1865)  States’ Rights  Slavery  Confederate States of America  Last battle fought of the Civil War  Blockade  Reconstruction (1865-1874)  13th Amendment – ended slavery  14th Amendment – citizenship given to African Americans  15th Amendment – suffrage given to all males  Radical Republicans  Military Districts  Removal of Native Americans on the frontier  Cattle Industry booms  Constitution of 1876  Cotton, Cattle, and Railroads  Cotton  Cattle trails

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Cowboys  Railroads  Military posts in West Texas  European immigration  Population growth  Closing of the open range  Conflict with American Indians  Buffalo Soldiers  Quanah Parker  Windmills (windpump or windwheel)  Barbwire  Age of Oil  Hurricane of 1900  Spindletop  Populism  Progressive Era  Texas Railroad Commission  James Hogg  Growth of urban areas  Women’s Suffrage  Temperance Movement  Prohibition  World War I  Texas in the Great Depression and World War II  Great Depression  Boom and bust cycle of cotton and agriculture  New Deal programs  Dust Bowl  Sam Rayburn  Relieved by World War II  World War II  Rationing

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Military installations  Economy improves in Texas  Large number of Texans, men and women serve in the military  Industries grow – oil and gas and agriculture  Civil Rights and Conservatism  Civil Rights  GI Forum  Dr. Hector Garcia  James Farmer  Lyndon Johnson  Henry B. Gonzalez  Barbara Jordan  Civil Rights Act of 1964  Voting Rights Act of 1965  NAACP in Texas  LULAC  Conservatism  State government  Republicans  Phil Gramm  Two-party system  George W. Bush  Immigration  Education  Tidelands Controversy  Contemporary Texas  Boom and bust cycle  Oil and gas  Urban areas  New immigration  NASA  Computer technology

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Medical technology  Population growth  Historians divide the past into eras so it is easier to identify cause and effect of the great events/people in history. 7.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.

Apply

ABSOLUTE AND RELATIVE CHRONOLOGY THROUGH SEQUENCING SIGNIFICANT INDIVIDUALS, EVENTS, AND TIME PERIODS

Including, but not limited to:  Age of Contact – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1519 – Pineda maps Texas  1537 – Cabeza de Vaca reports on Texas  1685 – LaSalle establishes Fort St. Louis  Spanish Colonial – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1682 – Spaniards establish the first Texas mission at Corpus Christi de la Ysleta  1731 – East Texas missions are moved to San Antonio  1718 – Founding of San Antonio  1782 – Mission San Jose is completed in San Antonio and other missions are built  1810 – Father Hidalgo’s speech encourages Mexicans, Texans, and others to fight for independence  Mexican National: Examples of dates that can be used to identify absolute and relative chronology for this era include:  1820 – Moses Austin gets permission from Spanish authorities to colonize Texas with Americans, but dies before he completes his plans  1821 – Mexico is independent from Spain  1821 – Stephen F. Austin continues his father’s dream by settling 300 families from the United States. They are known as the “Old Three Hundred.” There were three requirements for settlement: must convert to Catholicism, must become a Spanish/Mexican citizen, must be of good, moral character.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  1823-1825 National Colonization Laws  1824 – Mexican Constitution of 1824  1825-1830 Empresario Contracts  Revolution and Republic – Examples of dates that can be used to identify absolute and relative chronology for this era include:  Texas Revolution  1824 – Mexican Constitution of 1824  1828 – Mier y Teran Report  April 6, 1830 – Law of April 6  1832 – Turtle Bayou Resolution  1834 – Austin’s Arrest  1835 – Battle of Gonzales  1836 – Battle of the Alamo and fall of the Alamo  1836 – Mass execution of men at Goliad  1836 – Battle of San Jacinto  June 1836 – Treaties of Velasco  Texas Republic – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1836 – Sam Houston is elected president  1838 – Mirabeau Lamar is elected president  1840 – Council House Fight  1842 – Mier Expedition  1841 – Sam Houston is elected president  1844 – Anson Jones is elected president  1845 – Texas is annexed into the United States  Early Statehood – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1845 – the year Texas becomes a part of the United States  1846 – the Mexican War  1846 – the Treaty of Guadalupe Hidalgo  1850 – Compromise of 1850  Texas in the Civil War and Reconstruction – Examples of dates that can be used to identify absolute and relative chronology for this era include:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  1861 – Sam Houston resigns as governor of Texas  1861 – Texas secedes  1865 – The Civil War ends and Abraham Lincoln is assassinated  June 19, 1865 – Texas slaves find out they are free from General Gordon Granger in Galveston  1870 – Texas is readmitted to the United States  1874 – Reconstruction ends in Texas  1876 – the Constitution of 1876 is adopted. (This is the constitution used in Texas today.)  Cotton, Cattle, and Railroads – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1866-1900 – cotton reigns king in Texas  1866-1890 – cattle ranching thrives  1876-1885 – rapid expansion of the railroad in Texas  Age of Oil – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1880-1920 Progressive Era  1900 – Hurricane of 1900  1901 – Spindletop  1917-1918 – World War I  1918-1931 – Prohibition  1920 – 19th Amendment – Women’s Suffrage  Texas in the Great Depression and World War II – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1929-1939 – The Great Depression  1932-1941 – Dust Bowl  1941-1945 – World War II  Civil Rights and Conservatism – Examples of dates that can be used to identify absolute and relative chronology for this era include:  1948 – GI Forum established  1948 – Delgado vs. Bastrop  1950 – Sweatt vs. Painter  1952 – Tidelands Controversy

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  1964 – Civil Rights Act  1965 – Voting Rights Act  1978 – Republican Bill Clements is elected governor, the first republican since Reconstruction  1984 – U.S. Representative Phil Gramm switches parties 7.1C Explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.

Explain

SIGNIFICANCE OF DATES

Including, but not limited to:  1519 – mapping of the Texas coast by Pineda and first mainland Spanish settlement (This settlement is located in New Spain not specifically Texas.)  1718 – founding of San Antonio  1821 – independence from Spain  1836 – Texas independence  1845 – annexation  1861 – Civil War begins  1876 – adoption of current state constitution  1901 – oil discovery at Spindletop 4.1 History. The student understands the origins, similarities, and 7.2 History. The student understands how individuals, events, and issues differences of American Indian groups in Texas and North America through the Mexican National Era shaped the history of Texas. The student before European exploration. The student is expected to: is expected to:

4.1A Explain the possible origins of American Indian groups in Texas and North America.

Explain

POSSIBLE ORIGINS, SIMILARITIES, AND DIFFERENCES OF AMERICAN INDIAN GROUPS IN TEXAS AND NORTH AMERICA

Including, but not limited to:  Possible origins

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  American Indian (Native American) – a member of any of the indigenous peoples of the Western Hemisphere. The ancestors of the American Indians are generally considered by scientists to have entered the Americas from Asia by way of the Bering Strait sometime during the late glacial epoch.  Ice Age – during the Ice Age, a land bridge (Beringia) was formed between Asia and North America, and people traveled across it. 4.1B Identify American Indian groups in Texas and North America before European exploration such as the Caddos, Jumanos, Lipan Apaches, and the Karankawas.

Identify

AMERICAN INDIAN GROUPS IN TEXAS AND NORTH AMERICA BEFORE EUROPEAN EXPLORATION

Including, but not limited to:  Gulf Coastal Plains  Caddo – largest group of Native Americans in Texas who lived in East Texas. They were hunters and gatherers who also farmed corn; lived and practiced religious ceremonies in dome-shaped buildings; were organized into political confederations; and greeted the Europeans with the word Tejas.  Karankawa – lived along the beaches of the Gulf Coast and were nomadic. They fished and hunted along the Gulf Coast, migrating in large bands of people.  Central Plains  Tonkawa – nomads who lived on the Edwards’s Plateau and Hill Country. They were hunters and gatherers, primarily hunting buffalo, deer, and small animals  Great Plains  Lipan Apache – nomads who lived in tipis hunting and gathering food (mostly hunting buffalo). The Lipan Apaches adapted to horses when they were introduced by Europeans; Lipan Apaches became more warlike.  Mountain and Basin  Jumano – lived in parts of present-day New Mexico and West Texas; farmed, hunted, and traded. Some were nomadic, living either in tee-pees; others lived in pueblo-like dwellings.

4.1C Describe the regions in which American Indians lived and identify

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo.

Describe

REGIONS IN WHICH AMERICAN INDIANS LIVED AND REMAIN IN TODAY

Including, but not limited to:  Gulf Coastal Plains  Waterways  Much vegetation  Mild climate throughout the year  Prairies and plains  Many small animals and some buffalo  American Indian groups  Karankawa  Caddo  Coahuiltecan  Alabama-Coushatta – today: reservation located outside Livingston, Texas  Kickapoo – today: reservation in Eagle Pass, crosses into Mexico  Central Plains  Rolling prairies  Edwards Plateau  Some waterways  Buffalo and deer  Hot summers and mild winters  American Indian groups  Tonkawa  Great Plains  High plains and plateaus  Canyons  Buffalo and deer  Hot summers and cold winters  American Indian groups

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Lipan Apache  Comanche  Kiowa  Mountains and Basins  Desert  Harsh climate – hot days, cool nights  Mountains  Basins  Small animals  American Indian groups  Jumano  Concho  Tigua Ysleta Del Sur Pueblo – today: located outside El Paso, Texas

4.1D Compare the ways of life of American Indian groups in Texas and 7.2A Compare the cultures of American Indians in Texas prior to European North America before European exploration. colonization such as Gulf, Plains, Puebloan, and Southeastern.

Compare Compare

WAYS OF LIFE OF AMERICAN INDIAN GROUPS IN TEXAS AND NORTH CULTURES OF AMERICAN INDIANS IN TEXAS PRIOR TO EUROPEAN AMERICA BEFORE EUROPEAN EXPLORATION COLONIZATION

Including, but not limited to: Including, but not limited to:  Gulf Coastal Plains – Caddo  Gulf Coast – nomadic and hunters/gatherers  Sedentary, complex political system, agricultural society, lived in  Karankawa – Southeast, used dugout canoes to fish and hunt small dome-shaped huts animals. Cabeza de Vaca wrote about Karankawas.  Gulf Coastal Plains – Karankawa  Coalhuiltecans – South Texas, ate bugs and small animals  Nomadic, hunt and gather small animals and fish  Atakapans – hunted small animals and fished in dugout canoes, some farming  Central Plains – Tonkawa  Plains – nomadic, dependent on the buffalo, and fierce warriors  Sedentary, but hunted buffalo and fished. They didn’t have to migrate because they had abundant food in the area where they  Comanche – used every part of the buffalo, lived in tipis, domesticated lived. animals before they were introduced to the horse by the Europeans  Great Plains – Comanche  Apache – used buffalo hide to protect themselves from the harsh landscape. For part of the year they lived in farming communities along  Nomadic, lived in tipis (teepees), great warriors, hunted buffalo and rivers and streams called rancherias. used all parts of it to survive. When the Europeans introduced the horse, they became skilled horsemen.  Kiowas – recorded their oral histories on their tipis, made beautiful crafts, developed a calendar, and most-feared group on the plains  Great Plains – Apache

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Nomadic hunters of buffalo and farmers, due to scarcity of  Puebloan – sedentary, farmers, and lived in houses made of adobe resources raided other tribes, skilled with bow and arrows  Jumanos – besides farming, they hunted, traded, and lived in beautiful  Mountain and Basin – Pueblo: Jumano and Concho painted adobe homes.  Sedentary, lived in homes made of adobe that were entered from  Tiguas – known for their beautiful pottery the roof, lived along rivers and streams, agricultural, hunter-  Southeastern Texas – sedentary food-rich environment and complex social gatherer systems  Similarities  Caddoes – built dome shaped huts, organized government system led by  Used the environment for basic needs a chief, women played important roles, greeted European with the word Tejas, which means friends  Adapted to their environment  Wichitas – hunted buffalos, grew crops, and known for the tattoos around  Differences their eyes known as “raccoon eyes”  Some are sedentary and some are nomadic  The Indians who lived in harsher climates and regions were more warlike. Those who were farmers were less warlike. 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: 4.2A Summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition and the desire for expansion.

Summarize

MOTIVATIONS FOR EUROPEAN EXPLORATION AND SETTLEMENT OF TEXAS

Including, but not limited to:  Economic opportunity  Searching for gold, silver, and natural resources  Competition  Desire for natural resources to compete globally economically  Claim land for their country, which meant glory and power for conquistador and global power for their country  Desire for expansion  Settle Texas so France would not  Expansion of Catholicism  To help finance exploration of the New World, the Spanish agreed to take Catholic priests along to developed settlements to convert natives. Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 4.2B Identify the accomplishments and explain the impact of significant 7.2B Identify important individuals, events, and issues related to European explorers, including Cabeza de Vaca; Francisco Coronado; and René exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza Robert Cavelier, Sieur de la Salle, on the settlement of Texas. de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain. Identify, Explain Identify ACCOMPLISHMENTS AND IMPACT OF SIGNIFICANT EXPLORERS IMPORTANT INDIVIDUALS, EVENTS, AND ISSUES RELATED TO EUROPEAN Including, but not limited to: EXPLORATION OF TEXAS  Cabeza de Vaca (Spain) Including, but not limited to:  Lived among American Indians for several years; began legend  Alonso Álvarez de Pineda was the first explorer to map the coast of Texas. about Cibola and made Spanish eager to explore; Sent Esteban to New Mexico and Arizona to look for wealth  Álvar Núñez Cabeza de Vaca and his writings – shipwrecked and captured by Native Americans, he ended up traveling across Texas, and was the first  First person to write about the environment of Texas person to write about, and report about Texas.  Francisco Coronado (Spain)  The search for gold  First European to explore Palo Duro Canyon; searched for Seven  Gold – the Spanish heard that there was gold in Texas by Native Cities of Gold and Quivira; named Amarillo Americans. The Spanish wanted to increase their global wealth.  First person to travel across the northern part of Texas and explore  Glory – expeditions were led by conquistadors looking for wealth and it. He also determined that Texas did not have gold. fame for themselves.  René Robert Cavelier, Sieur de la Salle (French)  God – the Catholic Church agreed to help support the expeditions to  Trying to colonize in the New World, but landed at Matagorda; convert Native Texans to Christianity and increase wealth of the Church. started a colony which failed  The conflicting territorial claims between France and Spain  His colonization attempts caused Spain to reclaim Texas and settle  Conflicts reinforced Spanish claim to Texas, which led to more missions it. and presidios in Texas.  Rene-Robert Cavelier, Sieur de LaSalle was given ships, colonists, and soldiers by the French King to start a new colony at the mouth of the Mississippi. He landed at Matagorda Bay instead. He tried to establish a colony, but failed because of attacks by Native Americans and disease. LaSalle left the colony to find a way home and was believed to be shot by his own men. The survivors were found by Spanish soldiers. Spain feared that France would try to claim Texas and renewed their colonization efforts in Texas.  The “Chicken War” – French soldiers were sent to capture a Spanish mission in East Texas because of a conflict between France and Spain in Europe. The French soldiers looted the mission and captured a Spanish soldier. The French leader was thrown from his horse because of the chickens in the courtyard. The Spanish soldier was able to escape. The story was exaggerated and embarrassing to the Spanish viceroy. The Spanish became more determined to hold Texas. 4.2C Explain when, where, and why the Spanish established settlements 7.2C Identify important events and issues, including the establishment of

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GRADE 4 GRADE 7 and Catholic missions in Texas as well as important individuals such Catholic missions, towns, and ranches, and individuals such as Fray as José de Escandón. Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo. Explain Identify WHEN, WHERE, WHY SPANISH ESTABLISHED SETTLEMENTS AND CATHOLIC MISSIONS IN TEXAS IMPORTANT EVENTS AND ISSUES RELATED TO EUROPEAN COLONIZATION OF TEXAS Including, but not limited to: Including, but not limited to:  When? – 1600s-1820  The establishment of Catholic missions, towns, and ranches, and individuals  Where? – El Paso, East Texas, San Antonio  Missions were Spain’s main way of colonizing and were expected to  Why? – to convert the Native Americans to Catholicism and make support themselves. The first missions were established in the El Paso them Spanish citizens and to lay claim to land area, then East Texas and finally in the San Antonio area. Missions were  José de Escandon used to convert the Native Texans to the Catholic faith and make loyal  Escandon is known as the father of the lower Rio Grande Valley. subjects to Spain. He founded over twenty towns or villas and a number of missions  Towns – towns and settlements were built near the missions and colonists along the lower Rio Grande Valley. were brought in for colonies to grow and survive. The first group of colonists to establish a community was the Canary Islanders in San Antonio (1730).  Ranches – ranching was more conducive to where missions and settlements were thriving (San Antonio). Cattle were easier to raise and protect than farming.  Fray Damián Massanet  Convinced the viceroy of New Spain to colonize East Texas and convert the Caddoes to Catholicism  1690 – Alonso De León and Massanet were sent with several priests, and about 100 soldiers to colonize East Texas.  Resulted in many missions in East Texas even though they were failures  José de Escandón (1750s)  Military commander and governor of Nuevo Santander  Led Spain’s expansion effort in South Texas  Sent settlers, soldiers and priests to settle the lands between the Rio Grande and Nueces River establishing missions, presidios, and settlements  Moved La Bahia mission and presidio from the Guadalupe River to the present-day site of Goliad  Antonio Margil de Jesús (early 1700s)  Spanish Franciscan priest

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GRADE 4 GRADE 7  Founded several missions in East Texas including Nuestra Señora de los Dolores and San Miguel de los Adaes  Due to the problems in East Texas, he moved to San Antonio and founded San Jose y San Miguel de Aguayo, one of the five missions in San Antonio today.  Francisco Hidalgo (early 1700s)  Priest at Mission San Francisco de los Tejas  Contacted French Catholic priests to provide religious services to the local native people when Spanish priests aren’t available  Caused Spanish to be suspicious of French colonization 4.2D Identify Texas' role in the Mexican War of Independence and the war's 7.2D Identify the individuals, issues, and events related to Mexico becoming an impact on the development of Texas. independent nation and its impact on Texas, including Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Identify Mexican Federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery. TEXAS’ ROLE IN THE MEXICAN WAR OF INDEPENDENCE AND THE WAR’S IMPACT ON THE DEVELOPMENT OF TEXAS Identify

Including, but not limited to: INDIVIDUALS, ISSUES, EVENTS RELATED TO MEXICO BECOMING AN  Texas’ role in the Mexican War of Independence INDEPENDENT NATION AND IMPACT ON TEXAS  Many Americans who had a relationship with Spanish Mexico were Including, but not limited to: inspired by the speeches of Father Miguel Hidalgo y Costilla in 1810. He demanded equality for all people in Mexico. He led an  Texas involvement in the fight for independence uprising against the Spanish government. Those involved were  Philip Nolan – a filibuster from the United States that was sent to Texas Indians, mestizos, and priests living in missions all across Mexico. with Spanish approval, but Spain was suspicious of the U.S. taking control An American who fought in the Mexican Revolution was Dr. James of Texas Long.  Gutierrez-Magee Expedition – José Bernardo Gutiérrez (follower of Father  The war’s impact on the development of Texas Hidalgo) and Augustus Magee (former U.S. soldier) organized the  When Mexico gained independence, they wrote and approved of Republic of the north and proclaimed Texas independent of Spain, but the Constitution of 1824. The creation of a federal democratic were defeated. It encouraged others to free Texas and Mexico from government was the reason many Americans decided to move to Spanish rule. Texas as settlers. This would be the same type of government they  Galveston Pirates – Jean Lafitte and other pirates attacked Spanish ships lived under in the United States.  Long Expedition – Dr. James Long led a group from Mississippi to Nacogdoches where he declared Texas independent from Spain. While looking for military support, he was captured, taken to Mexico City, and shot.  José Gutiérrez de Lara  Leader of the Mexican Republican Army of the North and opposed Spanish Rule  Joined Agustus Magee and his men, which became known as the Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 Guiterrez-Magee Expedition  Supported several filibuster expeditions  First Governor of Mexican Texas  Battle of Medina  Fought August 18, 1813, along the Medina River south of San Antonio between the republican forces of the Gutiérrez-Magee expedition and the Spanish royalist army  The Republican army lost miserably, but it encouraged others to participate in the revolution.  Mexican Federal Constitution of 1824  The constitution written after Mexico’s independence from Spain  The republic took the name of United Mexican States, and was defined as a representative federal republic with Catholicism as the official religion.  Created the state of Coahuila y Tejas, merging the two provinces  Merger of Texas and Coahuila as a state  Merger stated in the Mexican Federal Constitution of 1824  Texas was not organized as a separate state because of its small population.  State Colonization Law of 1825  Law that set up guidelines to the colonization of Coahuila y Texas  Allowed Stephen F. Austin and other empresarios to receive land grants in Texas  Slavery  1821 – colonists could bring slaves to Texas and buy land depending on the number of slaves brought  Mexico offered full citizenship to free blacks, including land ownership and other privileges.  1823 – the sale or purchase of slaves was forbidden in Texas, and required that the children of slaves be freed when they reached age fourteen  1827 – the legislature of Coahuila y Tejas outlawed the introduction of additional slaves and granted freedom at birth to all children born to a slave  1829 – Mexico abolished slavery, but it granted an exception to Texas.  1830 – importation of slaves were illegal in Texas 4.2E Identify the accomplishments and explain the economic motivations 7.2E Identify the contributions of significant individuals, including Moses Austin,

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GRADE 4 GRADE 7 and impact of significant empresarios, including Stephen F. Austin Stephen F. Austin, Erasmo Seguín, Martín De Leon, and Green DeWitt, and Martín de León, on the settlement of Texas. during the Mexican settlement of Texas. Identify Identify, Explain CONTRIBUTIONS OF SIGNIFICANT INDIVIDUALS DURING THE MEXICAN ACCOMPLISHMENTS, ECONOMIC MOTIVATIONS AND IMPACT OF SETTLEMENT OF TEXAS SIGNIFICANT EMPRESARIOS Including, but not limited to: Including, but not limited to:  Moses Austin (1820) – first American to work with the Spanish government Stephen F. Austin to settle Americans in Texas  Known as the “Father of Texas;” brought 300 families of Anglo settlers  Stephen F. Austin (1821) – first American to recruit and settle Americans in into Texas; fought for Texas independence Texas/Mexico. He settled 300 families and was known as an empresario.  First American empresario to colonize Texas This led to the colonization of other American settlers in Texas/Mexico.  Gained economically as he developed empresario grants  Erasmo Seguin – helped Moses Austin obtain approval from Spanish officials to settle American colonists in Texas  Martin de Leon  Martin De Leon – a Mexican empresario who settled 200 Mexican families in  Tejano empresario who started a colony in 1824 with 200 Mexican South Texas (between the Lavaca and Guadalupe River). He and his wife families founded the town of Victoria in 1824.  First Mexican empresario who colonized Texas  Green DeWitt (1831) – an important American empresario who settled 166  Developed the city of Victoria and created a trade center in South families in the area near present-day Gonzales Texas 7.2F Contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.

Contrast

PURPOSES FOR AND METHODS OF SETTLEMENT IN TEXAS

Including, but not limited to:  Spanish  To lay claim to Texas  Missions, presidios, and civil settlements  Mexican  Economic opportunities – large ranches and small businesses  Civil settlements and empresarios grants  Anglo  Economic opportunities – large farms to grow cash crops and small businesses  New start

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GRADE 4 GRADE 7  Escape debt  Empresarios grants Spanish Mexican Anglo Settlement Settlement Settlement Purpose Purpose Purpose  Secure Spanish  Increase population  Increase population control in New World in northern Mexico in Texas  Gold, silver, and resources Method Method  Empresario grants  Allowed because of Method  Supporting towns the National  A colony of Spain already in the area Colonization Law  Resettled other  Large ranches  Empresario grants Spanish colonist  Settled in northern (e.g., Canary Texas Islanders)  Farming/agriculture

4.3 History. The student understands the importance of the Texas 7.3 History. The student understands how individuals, events, and issues Revolution, the Republic of Texas, and the annexation of Texas to the related to the Texas Revolution shaped the history of Texas. The student is United States. The student is expected to: expected to: 7.3A Trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin.

Trace

DEVELOPMENT OF EVENTS THAT LED TO THE TEXAS REVOLUTION

Including, but not limited to:  Fredonian Rebellion – in 1826, in Nacogdoches, a group of Texans formed the Fredonian Republic led by the Edwards Brothers, claimed the area was no longer under Mexican control. Stephen F. Austin sided with the Mexican government and marched to Nacogdoches to help stop the rebellion. It ended quickly.  Mier y Terán – in 1828, the Mexican government sent Gen. Manuel Mier y Terán to investigate the conditions in northern Texas. He found that the Anglo-Americans outnumbered Mexicans 10 to 1. The report resulted in the Law of April 6.  Law of April 6, 1830 – in 1828, the Mexican government sent Mier y Terán to report on the new immigrants moving into Texas. He reported concerns about the Anglo Americans. This resulted in the Law of April 6 which outlawed immigration from the U.S. to Texas and canceled all empresarial grants that had not been fulfilled. It did encourage European immigration.

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GRADE 4 GRADE 7 Slaves could no longer be brought into Mexico to work, and they placed customs duties on all goods entering Texas from the U.S.  Turtle Bayou Resolutions – Anahuac settlers gathered at Turtle Bayou because of the disturbance at Anahuac. John Austin was sent to retrieve a cannon to be brought back from Brazoria and drafted resolutions that stated that they pledged their continued loyalty to Mexico under the Constitution of 1824. Santa Anna seemed to support the Constitution of 1824. This event resulted in Colonel Jose de las Piedras ordering the release of William B. Travis and Patrick Jack from jail. Bradburn was dismissed from his command.  Arrest of Stephen F. Austin – Austin travels to Mexico to meet with Mexican officials and delivers the resolution written by Texas officials about their concerns. When he gets there, Santa Anna has become the leader of Mexico, but so much time has gone by that Austin sends a letter back to Texas to tell Texas officials to establish a state government. He gets a meeting with Santa Anna that agrees to many of the grievances and returns to Texas. On his return, he is arrested for treason because of the letter he wrote to Texas officials earlier. He is not allowed to return to Texas until summer of 1835. 4.3B Summarize the significant contributions of individuals such as 7.3B Explain the roles played by significant individuals during the Texas Texians William B. Travis, James Bowie, David Crockett, George Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Espalier, Juan N. Seguín, Plácido Benavides, and Jose Francisco Ruiz; Travis. Mexicans Antonio López de Santa Anna and Vicente Filisola; and non- combatants Susanna Dickinson and Enrique Esparza. Explain

Summarize ROLES PLAYED BY SIGNIFICANT INDIVIDUALS DURING THE TEXAS REVOLUTION SIGNIFICANT CONTRIBUTIONS OF INDIVIDUALS Including, but not limited to: Including, but not limited to:  George Childress – chaired the committee in charge of writing the Texas  Texian – used in place of the word Texan throughout the period of the Declaration of Independence Texas Revolution and the Texas Republic; immigrants from the United  Lorenzo de Zavala – helped write the Texas Declaration of Independence States and countries other than Mexico who became residents in the and helped design the ad interim government at Washington-on-the Brazos; Tejas and Coahuila areas of Mexico that later became Texas was elected Vice President of the new republic  William B. Travis  James Fannin – led the Texans at Coleto Creek and surrendered to Urrea;  Military leader at the Alamo later he was executed at Goliad by order of Santa Anna  Wrote the famous Victory or Death letter to try to persuade  Sam Houston – leader of the Revolutionary Army during the Texas people to come and help at the Alamo Revolution  Died at the Alamo  Antonio López de Santa Anna – dictator of Mexico, and military leader of the Mexican Army during the Texas Revolution  James Bowie  Juan Seguín – served with Travis at the Alamo, but survived because he

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GRADE 4 GRADE 7  Military leader at the Alamo until he fell sick was sent out as a messenger to warn Sam Houston about the events at the Alamo. He continued to serve under Sam Houston at the Battle of San  Died at the Alamo Jacinto.  David Crockett  William B. Travis – he was a military leader of the Texas forces at the Alamo;  Fought and died at the Alamo was killed by Mexican forces at the Alamo  Famous U.S. Congressman and frontiersman  George Childress  Chair of the committee that wrote the Declaration of Independence  Sidney Sherman  Fought and led a regiment at the Battle of San Jacinto  Given credit for the battle cry “Remember the Alamo”  Tejano – a native born Mexican from the state of Coahuila y Tejas; Spanish for "Texan;" a term used to identify a Texan of Mexican and/or Latin-American descent  Juan N. Seguin  Was a messenger at the Alamo; the Alamo fell before he returned  Fought at the Battle of San Jacinto  Placido Benavides  Trained Texas soldiers after the Battle of Gonzales  Captured Goliad  Delivered messages to Morris and Fannin  Loyal to Mexico, not Santa Anna  Because of his loyalty to Mexico, was forced to flee after the Battle of San Jacinto to New Orleans  Jose Francisco Ruiz  Supported Texas during the Revolution  Delegate at the Convention of 1836 and signed the Declaration of Independence  Juan Antonio Padilla  He was part of George M. Collinsworth's company and participated in the capture of Victoria  Former Mexican government official  Carlos Espalier

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GRADE 4 GRADE 7  A protégé of James Bowie  Died at the Alamo  Mexicans  Antonio López de Santa Anna  Military leader of the Mexican army and dictator of Mexico  Surrendered to Texas forces  Vicente Filisola  Second in command of the Mexican army  Since Santa Anna had been arrested, it was up to Filisola to withdraw Mexican forces from Texas  He evacuated San Antonio and agreed to the public Treaty of Velasco  Non-Combatants  Susanna Dickinson  Santa Anna sent Susanna Dickinson to Gonzales to tell Sam Houston what had happen at the Alamo. Santa Anna spared all women and children.  Provided first-hand accounts of the events that occurred at the Alamo  Enrique Esparza  Son of Gregoria Esparza who witnessed the events at the Alamo  Provided first-hand accounts of the events that occurred at the Alamo 4.3A Analyze the causes, major events, and effects of the Texas Revolution, 7.3C Explain the issues surrounding significant events of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of including the Battle of Gonzales, William B. Travis's letter "To the People of Independence, the Runaway Scrape, and the Battle of San Jacinto. Texas and All Americans in the World," the siege of the Alamo and all the heroic defenders who gave their lives there, the Constitutional Convention Analyze of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto.

CAUSES, MAJOR EVENTS, AND EFFECTS OF TEXAS REVOLUTION Explain

Including, but not limited to: ISSUES SURROUNDING SIGNIFICANT EVENTS OF THE TEXAS  Causes REVOLUTION  The Texas militia fired a cannon at the Mexican soldiers in Gonzales trying to take back a cannon. A battle began, and so did Including, but not limited to: the Texas Revolution.  Battle of Gonzales  The delegates at the Washington-on-the Brazos declared  First battle of the Texas Revolution – October 2, 1835

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GRADE 4 GRADE 7 independence from Mexico.  Citizens of Gonzales would not give up a cannon that was given to them  Effects by the Mexican government to protect them from Indians.  Texans won the Revolution at the Battle of San Jacinto and became  A militia led by J.H. Moore flew a flag over it that said “Come and Take It”. the Republic of Texas.  Lieutenant Francisco Castaneda led 100 men to Gonzales to take the  Major Events cannon.  Battle of the Alamo  The militia fired the cannon on October 2 at the Mexican soldiers, a battle began, and so did the Texas Revolution.  Texans did not want to give up the Alamo to Santa Anna.  William B. Travis's letter "To the People of Texas and All Americans in the  Texans were pinned in the Alamo and a battle began. World"  The Alamo fell to the Mexicans the morning of March 6, 1836.  Travis wrote this letter to recruit men to help him and his men at the  The result was the cry, “Remember the Alamo” and encouraged Alamo after Santa Anna showed up in San Antonio, February 23. revolt.  The siege of the Alamo and all the heroic defenders who gave their lives  Texas Declaration of Independence there  Texans felt like the Mexican government did not respect the  Sam Houston ordered the Alamo to be destroyed. rights of the colonists.  James Bowie and James Neill decided that the Alamo was too important.  Delegates at the Washington-on-the Brazos declared  James Bowie and William Travis began to recruit supporters. independence.  Santa Anna arrived in San Antonio.  This declaration began the fight for independence.  The Texans moved into the Alamo and for 13 days fought the Mexicans.  Runaway Scrape  The fall of the Alamo occurred on the morning of March 6, 1836.  Many Texans were scared by Santa Anna after the Battle of Gonzales.  1800 Mexican troops fought against approximately 189 Texans.  Families fled east to the United States and left their homes and  All Texans were killed, and approximately 600 Mexican soldiers were also belongings behind. killed.  Battle of San Jacinto  Constitutional Convention of 1836  This was Sam Houston’s last chance to beat the Mexicans.  Texas delegates met at Washington-on-the-Brazos.  Texans surprised the Mexicans and won the battle.  Declared independence from Mexico on March 2, 1836  The battle was the shortest in history (18 minutes) and Mexico  Wrote a constitution to form an ad interim government for the Republic of surrendered. Texas  Fannin's surrender at Goliad  Colonel James Fannin surrendered his 300 men at the Battle of Coleto because he was pinned on the open prairie.  They fought the Mexicans off, but Fannin decided to surrender to prevent more deaths.  They were marched to Goliad, and Urrea told them they were not going to be killed, but Santa Anna ordered the captives to all be shot on March 21.  Battle of San Jacinto

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GRADE 4 GRADE 7  April 21, 1836  Shortest battle in history  Sam Houston led the Texas forces – 800 men  Santa Anna led the Mexican forces – 1300 men  Houston burned every way out of San Jacinto and attacked the Mexican Army about 3:00 p.m.  The battle lasted 18 minutes  Santa Anna was captured the next day and surrendered to Sam Houston 7.3D Explain how the establishment of the Republic of Texas brought civil, political, and religious freedom to Texas.

Explain

HOW THE ESTABLISHMENT OF THE REPUBLIC OF TEXAS BROUGHT CIVIL, POLITICAL, AND RELIGIOUS FREEDOM TO TEXAS

Including, but not limited to:  The establishment of the Republic of Texas was based on the freedoms most Texans had when they lived in the United States. This meant that they would not live under a dictatorship (political), and their civil liberties (civil/religious) like speech, religion, press, and assembly would be protected under a constitution.  Slavery was allowed under the Texas Constitution. 7.4 History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to: 4.3C Identify leaders important to the founding of Texas as a republic and 7.4A Identify individuals, events, and issues during the administrations of state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, Republic of Texas Presidents Houston, Lamar, and Jones, including the and Anson Jones. Texas Navy, the Texas Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Cordova Identify Rebellion, the Council House Fight, the Santa Fe Expedition, public debt, and the roles of racial and ethnic groups. LEADERS IMPORTANT TO THE FOUNDING OF TEXAS AS A REPUBLIC AND STATE Identify

Including, but not limited to: INDIVIDUALS, EVENTS, AND ISSUES DURING THE ADMINISTRATIONS OF  José Antonio Navarro REPUBLIC OF TEXAS PRESIDENTS HOUSTON, LAMAR, AND JONES  Navarro supported Texas President Mirabeau B. Lamar Including, but not limited to:  Led the Santa Fe Expedition to New Mexico  President Sam Houston  Supported statehood and was the only Hispanic at the Convention Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 of 1845  First Administration (1836-1838) – Houston focused on forming a  Served two terms as a state legislator government, and dealing with the issues of debt, the army, conflict with Native Americans and Mexico, and selecting a capital.  Sam Houston  Texas Rangers – when Sam Houston became President, he dismissed the  First and third president of the Republic of Texas army because of its cost and leadership. He replaced them by reinstating the  Supported statehood Texas Rangers. He used them to fight the attacks by the American Indians and the Mexican soldiers that crossed the border.  Tried to decrease debt  Chief Bowles – he was the leader of a group of Cherokees that arrived in  Reinstated the Texas Rangers Texas in 1820. He signed a treaty with Sam Houston during the Texas  Mirabeau Lamar Revolution.  Second president of the Republic of Texas  Third Administration (1841-1844) – according to the Constitution, a person couldn’t be elected two times in a row. Most Texans were unhappy with the  Did not support statehood conflict during Lamar’s administration and re-elected Houston. His main  Increased the debt of the Republic of Texas by conflicts with the focus was to return peace, decrease the public debt, and prepare Texas for Native Americans and Mexico statehood.  Known as the Father of Texas Education because he set land aside  Texas Rangers/Mier Expedition (1842) for public schools  Due to the Santa Fe Expedition, Mexico began to invade Texas.  Anson Jones  Houston sent Texas Rangers to guard the border, and the threat was  Last president of the Republic of Texas over.  In charge of the handing over of Texas to the United States  300 Texans remained and crossed into Mexico to Mier.  A battle enraged for two days, and the Texans surrendered.  Texans were marched to Mexico City and executed by Santa Anna (again the ruler of Mexico) by the captured drawing a black bean.  President Mirabeau Lamar (1838-1841) – did not agree with Houston’s policies. During his administration, he focused on pushing Native Americans farther west, a commitment to education, and a new capital (Austin). On the negative side, he more than doubled the public debt by way of Indian Wars and increased inflation.  Texas Navy  During Houston’s administration, the Navy protected the Texas coast, but it was a drain on the nation’s finances.  Lamar had Congress issue bonds to purchased ships.  They were used to conduct unsuccessful secret peace negotiations between Texas and Mexico, blockading the Mexican coast, and an invasion of Mexico.  Most Navy officers were recruited from the U.S. Navy.  Very costly, and most uses not successful  Commodore of Navy – Edwin Moore

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GRADE 4 GRADE 7  Houston tried to sell the Navy during his second term, but it fell through.  When Texas was annexed, the Texas Navy was taken over by the U.S. Navy.  Edwin W. Moore  Commodore of the Texas Navy  28 years old, fluent in both English and Spanish, had a dozen years of naval experience  Aided Yucatan rebels by blockading the Mexican coast  Dishonorably discharged by Houston and court-martialed for supporting the Yucatan rebels  José Antonio Navarro  Served as Bexar’s (San Antonio) representative in the Texas Congress  He tried to protect Tejano land claims and other rights; he was a voice of Tejanos.  Supporter of Mirabeau B. Lamar and a critic of Sam Houston  Chosen as one of President Lamar's commissioners to accompany the Texan Santa Fe expedition  Delegate to the Convention of 1845, which decided annexation, and he helped write the state constitution  Served in the Texas Senate  Cordova Rebellion / the role of racial and ethnic groups (Native Americans and Tejanos)  After the Texas Revolution, there was an influx of Americans to Nacogdoches, whose population was primarily Mexican.  Some Mexicans living in Nacogdoches remained loyal to Mexico. One loyalist was Vicente Cordova.  Vicente Cordova, along with Native Americans who were loyal to Mexico, began to organize with almost 400 people along the Angelina River.  Before anything happened, the group was defeated.  The impact was a distrust of Mexicans and Native American and Lamar’s decision that Cherokees would need to be removed from Texas  Council House Fight  Lamar’s administration  March 19, 1840 – a group of Comanche leaders agreed to meet in San Antonio to surrender all Anglo captives.

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GRADE 4 GRADE 7  They delivered one captive – Matilda Lockhart  Texans were angry, and refused to let the Indians leave.  The Indians tried to leave and were attacked.  Led to the death of seven Texans and many Comanche leaders who were unarmed and outnumbered  To this date, the Comanche nation refuses to make peace with the Texas Rangers over this event.  Santa Fe Expedition  Lamar’s Administration  June 1841 – Lamar sent troops to claim the western boundary of Texas, all the land east of the Rio Grande, which included Santa Fe, and a part of present-day New Mexico.  Mexico did not agree, and neither did the citizens of Santa Fe  By the time the Texans got there, they were in short supply and exhausted.  Texans were captured and marched to Mexico City, and then thrown into prison.  The expedition was a failure and cost a great sum of money.  Mexicans began raiding Texas again  Chief Bowles  During the Lamar administration (1839), Chief Bowles was ordered to lead the Cherokees out of Texas. Bowles refused. Lamar ordered the militia to drive them out by force. Bowles was killed, and the Cherokees were forced to present-day Oklahoma.  Texas Rangers  Lamar used them to fight the Mexicans and Native Americans.  Jack Coffee Hays  He was one of the best-known Texas Rangers, a surveyor of the Republic of Texas, and a captain of a Texas Ranger company.  President Anson Jones (1844-1845)  Jones supported Houston’s policies. He maintained peace with the Native Americans, tried to limit spending, and turned over Texas to the United States.  Republic of Texas  Mary Maverick – she and her husband, Samuel, established a large ranch near the San Antonio area. She recorded her daily life in diaries and

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GRADE 4 GRADE 7 journals between the days of the Republic of Texas and the Civil War. Maverick worked hard making sure the history of Texas was preserved.  William Goyens – a free African-American who was a well-to-do businessman. He was a blacksmith, wagon manufacturer, freight hauler, mill owner, landowner, and farmer in Nacogdoches. He was of mixed race and spoke Spanish and several native Texan languages.  Slaves – the status of African Americans changed dramatically during the Republic of Texas. Slavery was legalized, and free slaves had to get an act of Congress to remain legal in Texas. 4.3D 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.

Describe

SUCCESSES, PROBLEMS, AND ORGANIZATIONS OF THE REPUBLIC OF TEXAS

Including, but not limited to:  Establishment of a constitution  Similar to the U.S. Constitution  Three branches of government  Representative government  Economic struggles  Sam Houston did away with the army and other issues that increased the debt of Texas, but debt was always an issue for Texas until statehood  Houston issued money, but it increased inflation – Redbacks  Mirabeau Lamar doubled the debt because he authorized the acquisition of the Texas Navy and the cost of fighting the Native Americans and Mexico  Relations with American Indians  Sam Houston signed treaties with the Cherokees  Mirabeau Lamar wanted to remove the Indians from Texas. He forced the Cherokees to Oklahoma and was in a constant war with the Comanche until after the Civil War  Council House Fight – Indians had been killing settlers and capturing their children. They agreed to peace talks, but settlers thought they were going to return captives. When Indians were

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GRADE 4 GRADE 7 prevented from leaving for not turning over the captives, fights broke out that resulted in both Indians and townspeople being killed.  Texas Rangers  Texas Rangers were reinstated by Houston after he dismissed the army. Texas Rangers were only used when needed. They mainly fought against the Indians and during the Mexican War. 4.3E Explain the events that led to the annexation of Texas to the United 7.4B Analyze the causes of and events leading to Texas annexation. States, including the impact of the U.S.-Mexican War. Analyze Explain CAUSES OF AND EVENTS LEADING TO TEXAS ANNEXATION EVENTS THAT LED TO THE ANNEXATION OF TEXAS TO THE UNITED STATES Including, but not limited to:  Texas independence Including, but not limited to:  American Texans desired to become part of the United States.  Annexation of Texas to the U.S.  United States’ desire for Manifest Destiny  U.S. President James K. Polk supported Texas becoming a part of the U.S. because of the American idea of manifest destiny – belief  The Republic’s financial problems that the U.S. should stretch from the Atlantic to the Pacific.  Sam Houston supported annexation.  There was concern about adding another slave state to the U.S.  Texas Congress voted to accept the offer of statehood  Texas became a state on December 29, 1845.  This caused the Mexican War because Texas and the United States said that the boundary of Texas was the Rio Grande, and Mexico said it was the Nueces River.  Treaty of Guadalupe Hidalgo declared the Rio Grande as the border between the U.S. and Mexico. 7.4C Identify individuals, events, and issues during early Texas statehood, including the U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the Compromise of 1850.

Identify

INDIVIDUALS, EVENTS, AND ISSUES DURING EARLY TEXAS STATEHOOD

Including, but not limited to:  U.S. – Mexican War  Cause – Mexico claimed the Nueces River as its border, and the United States/Texas claimed the Rio Grande.

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GRADE 4 GRADE 7  The war began at Brownsville when a small battle breaks out, and American blood is shed.  Treaty of Guadalupe-Hidalgo  Ended the Mexican War  Mexican Cession – the Southwest is claimed by the United States.  Mexico accepts Texas as part of the United States, and the United States paid $15 million to Mexico.  The Rio Grande River is the border of Texas.  Population Growth  Population doubled since annexation  Towns grew into cities – largest city was Galveston  Migration of Americans to Texas  Immigration of Europeans (e.g., Germans to the Hill Country)  Compromise of 1850  The Texas-New Mexico Boundary Act states that Texas would receive $10 million in return for giving up part of their western and northern territory, paying off Texas’ debt, and determining the western boundary of the state.  This agreement was intended to deal with the slavery issue. 4.4 History. The student understands the political, economic, and social 7.5 History. The student understands how events and issues shaped the history changes in Texas during the last half of the 19th century. The student of Texas during the Civil War and Reconstruction. The student is expected is expected to: to: 7.5A Explain reasons for the involvement of Texas in the Civil War such as states' rights, slavery, sectionalism, and tariffs.

Explain

REASONS FOR THE INVOLVEMENT OF TEXAS IN THE CIVIL WAR

Including, but not limited to:  States Rights  Texans believed that states should be able to make their own political, economic, and social decisions.  Slavery  Texans believed that slavery was vital to the economy.  Sectionalism – loyalty to the interests of one's own region or section of the country, rather than the nation as a whole

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GRADE 4 GRADE 7  Many Texans came from southern states and grew the chief cash crop, which was cotton.  Texas resembled the economy, social structure, customs, and political values of the South which concentrated on plantation agriculture, slave labor, and the Democratic Party.  Tariff – a tax on trade  Nullification Crisis  1832 – President Jackson and Congress passed the Tariff of Abominations. Congress raised tariffs on raw materials and manufactured goods. The South had to sell cotton at low prices to stay competitive, while they had to pay high prices for their manufactured goods. This resulted in the Nullification Crisis in which South Carolina believed that states had the right to nullify a federal law it considered unconstitutional. South Carolina threatened to secede but a compromise ended the threat. This issue continued to brew until 1861. 4.4A Describe the impact of the Civil War and Reconstruction on Texas. 7.5B Analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas. Describe Analyze IMPACT OF THE CIVIL WAR AND RECONSTRUCTION ON TEXAS POLITICAL, ECONOMIC, AND SOCIAL EFFECTS OF THE CIVIL WAR AND Including, but not limited to: RECONSTRUCTION IN TEXAS  Impact of Civil War on Texas Including, but not limited to:  Political impact  Civil War in Texas  Texas secedes from the Union and joins the Confederacy  Political effects  Economic impact  Texas joined the Confederate States of America  Weakened Texas economy because of Texas association with  Houston removed from office because he failed to sign an oath to the the South Confederacy  Social impact  Conscription Act – 60,000 Texans joined Confederate army  60,000-70,000 Texas men joined the Confederacy  Economic effects Reconstruction on Texas  Shortages of commodities, such as coffee, medicine, clothing, salt,  Political impact paper  Constitution of 1876 was written, and it is the constitution used in  Trade along Mexican border continued and supplied some of these Texas today items to Texans  Economic impact  Cotton production declines and corn and wheat production increases  Shortage of labor on plantations and farms resulting in  Shortage of free labor sharecropping  Inadequate production in agriculture and business  Social impact

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GRADE 4 GRADE 7  Slaves freed  Social effects  Black Codes – state imposed laws that restricted African  Greater responsibilities for women and children during the war Americans, such as curfews  Loss of family members  Segregation  Reconstruction in Texas  Texas rejoined Union (United States)  Political effects  Martial law – the military polices the state under Governor Edwards  Constitution of 1876 – written at the end of Reconstruction; this is the constitution Texas still follows today  Indian wars – the government removes Native Americans from the frontier.  Passage of the Reconstruction Amendments  13th Amendment – ended slavery  14th Amendment – citizenship given to African Americans  15th Amendment – suffrage given to all males  Economic effects  Growth of tenant farming and sharecropping  Expansion of railroad  Cattle industry booms  Social effects  Concern over future of freedmen  Juneteenth – (June 19) celebrated by freed slaves and becomes state holiday  Freedmen’s Bureau established  Black Codes and Ku Klux Klan used to segregate the South  Immigration to Texas increased 7.5C Identify significant individuals and events concerning Texas and the Civil War such as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch.

Identify

SIGNIFICANT INDIVIDUALS AND EVENTS CONCERNING TEXAS AND THE CIVIL WAR

Including, but not limited to:

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GRADE 4 GRADE 7  John Bell Hood  Leader of the Confederacy’s Hood’s Texas Brigade  Most notable battle Seven Day’s Campaign and fought at Gettysburg  Ft. Hood in Killeen is named for him  John Reagan  Served in the cabinet of Confederate President Jefferson Davis as Postmaster General  Francis Lubbock  Governor of Texas in 1861  Assistant to Confederate President Jefferson Davis  Thomas Green  Led the troops that were on the steamboats converted to gunboats by General John B. Magruder, who commanded the Confederate forces in Texas  Gunboats attacked Union ships in Galveston Bay and took back control of Galveston  John Magruder  Commanded Confederate forces in Texas  Recaptured Galveston  Battle of Galveston  July 1861 – the Union Navy began to blockade Texas ports  October 1862 – a Union fleet sailed into Galveston Harbor and Confederate forces retreated.  Confederate General John B. Magruder recaptured it by converting two steamboats into gunboats by lining their sides with cotton bales, earning the nickname “Cotton Clads”  January 1, 1863 – General John B. Magruder and his men captured several hundred Union soldiers.  The city of Galveston was again under Confederate control  Battle of Sabine Pass  1863 – The U.S. made plans to invade Texas.  Union General William B. Franklin and 5,000 troops hoped to land his army near Sabine City, and then march overland to attack Houston and Beaumont  Ft. Griffin at Sabine Pass was guarded by Confederate Lieutenant

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GRADE 4 GRADE 7 Richard Dowling and Davis Guards  September 8, 1863, Union soldiers attacked, but the Davis Guards fought back, marking a complete victory for the Confederacy  Battle of Palmito Ranch  Confederate General Robert E. Lee surrendered on April 9, 1865, but Confederate forces did not stop fighting for another month because word spread slowly.  May 12, 1865 – the Union army moved inland to occupy Brownsville  They collided with Confederate troops led by John S. Ford, who captured over 100 Union troops, and battled with them  Union troops informed the Confederate troops that the war was over. 7.6 History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to: 4.4D Examine the effects upon American Indian life resulting from changes 7.6A Identify significant individuals, events, and issues from Reconstruction in Texas, including the Red River War, building of U.S. forts and through the beginning of the 20th century, including the factors leading to railroads, and loss of buffalo. the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker. Examine Identify EFFECTS ON AMERICAN INDIAN LIFE RESULTING FROM CHANGES IN TEXAS SIGNIFICANT INDIVIDUALS, EVENTS, AND ISSUES FROM RECONSTRUCTION THROUGH THE BEGINNING OF THE 20th CENTURY Including, but not limited to: Including, but not limited to:  Political changes  Factors leading to the expansion of the Texas frontier  Red River Wars  Large amount of land  American Indians left reservations and raided settlements along the Red River.  Large supply of wild longhorn on the Texas frontier  The U.S. army forced the American Indians back to the  Demand for beef in the northern and eastern United States reservations and the government held control of all of North  Longhorns were worth $40 a head in northern city packinghouses Texas.  Effects of westward expansion on American Indians  Building of U.S. forts  Battles between Comanche, Apaches, Kiowas, and the U.S. Army  Forts were built to house and train soldiers to protect settlers moving west.  Forced on reservations in Oklahoma  This development promoted war between the two groups; included  Buffalo soldiers the building of telegraphs lines and settlements.  African American soldiers who were in the 9th and 10th Cavalry, as well  Economic changes as in the 24th and 25th Infantry Regiments stationed in Texas. They were former slaves who fought during the Indian Wars. Native Americans gave  Building of railroads them this nickname for their bravery.

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GRADE 4 GRADE 7  With the removal of the buffalo and the American Indians from  Quanah Parker West Texas, the railroad was allowed to expand west.  Quanah Parker was the last Chief of the Comanches and never lost a  Buffalo hunters battle to the white man. His tribe roamed over the area where Pampa stands. He was never captured by the Army, but decided to surrender and  Reduced the number of buffalos for their hides, making it difficult lead his tribe into the white man's culture, only when he saw that there for American Indians to continue their way of life was no alternative.  Social changes  His mother was Cynthia Ann Parker and Chief Peta Nacona. His mother  Loss of buffalo was captured by the Comanche as a small child and raised by them.  Without buffalo herds, the Plains tribes were forced to move reservations and change their way of life. 4.4B Explain the growth, development, and impact of the cattle industry, 7.6B Identify significant individuals, events, and issues from Reconstruction including contributions made by Charles Goodnight, Richard King, through the beginning of the 20th century, including the development of the and Lizzie Johnson. cattle industry from its Spanish beginnings and the myths and realities of the cowboy way of life. Explain Identify GROWTH, DEVELOPMENT, AND IMPACT OF THE CATTLE INDUSTRY SIGNIFICANT INDIVIDUALS, EVENTS, AND ISSUES FROM Including, but not limited to: RECONSTRUCTION THROUGH THE BEGINNING OF THE 20th CENTURY  Growth of cattle industry Including, but not limited to:  Texas had a large supply of cattle after Civil War and there was  Development of the cattle industry from its Spanish beginnings large demand for beef in the North. (economic)  Cattle were brought to America by the Spaniards.  Development of cattle industry  Large Spanish/Mexican ranches existed in northern Mexico and Texas.  Trail drives were developed to transport cattle to the railroads. (geographic)  The first cowboy was the Spanish vaquero.  Charles Goodnight – founder of the Goodnight-Loving Trail along  Cattle trails were used to get cattle to the railroads, which took them to with Oliver Loving. It ran west into New Mexico and passed through market in northern states. Colorado.  Over time, railroad junctions were established in Texas.  Impact of cattle industry  Barbed wire, windmill (windpump or windwheel), and railroads in Texas  A cowboy culture. Examples of famous cowboys included Daniel were the main causes for the close of the open range. Ranchers no Webster, “80 John” Wallace, Bose Ikard, Oliver Loving, Charles longer had to have access to waterways. Goodnight, and Maria del Carmen Cavillo. (social)  Myths and realities of the cowboy way of life  Elizabeth “Lizzie” Johnson Williams – the first woman in Texas to  Two-thirds of cowboys were African-Americans (former slaves), Mexican- ride the Chisholm Trail with a herd of cattle that she had acquired Americans (Tejanos), and women. under her own brand. (social)  Famous cowboys – Daniel Webster “80 John” Wallace, Bose Ikard, Oliver  Richard King – ranches were created across Texas. The King Loving, Charles Goodnight, Maria del Carmen Cavillo, Elizabeth “Lizzie” Ranch was the largest ranch in the world and was founded by Johnson Williams Captain Richard King and his partner Mifflin Kenedy. (geographic and economic)  Diversified economy – farming and ranching (economic)

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GRADE 4 GRADE 7  Growth of railroad (economic/political) 4.4C Identify the impact of railroads on life in Texas, including changes to 7.6C Identify significant individuals, events, and issues from Reconstruction cities and major industries. through the beginning of the 20th century, including the effects of the growth of railroads and the contributions of James Hogg. Identify Identify IMPACT OF RAILROADS ON LIFE IN TEXAS SIGNIFICANT INDIVIDUALS, EVENTS, AND ISSUES FROM Including, but not limited to: RECONSTRUCTION THROUGH THE BEGINNING OF THE 20th CENTURY  Cities – increased population; more cities were built along railroad Including, but not limited to: lines  Effects of the growth of railroads  Industries – able to ship goods and agricultural products across U.S.  Allowed raw materials in Texas to be sent to northern markets  Texans had fast, inexpensive, and reliable transportation.  Cause for the industrialization of Texas  Contributions of James Hogg  As Texas Attorney General, and Governor, he worked at reforming big business fighting to protect citizens from unjust businesses practices.  Supported the creation of the Texas Railroad Commission that protected citizens from unfair practices by railroads 7.6D Explain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the close of the frontier.

Explain

POLITICAL, ECONOMIC, AND SOCIAL IMPACT OF THE AGRICULTURAL INDUSTRY AND THE DEVELOPMENT OF WEST TEXAS RESULTING FROM THE CLOSE OF THE FRONTIER

Including, but not limited to:  Agricultural industry  Political impact  Increase of revenue for state  Economic Impact  Products were moved, sold, and transported across the nation.  New cash crops were grown in Texas (e.g., wheat, sorghum).  Cotton and corn grown across the state

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GRADE 4 GRADE 7  Crops affect inflation  Income from agriculture exceeded income from cattle ranching by 1900s.  Social impact  Farmers moved west.  New methods of farming – dry farming, irrigation, and terraces  Increase of sharecropping and tenant farming, which resulted in many people in deep debt  Tenant Farming – farmers who rented land on which to grow crops  Sharecropping – farmers who rented land, tools, seeds, and/or houses and promised part of their crop as payment  Development of West Texas resulting from the close of the frontier  Political impact  Range wars – farmers and ranchers battled between each other. They cut and destroyed fences and burned pasture land resulting in gunfights and lower property values.  Legislation – fence cutting became a felony  Economic impact  Expansion of the railroad  Cattle ranching becomes a business, rather than a way of life  Growth of large ranches  Inventions – barbwire and windmill (windpump or windwheel)  Sheep ranching increased  Improvements in quality of beef  Social impact  Growth of population and towns in West Texas  Use of barbwire to fence-off land 4.5 History. The student understands important issues, events, and 7.7 History. The student understands how individuals, events, and issues individuals of the 20th century in Texas. The student is expected to: shaped the history of Texas during the 20th and early 21st centuries. The student is expected to: 4.5B Explain the development and impact of the oil and gas industry upon 7.7A Explain the political, economic, and social impact of the oil industry on the industrialization and urbanization in Texas, including important places industrialization of Texas. and people such as Spindletop and Pattillo Higgins. Explain Explain POLITICAL, ECONOMIC, AND SOCIAL IMPACT OF THE OIL INDUSTRY ON

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GRADE 4 GRADE 7 DEVELOPMENT AND IMPACT OF THE OIL AND GAS INDUSTRY ON THE INDUSTRIALIZATION OF TEXAS INDUSTRIALIZATION AND URBANIZATION IN TEXAS Including, but not limited to: Including, but not limited to:  Political impact  Development and impact of the oil and gas industry upon  Involvement of the Texas Railroad Commission set limits to regulate and industrialization and urbanization control oil prices  Oil and gas created new products and helped other industries grow  Economic impact  Factories began using oil instead of coal to run their machines  Growth of cities and rise of boomtowns  Demand for workers in these new industries increased the  Increased jobs and oil-related services population of urban areas  Development of other parts of the state  Spindletop  Growth of automobile industry  Produced more oil than any other oil field in the United States  Social impact  Boomtowns – oil towns that grew due to the need of oil workers, goods, and services  Improved the standard of living in Texas  Beginning of significant exploration and production in Texas  Pattillo Higgins  Believed that there was oil at Spindletop and his determination helped lead to its discovery 7.7B Define and trace the impact of "boom-and-bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology.

Define, Trace

IMPACT OF “BOOM-AND-BUST” CYCLES OF LEADING TEXAS INDUSTRIES THROUGHOUT THE 20th AND EARLY 21st CENTURIES

Including, but not limited to:  Farming  Reconstruction to Progressive Era  Agriculture was the leading industry in Texas  Expansion of urban areas created demand of agricultural products  The value of agricultural products increased  Farmers continued to increase the production of agricultural products  Farmers began to organize, and machines were used to produce goods faster and more efficiently  Prices began to drop because there were too many agricultural Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 products on the market  Great Depression through World War II  Due to overproduction of agricultural products and the Stock Market Crash, prices dropped.  Businesses began to close, and Texans lost their jobs.  The demand for agricultural products was not as high as the supply, causing farmers to lose their farms.  Events that led to World War II increased the demand for agricultural products.  World War II to present  Agriculture became more commercial  Prices have fluctuated due to weather, supply, and demand  Oil and gas production  20th century  New oil fields were found in Texas  Related industries began to grow  Economies in urban areas began to grow  Urban areas grew in population  Demand grew even more during World War II  After WWII, most products were made from petroleum and demand grew for oil  During the 1970s and early 1980s, a worldwide oil shortage caused Texas oil to be in great demand. This was due to the 1973 OPEC Oil Embargo and 1979 Oil Crisis. The result was an increase in Texas oil production. When the oil producers in the Middle East increased production in the 1980s, oil prices dropped and Texas faced hard economic times. State leaders worked to diversify the Texas economy to avoid similar problems.  Cotton  1860-1930s  Steady growth of cotton industry since the Civil War  Overproduction of cotton  The Dust Bowl led to three years of drought and blizzards in the Great Plains  Demand for cotton products decreased because of the economic

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GRADE 4 GRADE 7 depression around the world  Prices dropped  Businesses closed and Texans lost their jobs  Events that led to World War II increased the demand for cotton products.  Ranching  1860s-present  Large supply of cattle after the Civil War in South Texas  High demand for cattle in the North – prices were high  Increase in cattle production  Ranchers had to sell their cattle because they could not afford to feed them.  Prices of cattle dropped because people could not afford to buy them, and there was no demand for cattle.  Events that led to World War II increased the demand for cattle.  Supply, demand, and price of cattle have been up and down depending on weather, disease, and supply outside of Texas.  Real Estate  1870s-present  During the late 70s when unemployment was low, real estate was in demand and building expanded. Unemployment increased during the early 80s due to the energy crisis and banking scandals; the demand for real estate decreased. By the early 90s, the economy improved and so did real estate demand.  Banking  1929-2000s  The stock market crashed and caused the prices of stocks to fall.  Many people were left with high debts.  Banks ran out of money because they could not collect the money owed to them.  Governments did not insure banks and Texans lost all their money.  Texans did not have money to spend.  Factories, businesses, and farms were lost.  Texas Savings and Loans revealed land flips and other criminal activities. Half of the failed S&L's were from Texas, pushing the state

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GRADE 4 GRADE 7 into recession. As bad land investments were auctioned off, real estate prices collapsed, office vacancy rose to 30%, and crude oil prices fell 50%.  By the 2000s, loans were taken out by people buying homes, commercial properties, automobiles, etc. When the economy began to slow, people lost jobs and could not pay the loans back.  Computer Technology  1970s-present  The technology business has been on the increase in Texas since the 1970s, especially booming in Austin and Dallas 7.7C Describe and compare the impact of the Progressive and other reform movements in Texas in the 19th and 20th centuries such as the Populists, women's suffrage, agrarian groups, labor unions, and the evangelical movement of the late 20th century.

Describe, Compare

IMPACT OF PROGRESSIVE AND OTHER REFORM MOVEMENTS IN TEXAS IN THE 19th AND 20th CENTURIES

Including, but not limited to:  Progressive  Legislative reforms were passed in the areas of labor, child labor, education, prisons, banking, and public safety. These reforms continue protecting Texans.  Most reforms ignored minorities.  Populists  Populism – nationwide movement of rural citizens who had not benefited from the modern lifestyle made by the growth in industry  Goal in Texas – wanted the government to protect the interests of common workers  Farmer’s Alliance (farmers, ranchers, and farm laborers) spread throughout South Texas, forming their own party in 1892  They called themselves the People’s Party or Populist Party  Demanded government regulation of businesses, public ownership of the railroads, telephone, and telegraph lines, and elimination of the national banking system  Called for labor reform, a graduated income tax, and the direct election of U.S. Senators (17th Amendment 1913)

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GRADE 4 GRADE 7  Supported the creation of public warehouses where farmers could store their excess crops until prices increased  Won some elections in 1892 and 1894 at the state level, but movement faded after 1896 because the Democratic Party began to adopt many of the Populists’ ideas  Women’s suffrage  19th Amendment gave women the right to vote in the United States.  The Texas Equal Suffrage Association supported and campaigned for the passage of this amendment.  Agrarian groups  Grange  The Grange, or Patrons of Husbandry, organized in Texas in 1873  Offered cooperation in business, happier home lives, more social contacts, and better educational opportunities  Labor Unions  United Farm Workers Union  Organized farm workers in 1966 due to the Starr County Strike  1975 – organized across the state to run boycotts and strikes  United Farm Workers Union had more political success in California  Texas Farmers Union  1902 – a small newspaper editor from Point organized this Union after the failure of the Populists’ Party  Active in agricultural and rural public policies  Evangelical movement of the late 20th century  Late 1970s and 1980s saw the growth of active involvement of religious leaders in political affairs  Republican Party supported by evangelical voters  1990s – Republican Party had majority power in each branch of government and the State Board of Education 7.7D Describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements, including James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White.

Describe, Compare

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GRADE 4 GRADE 7 CIVIL RIGHTS AND EQUAL RIGHTS MOVEMENTS OF VARIOUS GROUPS IN THE 20th CENTURY

Identify

KEY LEADERS IN THESE MOVEMENTS

Including, but not limited to:  Civil Rights movements  1929 – League of United Latin American Citizens (LULAC) was formed in Corpus Christi to support the rights for Spanish-speaking people.  1942 – James Farmer founded the Congress of Racial Equality (CORE).  1948 – The American G.I. Forum was founded by Dr. Hector Garcia. Garcia and the G.I. Forum fought to help veterans (specifically Mexican- Americans) to obtain an education and health care.  1940s-1950s – Lulu Bell Madison White was a civil rights activist devoted to the struggle against Jim Crow in Texas. She campaigned for the right to vote, for equal pay for equal work, and for desegregation of public facilities for African Americans. She was president of the Houston chapter of the NAACP.  1964 – Civil Rights Act was signed by President Lyndon B. Johnson  1965 – Voting Rights Act was signed by President Lyndon B. Johnson  Equal Rights Movement  Turn of the 20th Century – grew out of the Temperance Movement  Early 1900s – chapters of the Texas Women’s Suffrage Movement were formed in major Texas cities.  The Texas Equal Suffrage Association supported and campaigned for the passage of this amendment.  August 18, 1920 – 19th Amendment gave women the right to vote in the United States.  1920s – Jane McCallum was a member of the "Petticoat Lobby," which worked for education, prison reform, prohibition, mother and child health, literacy, and the elimination of child labor. She was appointed as Secretary of State under Governor Dan Moody.  World War II - Oveta Culp Hobby served as the parliamentarian of the Texas Legislature and then became the Director of the Women’s Army Corp (WAC). She received the rank of colonel and received the Distinguished Service Medal (the first woman to receive this award). 4.5A Identify the impact of various issues and events on life in Texas such 7.7E Analyze the political, economic, and social impact of major events,

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GRADE 4 GRADE 7 as urbanization, increased use of oil and gas, the Great Depression, including World War I, the Great Depression, and World War II, on the the Dust Bowl, and World War II. history of Texas.

Identify Analyze

IMPACT OF VARIOUS ISSUES AND EVENTS ON LIFE IN TEXAS POLITICAL, ECONOMIC, AND SOCIAL IMPACT OF MAJOR EVENTS ON THE HISTORY OF TEXAS Including, but not limited to: Including, but not limited to:  Impact of urbanization  World War I  The population of Texas grew in urban areas  Political impact  Increased number of major cities  Approximately 200,000 Texans fought  New types of jobs and way of life in Texas  Edward M. House was the closest advisor to President Wilson  Impact of increased use of oil and gas  Four major military camps were set up in Texas – Camp Bowie in Ft.  New products Worth, Camp Travis in San Antonio, Camp Logan in Houston, and  A major industry in Texas Camp MacArthur in Waco  Impact of the Great Depression  Economic impact  Relief programs – CCC, PWA, WPA  Raised money by buying Liberty Bonds  Loss of jobs and farms  Women joined the workforce  Prices for food and other products fell  Some foods were rationed  Impact of the Dust Bowl  Social impact  Improved soil conservation  Approximately 500 women from Texas served as nurses  Migration of people from Texas  Approximately 5,000 Texans gave their lives  Impact of World War II  Sacrificed on the home front  Texans went to war and involved in the government  Rationed  Raised money for bonds  Volunteered for Red Cross  Rationing  Great Depression  Improved economy in Texas  Political impact  New Deal programs to provide relief – Civilian Conservation Corps (CCC), Public Works Administration (PWA), and Works Progress Administration (WPA)  John Nance Garner from Uvalde was Vice President under Franklin Roosevelt (1933-1941)  Sam Rayburn was the Speaker of the House (U.S. House of Representatives) and pushed for regulatory legislation that would protect the public interest. He served longer than any other legislator as Speaker of the House

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GRADE 4 GRADE 7  Miriam “Ma” Ferguson and W. Lee “Pappy” O’Daniel were governors during the Depression  Economic impact  Texans didn’t suffer as much as other parts of the country because most Texans were involved in the agricultural industry  Funding for education and government services was severely cut  Prices for food and other products fell  Oil industry began to increase due to demand  New Deal programs employed over 100,000 Texans; built and repaired bridges, dams, roads, and parks  Social impact  North Texans migrated to California looking for work  The social security system was established  Dust Bowl – dust storms swept through the Great Plains causing erosion, drought, and destruction of crops  Texas celebrated its centennial  The political, economic, and social impact of major events in the latter half of the 20th and early 21st centuries such as major conflicts, the emergence of a two-party system, political and economic controversies, immigration, and migration  World War II  Political impact  Influential powers  Oveta Culp Hobby – Organized Women’s Army Corp  Admiral Chester W. Nimitz – Commander of Pacific Fleet  Dwight Eisenhower – Allied Commander  Sam Rayburn – Speaker of the House (supported financial support for the war effort)  Jack Nance Garner – Vice President  Major military bases and airfields  Over 750,000 Texans served in the war  Audie Murphy – most decorated soldier  Many Texans received the Medal of Honor  Economic impact

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GRADE 4 GRADE 7  Improved Texas economy  Oil and Gas industry  Lumber  Agriculture  Cotton  Women joined the workforce  Social impact  Sacrificed on the home front  Rationing  Migration to urban areas  Desire of minorities to be integrated because of their involvement in the war effort  Over 22,000 Texans died in the war 7.7F Analyze the political, economic, and social impact of major events in the latter half of the 20th and early 21st centuries such as major conflicts, the emergence of a two-party system, political and economic controversies, immigration, and migration.

Analyze

POLITICAL, ECONOMIC, AND SOCIAL IMPACT OF MAJOR EVENTS IN THE LAST HALF OF THE 20th AND EARLY 21st CENTURIES

Including, but not limited to:  Major Conflicts – Korea, Vietnam, and Gulf Wars  Political impact  Growth of military bases in Texas  Economic impact  Growth of oil industry used in conflicts  Social impact  Texas soldiers were involved and died due to conflicts  The Emergence of a two-party system  Political impact  Political action in the Texas Legislature slowed because both must compromise to pass legislation.

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GRADE 4 GRADE 7  Economic impact  Economic issues are clearly defined by each party.  Social impact  Texans had a choice in elections  Political and economic controversies – property taxes used to fund Public Education (political/economic)  Political impact  Each session there is a high demand by citizens to reform how public education is funded.  The legislature debates whether to pass a state income tax.  Economic impact  Property taxes are very high, and in many communities as high as they can go by law  This way of funding public education is very difficult for fast growing districts and districts with little industry.  Social Impact  Property taxes only affect those people who own property.  Transportation (Political)  Political impact  Decision to increase taxes or submit to the federal government to acquire funding to build highways, roads, and bridges  Economic impact  Toll Roads are built to fund and maintain highways, roads, and bridges. (Toll – a fee for the use of road and bridges, or the maintenance of them)  Social impact  Increase pollution  Decrease congestion of cars on highways and roads  Immigration  Political impact  Reform and support of stricter immigration laws  Economic impact  More difficult to hire illegal immigrants to work in the construction, restaurant, and blue collar industries

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GRADE 4 GRADE 7  Social impact  Number of immigrants who are not citizens using government services  Problems if children are citizens because they were born here and their parents are not citizens  Migration  Political impact  Increased population leads to more representation in the U.S. Congress and the Electoral College.  Changes in political views  More stress on the state’s infrastructure and natural resources  Economic impact  Increase in economic opportunities  Growth of construction industry  Social impact  Increase population especially in urban areas with diverse sides 4.5C Identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzales, and other local notable individuals.

Identify

ACCOMPLISHMENTS OF NOTABLE INDIVIDUALS

Including, but not limited to:  John Tower – first Republican U.S. Senator from Texas since Reconstruction  Scott Joplin – known as the “King of Ragtime,” it would take over fifty years for his ragtime music to become famous. (The song “The Entertainer” was the theme song for Oscar-winning movie The Sting.)  Audie Murphy – most decorated soldier during World War II  Cleto Rodríguez – a Mexican-American Texan who grew up in San Antonio and was awarded the Congressional Medal of Honor during World War II  Stanley Marcus – made his family’s clothing store Neiman-Marcus one of the most luxurious and famous department stores in the world; home office is in Dallas  Bessie Coleman – raised in Texas, Bessie Coleman was the first Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 female pilot of African American descent and the first person of African American descent to hold an international pilot license.  Raul A. Gonzales – the first Latino Texan to reach statewide office and the first to serve as a Justice of the Texas Supreme Court  Other notable local individuals 4.6 Geography. The student uses geographic tools to collect, analyze, and 7.8 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: interpret data. The student is expected to: 4.6A Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.

Apply

GEOGRAPHIC TOOLS TO CONSTRUCT AND INTERPRET MAPS

Including, but not limited to:  Grid systems – a network of horizontal and vertical lines used to locate points on a map or a chart by means of coordinates  Legends – an explanatory list of the symbols appearing on a chart or map is a legend. Sometimes, this is called a key because it is key to understanding what a map is saying.  Symbols – a symbol is something which stands for or suggests something else. It can be a visible sign of something which is intangible.  Scales – a scale indicates the relationship between the distances on a map, chart, or plan and the corresponding actual distances. Examples include “1 inch equals 1 mile.”  Compass rose – A compass rose is a circle or similar design which includes graduated degrees or quarter points  Other elements of maps  Title  Date of map  Author of map  Suggested maps students could construct  Regions of Texas  American Indians in Texas  First missions in Texas  Battles of Texas Revolution  Major cities in Texas (at different points in time) Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 4.6B Translate geographic data, population distribution, and natural 7.8A Create and interpret thematic maps, graphs, charts, models, and databases resources into a variety of formats such as graphs and maps. representing various aspects of Texas during the 19th, 20th, and 21st centuries. Translate Create, Interpret GEOGRAPHIC DATA, POPULATION DISTRIBUTION, AND NATURAL RESOURCES INTO A VARIETY OF FORMATS THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF TEXAS DURING THE 19th, 20th, Including, but not limited to: AND 21st CENTURIES  Geographic Data (e.g. landforms, climate, distance) Including, but not limited to:  Map – Texas regions  Suggested maps, graphs, charts, models, and databases in each unit  Graph – oil production in Texas  Natural Texas and its people  Population Distribution  Maps  Map – American Indians in Texas  Regions of Texas  Map – major cities in Texas (at different points in time)  Regions that Texas Native Americans live in  Population of Texas (over decades)  Location of battles, including the Battle of San Jacinto  Natural Resources (e.g. water, lumber, oil and gas)  Graph (bar, line, or circle)  Map of economic activities in Texas  Population of Native Americans  Graph – production of crops in Texas  Population of Texas before and after the Revolution  Spanish Colonial  Maps  Spanish control in the Americas  Texas missions and settlements  Mexican National  Map  Empresario Grants  Settlements in Texas by 1821  Revolution and Republic  Graph  Number of men who died at the Alamo and other battles  Maps  Republic of Texas – capital, major towns, patterns of settlement  Early Statehood  Maps

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GRADE 4 GRADE 7  State of Texas – capital, major towns, patterns of settlement  Mexican Cession – U.S. states that are part of the Mexican Cession  Texas in the Civil War and Reconstruction  Maps  Civil War Battles in Texas (Civil War)  Reconstruction military districts (Civil War)  Graphs  Number of Texans that fought in the Civil War  Number of Texans that died in the Civil War  Cotton, Cattle, and Railroads  Maps  Military posts in West Texas (Expanding the Frontier)  European immigration (Texas Heritage)  Major urban areas in Texas at the turn of the 20th century  Graphs  Population of Texas 1800  Age of Oil  Maps  Texas oil fields  Chart  Population of Texas between 1880-1945  Texas in the Great Depression and World War II  Maps  Dust Bowl  Military installations  Internment camps  Civil Rights and Conservatism  Map  Civil rights activities in Texas  Graph  Political parties  Contemporary Texas

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GRADE 4 GRADE 7  Map  Texas’ five largest urban areas  Graphs  Boom and bust cycles  Population 7.8B Analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.

Analyze, Interpret

GEOGRAPHIC DISTRIBUTION AND PATTERNS IN TEXAS DURING THE 19th, 20th, AND 21st CENTURIES

Including, but not limited to:  Natural Texas and its People  What is the relationship between the population of Texas and the regions of Texas?  What is the relationship between where Texas Native Americans lived and where Texans live today?  Why is the lifestyle of Southeastern Native Americans different than those that live on the Plains?  Age of Contact  Why were the Spanish reluctant to settle Texas?  What type of resources did explorers find in Texas?  Spanish Colonial  Why did early Texas colonists settle where they did?  Why did central Texas become the area the Spanish decided to build the majority of their missions?  Mexican National  What do you think will be the impact of the Texas colonist settling so far from Mexico City?  Revolution and Republic  Which was easier terrain to move soldiers, Urrea’s, or Santa Anna’s advancement into Texas?  Could San Jacinto have been won by the Mexicans if Urrea had gotten there in time?

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GRADE 4 GRADE 7  What route could Mexicans use once Vince’s Bridge was burned?  Where were most settlements in the Republic of Texas?  Statehood Where did European immigrants settle and why? What proportion of Texans owned slaves? Where were they located?  Texas in the Civil War and Reconstruction  Why were there so few Civil War battles in Texas?  Why did it take Texas slaves so long to find out that they were free?  Why was Texas more economically successful than other states during Reconstruction?  How did Texans modify the environment during Reconstruction?  Cotton, Cattle, and Railroads  Why were military posts expanding west? Why were they needed?  What was the impact of cattle trails on Texas?  Why was there an increase of towns in the western part of Texas?  Where did most Europeans settle in Texas? Why did they settle there?  Why did the population increase before and after the Civil War?  Why were towns in Texas growing rapidly?  Why did very few Texans live out west?  Age of Oil  Why was the number of urban areas increasing during the early 20th century?  Why is the population of Texas increasing?  Texas in the Great Depression and World War II  Why was the Dust Bowl affecting the Panhandle, and not other regions?  Why were so many military installations located in Texas?  Civil Rights and Conservatism  Which region of Texas did most civil rights activities occur in?  What part of the state did conservatives grow most in power?  Contemporary Texas  How is the population of Texas growing over time?  Which region of Texas is growing the fastest?  What is the racial and ethnic diversity in Texas?

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GRADE 4 GRADE 7 4.7 Geography. The student understands the concept of regions. The 7.9 Geography. The student understands the location and characteristics of student is expected to: places and regions of Texas. The student is expected to: 4.7A 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.

Describe

VARIETY OF REGIONS IN TEXAS AND THE UNITED STATES THAT RESULT FROM PATTERNS OF HUMAN ACTIVITY

Including, but not limited to:  Region – an area that is used to identify and organize areas of the Earth’s surface for various purposes  Political – areas defined by government (e.g., cities, urban area, counties, political parties)  Population – the number of people in an area  Economic – the types of industries 4.7B Identify, locate, and compare the geographic regions of Texas 7.9A Locate the Mountains and Basins, Great Plains, North Central Plains, and (Mountains and Basins, Great Plains, North Central Plains, Coastal Coastal Plains regions and places of importance in Texas during the 19th, Plains), including their landforms, climate, and vegetation. 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest. Identify, Locate, Compare Locate GEOGRAPHIC REGIONS OF TEXAS REGIONS AND PLACES OF IMPORTANCE IN TEXAS DURING THE 19th, 20th, Including, but not limited to: AND 21st CENTURIES  Mountains and Basins Including, but not limited to:  Landforms – mountains, canyons, and dry plateaus (e.g. Guadalupe Regions Mountains, Davis Mountains, Chisos Mountains (part of Rocky  Mountains), Rio Grande River, Pecos River)  Mountains and Basins  Climate – hot summers, cold winters  Great Plains  Vegetation – cactus, shrubs, pine trees in mountainous areas  North Central Plains  Great Plains  Coastal Plains  Landforms – plains, plateaus, escarpments, canyons (e.g. Palo Duro  Cities Canyon, Cap Rock Escarpment, Edward’s Plateau)  19th Century  Climate – hot summers, cold winters, semi-arid  San Antonio  Vegetation – cotton, wheat, short grasses, shrubs  El Paso  North Central Plains  Goliad

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GRADE 4 GRADE 7  Landforms – rolling prairies, rivers  San Felipe de Austin  Climate – hot summers, cool winters  Galveston  Vegetation – grasses, brush, small trees  Houston  Coastal Plains  Brownsville  Landforms – plains, rivers, hills, desert, islands along the coast,  Victoria bayous. Escarpments (e.g., Colorado River, Brazos River, Balcones  20th century and 21st century Escarpment)  Austin  Climate – mild winters and summers, humid  San Antonio  Vegetation – grasses and shrubs, oak or pine forest  Houston  Ft. Worth  Dallas  El Paso  Brownsville  Lubbock  Amarillo  Midland  Odessa  Rivers  Sabine  Red  Rio Grande  Nueces  Neches  Trinity  Brazos  Colorado  Guadalupe  San Antonio  Pecos  Natural and historic landmarks  Llano Estacado (natural)  Balcones Escarpment (natural)

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GRADE 4 GRADE 7  Palo Duro Canyon (natural)  Alamo (historic)  San Jacinto (historic)  Capitol Building (historic)  Political and cultural regions  Dallas/Ft. Worth Metro (political)  Houston Metro (political)  Austin/San Antonio Corridor (political)  African-Americans – East/Southeast Texas (cultural)  Mexican Americans/Tejanos – South Texas (cultural)  Cowboys – West Texas (cultural)  Local points of interest  Big Bend National Park  Padre National Seashore  San Antonio Missions National Historical Landmark  Big Thicket National Preserve  Local areas 4.7C Compare the geographic regions of Texas (Mountains and Basins, 7.9B Compare places and regions of Texas in terms of physical and human Great Plains, North Central Plains, Coastal Plains) with regions of the characteristics. United States and other parts of the world. Compare Compare PLACES AND REGIONS OF TEXAS IN TERMS OF PHYSICAL AND HUMAN GEOGRAPHIC REGIONS OF TEXAS WITH REGIONS OF THE UNITED CHARACTERISTICS STATES AND OTHER PARTS OF THE WORLD Including, but not limited to: Including, but not limited to:  Region – an area that is used to identify and organize areas of the Earth’s  Mountain and Basins – characteristics similar to the U.S. Rocky surface for various purposes Mountain area  Physical and human characteristics – physical characteristics of places  Great Plains – characteristics similar to the U.S. Midwest include landforms and soils, bodies and sources of water, vegetation, climate, weather patterns, and animal life. Human characteristics of places  North Central Plains – characteristics similar to the Great Plains and include the language, religion, political systems, economic systems, the U.S. Midwest population distribution, ethnicity, age, and standards of living.  Coastal Plains – characteristics similar to the U.S. Gulf Coast area  Coastal Plains  Other parts of the world – western part of Texas is similar to the  Physical characteristics climate of the Middle East, and both areas drill oil  Plains, desert, hills, Balcones Escarpment

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GRADE 4 GRADE 7  All rivers flow through this region  Wrong way rivers that take water from driest part of state to the wettest part of the state  Climate – mild  Human Characteristics  Highway systems  Location of most major cities  Industries – timber, agriculture, oil and gas, technology, industry, education  Dams  Fishing, tourism, intra-coastal waterway  North Central Plains  Physical characteristics  Rolling prairies, a few rivers  Climate – hot short summer, cool to cold winters  Human characteristics  Industries – agriculture, manufacturing, military defense  Great Plains  Physical characteristics  Canyons, escarpments, plains, aquifers, plateaus  Climate – hot summers, cold winters  Human characteristics  Irrigation  Industries – ranching and agriculture  Wind farms  Dams – Amistad  Oil/gas  Mountains and Basins  Physical characteristics  River, deserts  Climate – hot days, cold nights, hot short summers, cold winters  Human characteristics

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Industries – cattle, sheep and goat ranching  Big Bend National Park  Dams 7.9C Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.

Analyze

EFFECTS OF PHYSICAL AND HUMAN FACTORS ON MAJOR EVENTS IN TEXAS

Including, but not limited to:  Climate  Dust Bowl  The climate in the Panhandle is windy, hot, and dry during the summer. Combined with three years of drought, and lack of soil conservation, dust storms occurred destroying crops and causing Texans to migrate from the Panhandle and Texas.  Weather  Texas Revolution  The fall and spring brought heavy rains and cold fronts that made it very difficult to travel, especially across rivers (e.g., Brazos and Trinity).  The Runaway Scrape and the path to the San Jacinto battleground was made very difficult because of heavy rains and cold fronts.  Landforms  Battle of Coleto  Fannin stopped in an open prairie to give his men a rest, but the Mexicans were able to surround them.  Fannin’s men had no natural resources to protect themselves, resulting in a defeat.  Indian Wars  The U.S. Army trapped the Comanche in the Palo Duro Canyon, their winter home.  This defeat forced the Comanche to reservations in Oklahoma.  Irrigation  Closing the frontier

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  When windmill (windpump or windwheel) were invented, farmers and ranchers were able to water their crops and animals on their own property without having access to a river or aquifer.  Transportation  Growth of population and agricultural industry  Due to the growth of the railroad in Texas, people were able to travel, live, and create new businesses in all areas of Texas, including South and West Texas, and they were able to transport crops and cattle across Texas and the United States.  Communication  End of the Civil War in Texas and freeing of Texas slaves  Communication during the 19th century was very slow. The war ended April 9, 1865.  Confederate soldiers were still fighting May 12-13, 1865, in Texas because they had not heard that Robert E. Lee surrendered and the war was over.  Texas slaves did not hear about their emancipation until June 19, 1965. 4.8 Geography. The student understands the location and patterns of 7.11 Geography. The student understands the characteristics, distribution, and settlement and the geographic factors that influence where people migration of population in Texas in the 19th, 20th, and 21st centuries. The live. The student is expected to: student is expected to: 7.11A Analyze why immigrant groups came to Texas and where they settled.

Analyze

WHY IMMIGRANT GROUPS CAME TO TEXAS AND WHERE THEY SETTLED

Including, but not limited to:  19th century  Mexicans  Why – bordered Mexico, vast amounts of land for ranching  Where – settled South Texas  Germans  Why – available cheap land, good climate  Where – settled in New Braunfels, San Antonio, and central Texas  Americans  Why – similar to southeast Texas where most came from, relatives and other people they knew, and financial opportunities

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Where – East Texas  Swedish  Why – economic opportunities  Where – Williamson County  Irish  Why – potato famine and poverty  Where – The Rio Grande Valley, San Patricio, Refugio, and Victoria  French  Why – took advantage of the Colonization Laws of 1841  Where – Castroville  Polish  Why – economic opportunities  Where – Panna Maria  Czech  Why – available cheap land and poverty  Where – Cat Spring, Fayette County  Italians  Why – economic depression  Where – urban communities along the Texas coast  Chinese  Why – helped build the railroad  Where – El Paso, Houston, and other urban areas  20th century  Why immigrant groups came to Texas  Job opportunities due to the economy  Many education institutions  Eastern Europeans  Why – economic depression, religious persecution  Where – where earlier Europeans lived and urban areas  Latin Americans  Why – economic depression, poor economies in Latin America, and location to Texas

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Where – urban areas  Vietnamese  Why – political oppression, refugees of the Vietnam War  Where – urban areas and along the coast  Arabs  Why – conflict in Middle East and oil industry  Where – urban areas 4.8A Identify and explain clusters and patterns of settlement in Texas at 7.11B Analyze how immigration and migration to Texas in the 19th, 20th, and 21st different time periods such as prior to the Texas Revolution, after the centuries have influenced Texas. building of the railroads, and following World War II. Analyze Identify, Explain HOW IMMIGRATION AND MIGRATION TO TEXAS IN THE 19th 20th, AND 21st CLUSTERS AND PATTERNS OF SETTLEMENT IN TEXAS AT CENTURIES HAVE INFLUENCED TEXAS DIFFERENT PERIODS Including, but not limited to: Including, but not limited to:  Immigration and migration influenced Texas in the 19th century and 20th  Prior to the Texas Revolution century  Southeast and South Texas  Our political systems  Along rivers, the Gulf Coast, and other waterways  Celebrations  After the building of the railroads  Language  Established urban areas grew  Food  Railroad junctions  West Texas  Following World War II  Urban areas grew in population  Gulf Coast region 4.8B Describe and explain the location and distribution of various towns 7.11D Describe the structure of the population of Texas using demographic and cities in Texas, past and present. concepts such as growth rate and age distribution.

Describe, Explain Describe

LOCATION AND DISTRIBUTION OF VARIOUS TOWNS AND CITIES IN STRUCTURE OF THE POPULATION OF TEXAS USING DEMOGRAPHIC TEXAS, PAST AND PRESENT CONCEPTS

Including, but not limited to: Including, but not limited to:  Prior to 1845  Growth Rate – the annual rate at which population has been or is expected

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Towns that early immigrants from the U.S. and Mexico settled; they to grow were along waterways and in colonies established by empresarios  Anglos (e.g., San Antonio, San Felipe, Nacogdoches, Victoria)  2000 – 11,074,716  1845 – 1965  2040 – 12,225,486  Ex: Galveston, San Antonio, Houston, Brownsville, Nacogdoches. San Antonio and Nacogdoches were already established and  Black continued to grow due to the agricultural industry. Galveston,  2000 – 2,421,653 Houston, Brownsville were port cities.  2040 – 3,995,349  1865 – 1900  Hispanic  Ex: Galveston, Houston, Brownsville, Ft. Worth, Dallas, Amarillo, El Paso. Ft. Worth was a military fort that soldiers were stationed at  2000 – 6,669,666 before going West to fight Indians. Galveston and Houston were  2040 – 29,926,210 important port cities. Most cities grew due to the growth of railroads; they were all railroad junctions.  Other  1900 – 1945  2000 – 685,785  Ex: Houston, San Antonio, Dallas, Ft. Worth, Amarillo, El Paso,  2040 – 4,435,916 Corpus Christi. Industries drew people to urban areas that  At the turn of the century, the population growth rate has been increasing. increased population due to World War II. The large military Use charts and graphs to show this. installations increased populations. Galveston decreased in  Age distribution – the pattern of different age groups of the population at population because industries moved to Houston due to the different periods destruction from hurricanes.  Average is getting older  1945 – Present  Since the turn of the century the age distribution of Texans has continued to  Ex: Houston, San Antonio, Dallas, Ft. Worth, Austin, El Paso, remain primarily young. Use population pyramids to show this. Brownsville. Specific industries and those that support them draw people to these cities, including regional hubs that support  Check yearly with the state demographer industries. Houston processes oil and gas, is a port city, and a center for education and medicine. San Antonio has military installations and manufacturing. Austin is the capital and a center for education and technology. Dallas is a center for banking, oil and gas, and aerospace. 4.8C Explain the geographic factors such as landforms and climate that 7.11C Analyze the effects of the changing population distribution and growth in influence patterns of settlement and the distribution of population in Texas during the 20th and 21st centuries and the additional need for Texas, past and present. education, health care, and transportation.

Explain Analyze

GEOGRAPHIC FACTORS THAT INFLUENCED PATTERNS OF EFFECTS OF THE CHANGING POPULATION DISTRIBUTION AND GROWTH SETTLEMENT AND THE DISTRIBUTION OF POPULATION IN TEXAS, IN TEXAS DURING 20th AND 21st CENTURIES AND THE ADDITIONAL NEED PAST AND PRESENT FOR EDUCATION, HEALTH CARE, AND TRANSPORTATION

Including, but not limited to: Including, but not limited to:  Effects of the changing population distribution and growth in Texas Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Past education  Landforms  Fast growing school districts resulting in the need for more teachers, buildings, and resources  Waterways – water was the most important resource that influenced settlement.  Demand for a greater tax base  Plains and prairies – provide good soil to grow crops and ranch  Health care  Mountains, desert, and hills – barriers to settlement, difficult to  More medical hubs across the state travel over  Demand for public funding  Climate  Transportation  A mild climate in the Gulf Coast region resulted in a long growing  More roads and highways needed season.  Toll Roads  Present  Landforms  Plains and prairies – allows easy and quick commercial and housing developments  Hill country and lakes – a scenic view  Climate  A mild climate in the Gulf Coast region attracts a population that can work and play year-round, as well as industries that produce products easily and year-round 4.9 Geography. The student understands how people adapt to and modify 7.10 Geography. The student understands the effects of the interaction between their environment. The student is expected to: humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to: 4.9A Describe ways people have adapted to and modified their environment 7.10A Identify ways in which Texans have adapted to and modified the in Texas, past and present, such as timber clearing, agricultural environment and analyze the positive and negative consequences of the production, wetlands drainage, energy production, and construction modifications. of dams. Identify Describe WAYS TEXANS HAVE ADAPTED TO AND MODIFIED THE ENVIRONMENT WAYS PEOPLE HAVE ADAPTED TO AND MODIFIED THEIR ENVIRONMENT IN TEXAS, PAST AND PRESENT Analyze

Including, but not limited to: POSITIVE AND NEGATIVE CONSEQUENCES OF THE MODIFICATIONS  Timber clearing Including, but not limited to:  Lumber was used to construct homes and businesses. (past)  Spanish Colonial  Agricultural production  Positive consequences  Irrigation was used to water crops in dry areas. (past and present)  Colonial homes – built from timber and rocks  Windmills allowed crops and livestock to be watered in fenced-in Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 areas. (past)  Dog Run homes – built with a breezeway for shade and to catch the  Wetlands drainage breeze  Galveston Bay was dredged and sand used to elevate the city of  Home furnishing – made from natural resources in the area Galveston.  Buckskin clothes – made from deer hide  Wetlands around Houston have been drained to create stable land.  Water wells – built to acquire water near their home  Bayous and wetlands have been drained and redesigned to create  Food – killed animals and grew crops the Port of Houston.  Expanding the frontier  Energy production  Cattle trails  Wind farms, solar energy, electricity from rivers and lakes, and  Adapted – cattle trails were developed to transport cattle to the drilling of oil (present) railroads.  Construction of dams  Consequences – led to the development of railroads and towns in less-  Dams were created to prevent severe flooding and electricity. developed areas  Closing the frontier  Adapted – fences were used to keep cattle, sheep, and goats within one’s property.  Consequences – changed the business of ranching to be more commercial and encouraged other types of industries to move into the area  Age of oil  Road and railroad systems – road and railroad tracks were built across Texas during this period time to accommodate the fastest mode of transportation, the train and the automobile. These roads and tracks allowed Texas farmers to reach new markets in and outside of Texas.  Hurricane 1900 – after the hurricane, the city of Galveston built a seawall and increased the elevation of the city. The environmental consequences that have occurred due to these modifications are that the city rarely floods and structures had to be raised  Houston Ship Channel – built in 1914, the Houston Ship Channel was built to connect Houston with the Gulf of Mexico to improve the economy of Houston. Since then, it has been widened and deepened. The environmental results have been an increase in pollution, collisions, explosions, and oil spills.  The Great Depression  Soil conservation – Texans planted trees and natural vegetation in the Texas Panhandle to prevent erosion. The result has been fewer sand storms and erosion of the land.  Contemporary Texas

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Rivers  Adapted – built dams, used them for electricity and for recreation  Results – pollution, the rivers are drying up (Rio Grande River), and more stable water supplies  Great Plains  Adapted – irrigated the plains to grow cotton and other crops  Results – the aquifers are drying up and increased crop yields  Gulf of Mexico  Adapted – drilling for oil in the Gulf of Mexico  Consequences – energy, economic growth, oil spills, and oil contamination of our beaches, gulf, and wildlife 4.9B Identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities.

Identify

REASONS PEOPLE HAVE ADAPTED TO AND MODIFIED THEIR ENVIRONMENT IN TEXAS, PAST AND PRESENT

Including, but not limited to:  Use of natural resources to meet basic needs  Lumber and stone was used to create buildings and communities. (past)  Adobe bricks used in West Texas (past)  Buckskin clothing was made from animal skins. (past)  Facilitate transportation  Railroads were used to transport people to West Texas. (past)  Railroads were used to transport people and goods throughout and outside of Texas. (past)  Enhance recreational activities  Economic reasons  Competition and fun 4.9C Compare the positive and negative consequences of human 7.10B Explain ways in which geographic factors such as the Galveston Hurricane modification of the environment in Texas, past and present, both of 1900, the Dust Bowl, limited water resources, and alternative energy governmental and private, such as economic development and the sources have affected the political, economic, and social development of

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 impact on habitats and wildlife as well as air and water quality. Texas.

Compare Explain

POSITIVE AND NEGATIVE CONSEQUENCES OF HUMAN WAYS GEOGRAPHIC FACTORS HAVE AFFECTED THE POLITICAL, MODIFICATION OF THE ENVIRONMENT, PAST AND PRESENT, BOTH ECONOMIC, AND SOCIAL DEVELOPMENT OF TEXAS GOVERNMENTAL AND PRIVATE Including, but not limited to: Including, but not limited to:  Galveston Hurricane of 1900  Past  Political development  Removal of Texas Indians for western settlement (governmental)  City commission – new type of city government  Impact on habitats and wildlife – buffalo hunters were paid to kill  The island was raised by 13 feet – dredged sand from the bay buffalo. Since buffalos were the most important resource to Texas Indians, the removal of the buffalo resulted in the ability to  A seawall was built to protect the island force Texas Indians onto reservations  Economic development  Economic development – allowed the frontier to develop  Industries began to move to Houston from Galveston economically  Social development  Government gave land grants to railroad companies (governmental)  6,000-8,000 people were killed  Economic development – increased population, settlements, and infrastructure in West Texas  Dust Bowl  Impact on habitats and wildlife – resulted in closing the open  Political development frontier to cattle trails and buffalo hunting  New Deal Programs were initiated to prevent erosion  Spindletop and other oil fields (on-shore and off-shore) (private)  Economic development  Impact on habitats and wildlife – oil spills  Crop prices dropped  Impact on air and water quality – oil refineries, oil products, and  Farms were lost to the bank use of oil by cars causes pollution  Population decreased in Panhandle towns  Economic development – a major industry in Texas resulting in other sub-industries  Social development  Present  Texans migrated to California and other parts of the nation  Wind farms (private)  Implemented ways to stop erosion – planting trees, contour plowing, terracing  Impact on habitats and wildlife – the noise has scared birds away from bird sanctuaries.  Limited water resources  Economic Development – new and cheaper energy  Political development  Housing sub-divisions (private)  Water restrictions mandated by city and state  Impact on habitats and wildlife – displacement of animals  Economic development  Economic development – provided housing that resulted in  Increase cost of providing water property taxes that support education in the community  Social development

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Highways (governmental)  Limitations on growth and development  Impact on air and water quality – resulted in the use of more cars  Restrictions to how much water one can use and pollution  Alternative energy sources  Economic development – increased trade between markets  Political development  Funding, tax breaks, and legislation for alternative energy sources  Economic development  Initial use of alternative energy sources is costly, but over time with more use it becomes less costly  Social development  Citizens use alternative energy sources to cool/heat and power homes and buildings 4.10 Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected to: 4.10A 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.

Explain

ECONOMIC ACTIVITIES USED BY VARIOUS EARLY AMERICAN INDIAN GROUPS IN TEXAS AND NORTH AMERICA TO MEET THEIR NEEDS AND WANTS

Including, but not limited to:  Farming  Caddos (Gulf Coast) and Jumanos (Mountains and Basins) grew crops (specifically corn) to provide for their tribe. Excess was traded with neighboring tribes.  Trading  Bartering – Native Americans traded goods that they had for goods that other tribes made. Each group of Native Americans made goods conducive to their environment.  When nomadic Texas Indians had excess hides or products made from animals, they would barter or trade with neighboring tribes.  Sedentary tribes like Caddos made jewelry, pottery, and tools to trade with neighboring tribes.  Hunting

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  All Indians hunted and gathered their food to meet the needs of their tribes. If there was excess, they would barter or trade with neighboring tribes.  Nomadic Indians such as the Indians of the Great Plains and North Central Plains hunted buffalo, deer, and other animals to meet their basic needs of home, clothing, and tools.  Karankawa, Caddo, and Jumano Indians, who were more sedentary, hunted small animals and fished. Their environment lent itself to this type of hunting and gathering. 4.10B Explain the economic activities early immigrants to Texas used to meet their needs and wants.

Explain

ECONOMIC ACTIVITIES USED BY EARLY IMMIGRANTS TO TEXAS TO MEET THEIR NEEDS AND WANTS

Including, but not limited to:  Old Three Hundred and other early colonists  Farming (agriculture), ranching, and small businesses  Colonists farmed corn and cotton  European immigrants  Agriculture and small businesses – the same economic activities as in the home countries 4.11 Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to: 4.11A Describe the development of the free enterprise system in Texas.

Describe

DEVELOPMENT OF THE FREE ENTERPRISE SYSTEM IN TEXAS

Including, but not limited to:  As long as Texas has been part of a democratic country with a market economy, the government has always allowed Texans to create businesses they choose and grow. 4.11B Describe how the free enterprise system works, including supply and demand.

Describe

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 HOW THE FREE ENTERPRISE SYSTEM WORKS

Including, but not limited to:  A free enterprise economy or system is the same as a market economy. In a market economy, individuals depend on supply, demand, and prices to determine the answers to the four economic questions of “what to produce,” “how to produce,” “how much to produce,” and “for whom to produce.” The system has four characteristics: economic freedom, voluntary exchange, private property, and the profit motive. 4.11C Give examples of the benefits of the free enterprise system such as choice and opportunity.

Provide

EXAMPLES OF THE BENEFITS OF THE FREE ENTERPRISE SYSTEM

Including, but not limited to:  Examples of Benefits  Business  Choice – to own a business, then choice regarding what to produce, how to produce, how much to produce, and for whom to produce  Profit from well-managed business  Sense of control over one’s destiny  Supply and demand – high demand increases prices  Consumers  Competition lowers price  Opportunity to choose different types of the same product 4.12 Economics. The student understands patterns of work and economic 7.12 Economics. The student understands the factors that caused Texas to activities in Texas. The student is expected to: change from an agrarian to an urban society. The student is expected to: 7.12A Explain economic factors that led to the urbanization of Texas.

Explain

ECONOMIC FACTORS THAT LED TO URBANIZATION OF TEXAS

Including, but not limited to:  New industries – oil and gas

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  New technology in agriculture, cattle and ranching, and oil and gas  Improved standard of living  Transportation  Railroads – increased number of tracks and regulation of prices and standards  Roads and highways – roads and highways were built because of the increase of cars and trucks.  Workforce – the population of Texas increased due to job opportunities. 4.12A Explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and services.

Explain

HOW PEOPLE IN DIFFERENT REGIONS OF TEXAS EARN THEIR LIVING, PAST AND PRESENT, THROUGH A SUBSISTENCE ECONOMY AND PROVIDING GOODS AND SERVICES

Including, but not limited to:  Subsistence Economy – an economy that is maintained or supported at a minimum level  Coastal Plains  Past – agriculture (farming and ranching) and small businesses  Present – commercial agriculture, oil and gas, banking, aerospace industries, technology, education, military, and service industries  North Central Plains  Past – agriculture (farming and ranching), small businesses, and military forts  Present – commercial agriculture (farming and ranching), wind farms, and small industries  Great Plains  Past – ranching, and agriculture (wheat and cotton farming)  Present – commercial agriculture (cotton farming), oil and gas, ranching, wind farms  Mountains and Basins Plains  Past – ranching (cattle, goat, and sheep)  Present – ranching (cattle, goat, and sheep), oil and gas, national Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 park systems 4.12B Explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas.

Explain

HOW GEOGRAPHIC FACTORS HAVE INFLUENCED THE LOCATION OF ECONOMIC ACTIVITIES IN TEXAS

Including, but not limited to:  Climate  Example:  Coastal Region: The mild climate in the coastal region has led to major industries that can produce comfortably all year round, leading to increases in population – easier and more comfortable to live in  Transportation (e.g. highway system, ports, airports, railroads)  Example:  Railroad: The building of the railroad across Texas after Reconstruction increased the number of settlements in West Texas and the population of large urban areas. It also Closed the open frontier, changing the economy from cattle ranching to goat and sheep ranching and farming  Natural resources (e.g. gas, oil, water, grasses, forests, fish, coal, wind energy, fertile soil)  Examples:  Water: Urban areas grew where there was an ample amount of natural resources to build settlements, especially water.  Oil and gas: Areas where oil and gas were found boomed, doubling and tripling in size. (Beaumont, Midland/Odessa, East Texas)

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

Analyze

EFFECTS OF EXPLORATION, IMMIGRATION, MIGRATION AND LIMITED RESOURCES ON THE ECONOMIC DEVELOPMENT AND GROWTH OF TEXAS

Including, but not limited to:  Demand for more products  A need to move around the state

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Growth of towns and cities to buy and trade/purchase goods and services  Development of new products and services 4.12D Describe the impact of mass production, specialization, and division 7.12C Explain the changes in the types of jobs and occupations that have resulted of labor on the economic growth of Texas. from the urbanization of Texas.

Describe Explain

IMPACT OF MASS PRODUCTION, SPECIALIZATION, AND DIVISION OF CHANGES IN TYPES OF JOBS AND OCCUPATIONS THAT HAVE RESULTED LABOR ON ECONOMIC GROWTH OF TEXAS FROM URBANIZATION OF TEXAS

Including, but not limited to: Including, but not limited to:  Mass production – more products for Texans to buy at a lower cost  18th century  Specialization – more specialized products (e.g., medical industry  Farming/agriculture including prosthetic limbs; computer products)  Cattle and ranching  Division of labor – an ample supply of different types of jobs and  20th century opportunities to promote efficiency  Cattle, ranching, farming, and agricultural jobs decreased due to new technology and changing demands of the population  Oil and gas industry jobs increased due to the change in transportation and products. Most products today are made from a byproduct of oil.  More people migrated to urban areas due to jobs resulting from the oil and gas industry.  Service industry jobs increased because more of the population was living in urban areas. 4.12E Explain how developments in transportation and communication have 7.12B Trace the development of major industries that contributed to the influenced economic activities in Texas. urbanization of Texas such as transportation, oil and gas, and manufacturing. Explain Trace HOW DEVELOPMENTS IN TRANSPORTATION AND COMMUNICATION INFLUENCE ECONOMIC ACTIVITIES DEVELOPMENT OF MAJOR INDUSTRIES THAT CONTRIBUTED TO URBANIZATION OF TEXAS Including, but not limited to: Including, but not limited to:  Products and information get to places and people faster and quicker  Transportation  Developments in transportation – railroads, shipping channels, highway systems, and commercial aviation  Early 19th century – wagons, carriages, and horses  Developments in communication – telegraph, telephone, and  Latter part of the 19th century – wagons, carriages, horses, railroads, and Internet steamboats

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GRADE 4 GRADE 7  Early 20th century – railroads, shipping, cars, and trucks  Latter part of the 20th century – railroads, shipping, cars, trucks, and air service  Oil and gas  18th century – oil was found, but there was little demand for it.  1866 – Melrose Petroleum Oil Company drilled the first successful oil well.  1894 – Oil is found in Corsicana and drilling is encouraged in East.  Turn of the 20th century – Transportation improves with use of engines that use oil.  January 10, 1901 – Spindletop  1920s – New oil fields were found in East and West Texas.  World’s leading producer  1940-1950 – Demand for oil and gas and their products grew due to World War II  1960 – OPEC was formed which controlled world oil prices. The U.S. is not a member of OPEC.  1973 – Arab members of OPEC placed an embargo on oil shipped to the U.S. This event led to the increase of oil production in Texas.  1980s – The oil embargo was lifted, and oil in Texas was not in demand anymore. The oil industry in Texas was in financial trouble causing a decrease in tax revenues for the state.  1990s to present – It is a stable industry, primarily focusing on refineries and products.  Manufacturing  Turn of the 20th century – Texas had a small manufacturing industry that provided what was needed in communities.  World Wars – increase in the manufacturing of products, especially those created from natural resources like oil and gas, agricultural resources, cattle, goat, and sheep, etc.  1950s – Transportation increased the distribution of products produced.  1960s – Due to state tax breaks, industries moved to Texas. 4.12F Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas.

Explain

IMPACT OF AMERICAN IDEAS ON PROGRESS AND EQUALITY OF

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GRADE 4 GRADE 7 OPPORTUNITY ON ECONOMIC DEVELOPMENT AND GROWTH OF TEXAS

Including, but not limited to:  American ideas about progress and equality of opportunity impact the economic development and growth of Texas.  Promote innovation – NASA, MD Anderson Medical Center, large banking centers, oil and gas  Provide different levels of labor 4.13 Economics. The student understands how Texas, the United States, 7.13 Economics. The student understands the interdependence of the Texas and other parts of the world are economically interdependent. The economy with the United States and the world. The student is expected to: student is expected to: 7.13B Analyze the impact of economic concepts within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Texas.

Analyze

IMPACT OF ECONOMIC CONCEPTS WITHIN THE FREE ENTERPRISE SYSTEM ON THE ECONOMY OF TEXAS

Including, but not limited to:  Free enterprise system – type of economy where people own and run their own businesses.  It was most developed when Anglos from the United States began colonizing Texas.  Supply and demand – supply is the amount of goods available, and demand is the desire to own something and the ability to pay for it.  The crash of the stock market resulted in Americans not having enough money to buy products. This event, and the overproduction of agriculture products and oil and gas, led to a drop in prices. All of these events led to the closure of businesses, loss of jobs, and loss of homes in Texas.  Profit – profit is the degree to which persons or organizations are better off financially at the end of a time period than they were at the beginning. The increase in material well-being is termed profit. Profit is a motivational force in capitalism and in free enterprise.  Overproduction of agricultural products like cotton and oil and gas led to a drop in prices, which led to smaller profits or no profit. Without a profit, businesses during the Great Depression closed and workers lost their jobs.

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GRADE 4 GRADE 7  Government regulation  New Deal Programs during the Great Depression created jobs that put Texans to work.  Works Progress Administration (WPA), Public Works Administration (PWA), and Civilian Conservation Corp (CCC) put people to work building or improving public buildings such as schools, post offices, hospitals, coliseums, parks, swimming pools, and dams.  World competition  Import/export agricultural products  Import/export of oil 4.13A 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.

Identify

WAYS TECHNOLOGICAL CHANGES RESULTED IN INCREASED INTERDEPENDENCE

Including, but not limited to:  Transportation – railroad, automobiles, and airplanes  Communication – telegraph, telephones, and computers/Internet  Connect Texas to the U.S.; foreign countries to move Texas products, information, and people faster and quicker 4.13B Identify oil and gas, agricultural, and technological products of Texas 7.13A Analyze the impact of national and international markets and events on the that are purchased to meet needs in the United States and around the production of goods and services in Texas such as agriculture, oil and gas, world. and computer technology.

Identify Analyze

PRODUCTS OF TEXAS THAT ARE PURCHASED TO MEET NEEDS IMPACT OF MARKETS AND EVENTS ON PRODUCTION OF GOODS AND SERVICES IN TEXAS Including, but not limited to: Including, but not limited to:  Oil and gas products  Agriculture  Crude oil to develop products that are oil-based (e.g., gasoline, plastics)  Fruit industry – third largest industry in the United States  Agricultural products  Agriculture sold throughout the U.S. and international markets – cotton, rice, sugar, vegetable, fruit, cattle, poultry, and timber  Ex: corn, wheat, cotton, fruit, cattle, goat, sheep  Oil and gas  Technological products

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GRADE 4 GRADE 7  Ex: computers, computer software, aerospace, medical products  1973 Arab Oil Embargo increased oil production in Texas.  Oil and gas headquarters, and refineries are in Houston, Beaumont, and Corpus Christi  Mass production of products and early oil growth  Computer technology  IBM, Dell Computer, Texas Instruments, Tracor, Sun, Motorola, Intel, Advanced Micro Devices, Rolm, Tandem, and many other companies have chosen to establish or expand operations in the Austin area. One of the most sought-after projects of the late 1980s, the Sematech semiconductor also selected Austin as its home. 4.13C Explain how Texans meet some of their needs through the purchase of 7.13C Analyze the impact of significant industries in Texas such as oil and gas, products from the United States and the rest of the world. aerospace, medical, and computer technologies on local, national, and international markets. Explain Analyze HOW TEXANS MEET NEEDS THROUGH PURCHASE OF PRODUCTS IMPACT OF SIGNIFICANT INDUSTRIES IN TEXAS ON LOCAL, NATIONAL, Including, but not limited to: AND INTERNATIONAL MARKETS  Tractors for agriculture Including, but not limited to:  Foods that can’t be grown in Texas like pineapples, apples  Oil and gas – Houston and Dallas are the home office of many oil  Specialty items like Mrs. Field’s Cookies companies, and Houston, Beaumont, and Corpus Christi are the home of oil  Clothing, household decorations refineries. This has led to many oil-related jobs and industries, supporting industries and revenue for the state.  Aerospace – NASA was located in Houston (Clear Lake) and other aerospace industries grew from this. It brought many jobs to the Houston area, as well as other cities, that were the home of other aerospace industries.  Medical technology – MD Anderson Cancer Research Hospital is the leading research hospital in the nation. Most large and mid-size urban areas are medical hubs and support jobs and industries.  Computer technology – companies in Austin, Dallas and other cities provide jobs and contribute to a highly educated workforce. 4.14 Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: 4.14A Compare how various American Indian groups such as the Caddo and the Comanche governed themselves.

Compare

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 HOW AMERICAN INDIAN GROUPS GOVERNED THEMSELVES

Including, but not limited to:  Caddo  Each village had a chief or main leader. The chief led the village with a small group of older tribe members.  The chief and the group served as the government for the village. They kept order and protected the people from attacks by other villages.  Caddo villages belonged to a confederation. A confederation is a group made up of smaller groups that join together to help one another.  Comanche  Tribes/groups had a chief to lead warriors and other chiefs to make decisions and solve problems in times of peace.  A council or group of leaders helped make decisions. 4.14B Identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas.

Identify, Compare

CHARACTERISTICS OF GOVERNMENTS AND THEIR INFLUENCE ON INHABITANTS OF TEXAS

Including, but not limited to:  Spanish Colonial  Led by a King and Queen (monarchy) and their appointed viceroys in New Spain who made decisions about how the Spanish citizens would be governed  It caused Texans to help fight for Mexican independence because they did not have a say in their government  Mexican  Mexican Constitution of 1824: granted three branches of government, representative government, Roman Catholic faith as accepted religion of the colony  The democratic government resulted in Anglo colonization and allowed Texans to have a voice, but when that voice was taken away by a dictatorship, Texans declared independence

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GRADE 4 GRADE 7 4.15 Government. The student understands important ideas in historical 7.14 Government. The student understands the basic principles reflected in the documents of Texas and the United States. The student is expected to: Texas Constitution. The student is expected to: 4.15A 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.

Identify, Explain

PURPOSES, IMPORTANCE OF DOCUMENTS

Including, but not limited to:  Texas Declaration of Independence – declared independence from Mexico  Texas State Constitution – established form of government and laws for the State of Texas  Meusebach-Comanche Treaty – an agreement between German settlers and Texas Indians near Fredericksburg to share each other’s land, report on any wrong doing, and survey the area. This agreement opened 3 million acres of land to settlement.  Other documents 7.14A Identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

Identify

HOW THE TEXAS CONSTITUTION REFLECTS THE PRINCIPLES OF LIMITED GOVERNMENT

Including, but not limited to:  State of Texas Constitution of 1836  Republicanism – a belief that government should be based on the consent of the people; people exercise their power by voting for political representatives Article I. SEC.3 The members of the House of Representatives shall be chosen annually, on the first Monday of September each year, until Congress shall otherwise provide by law, and shall hold their offices one year from the date of their election.  Limited Government – the principle that requires all U.S. citizens, including government leaders, to obey the law Article I. SEC. 12. Judgment in cases of impeachment shall only extend to

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GRADE 4 GRADE 7 removal from office, and disqualification to hold any office of honor, trust or profit under this Government; but the party shall nevertheless be liable to indictment, trial, judgment and punishment according to law. (Article 15 explains the impeachment process which puts limits on what officeholders can and cannot do while they hold office.)  Checks and Balances – the ability of each branch of government to exercise checks, or controls, over the other branches Article I. SEC. 6. The House of Representatives shall choose their speaker and other officers, and shall have the sole power of impeachment being charged with misconduct during office.  Federalism – a system of government where power is shared among the central (or federal) Schedule SEC. 6. Until the first enumeration shall be made, as directed by this Constitution, the precinct of Austin shall be entitled to one representative; the precinct of Brazoria two representatives; the precinct of Bexar two representatives; the precinct of Colorado one representative; Sabine one; Gonzales one; Goliad one; Harrisburg one; Jasper one; Jefferson one; Liberty one; Matagorda one; Mina two; Nacogdoches two; Red River three; Victoria one; San Augustine two; Shelby two; Refugio one; San Patricio one; Washington two; Milam one; and Jackson one representative  Separation of Powers – the division of basic government roles into branches Article I. SEC. 1. The powers of this Government shall be divided into three departments, viz: Legislative, Executive and Judicial, which shall remain forever separate and distinct.  Popular Sovereignty – a government in which the people rule; a system in which the residents vote to decide an issue General Provisions SEC. 1. Laws shall be made to exclude from office, from the right of suffrage, and from serving on juries, those who shall hereafter be convicted of bribery, perjury, or other high crimes and misdemeanors.  Individual Rights – a personal liberty and privilege guaranteed to U.S. citizens by the Bill of Rights Declaration of Rights First. All men, when they form a social compact, have equal rights, and no man or set of men are entitled to exclusive public privileges or emoluments from the community.

 State of Texas Constitution of 1876  Republicanism – a belief that government should be based on the

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GRADE 4 GRADE 7 consent of the people; people exercise their power by voting for political representatives Article III. SEC. 4. The members of the House of Representatives shall be chosen by the qualified electors, and their term of office shall be two years from the day of their election.  Limited Government – the principle that requires all U.S. citizens, including government leaders, to obey the law Article III. SEC. 14. Senators and representatives shall, except in cases of treason, felony or breach of peace, be privileged from arrest during the session of the Legislature, and in going to and returning from the same, allowing one day for every twenty miles such member may reside from the place at which the Legislature is convened.  Checks and Balances – the ability of each branch of government to exercise checks, or controls, over the other branches Article IV. SEC. 14. Every bill which shall have passed both houses of the Legislature shall be presented to the governor for his approval. If he approve he shall sign it; but if he disapprove it, he shall return it with his objections, to the house in which it originated, which house shall enter the objections at large upon its journal, and proceed to reconsider it. If, after such reconsideration, two-thirds of the members present agree to pass the bill, it shall be sent, with the objections, in the other house, by which likewise it shall be reconsidered; and, if approved by two-thirds of the members of that house, it shall become a law; but in such cases the votes of both houses shall be determined by yeas and nays, and the names of the members voting for and against the bill shall be entered on the journal of each house respectively. Article XV. SEC 1. The power of impeachment shall be vested in the House of Representatives  Federalism – a system of government where power is shared among the central (or federal) government and the states Article I SEC. 1. Texas is a free and independent State, subject only to the Constitution of the United States; and the maintenance of our free institutions and the perpetuity of the Union depend upon the preservation of the right of local self-government unimpaired to all the States.  Separation of Powers – the division of basic government roles into branches Article II. SEC. 1. The powers of the government of the State of Texas shall be divided into three distinct departments  Popular Sovereignty – a government in which the people rule; a system in which the residents vote to decide an issue Article VI. SEC. 3. All qualified electors of the State, as herein described,

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GRADE 4 GRADE 7 who shall have resided for six months immediately preceding an election within the limits of any city or corporate town, shall have the right to vote for mayor and all other elective officers.  Individual Rights – a personal liberty and privilege guaranteed to U.S. citizens by the Bill of Rights  Bill of Rights – 29 Sections SEC. 2. All political power is inherent in the people and all free governments are founded on their authority, and instituted for their benefit. The faith of the people of Texas stands pledged to the preservation of a republican form of government, and, subject to this limitation only, they have at all times the inalienable right to alter, reform or abolish their government in such manner as they may think expedient. 4.15B Identify and explain the basic functions of the three branches of 7.14B Compare the principles and concepts of the Texas Constitution to the U.S. government according to the Texas Constitution. Constitution, including the Texas and U.S. Bill of Rights.

Identify, Explain Compare

BASIC FUNCTIONS OF THE THREE BRANCHES OF GOVERNMENT PRINCIPLES AND CONCEPTS OF TEXAS CONSTITUTION TO THE U.S. ACCORDING TO THE TEXAS CONSTITUTION CONSTITUTION

Including, but not limited to: Including, but not limited to: Similarities and differences  Executive – executes laws; led by governor  Based on the principles of governments (See 14A)  Legislative – make (legislate) laws; led by House of Representatives  and Senate  Three branches of government  Judicial – interprets laws led by Supreme Court  Bill of Rights that list rights given to all citizens 4.15C Identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).

Identify

INTENT, MEANING, AND IMPORTANCE OF DOCUMENTS

Including, but not limited to:  Declaration of Independence  Intent/meaning – to explain the grievances (complaints) Americans had about the actions of King George III and Great Britain  This document declared independence from Great Britain and began the American Revolution  U.S. Constitution

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GRADE 4 GRADE 7  Intent/meaning – to create a constitutional republic based on the principles of government  Importance – formed the government of the United States  Bill of Rights  Intent/meaning – to list the individual rights of Americans  Importance – a document that specifically explains how the individual rights of Americans are protected 7.15 Government. The student understands the structure and functions of government created by the Texas Constitution. The student is expected to: 7.15A Describe the structure and functions of government at municipal, county, and state levels.

Describe

STRUCTURE AND FUNCTIONS OF GOVERNMENT

Including, but not limited to:  Municipal level  Structure – city limits, Mayor-Council-City Manager government  Function – provide government services, police and fire protection, emergency medical services (ambulances), sewers and water lines, inspection of health and sanitation rules, and zoning rules that govern what kinds of buildings may be placed in certain parts of the city.  County (254 Counties)  Structure – precincts: each precinct has a county commissioner, headed by a county judge.  Function – Help the state collect taxes, oversee and administer law enforcement, and provide services to the rural population  State  Structure – Representative and Senate districts  Executive Branch – Governor  Legislative Branch – Representatives and Senators  Judicial Branch – Judges  Function – maintain highways and state law enforcement, interpret and enforce laws, a prison system, and a National Guard, supports public schools, colleges, universities, and public health 7.15B Identify major sources of revenue for state and local governments such as

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 property tax, sales tax, and fees.

Identify

SOURCES OF REVENUE FOR STATE AND LOCAL GOVERNMENTS

Including, but not limited to:  State and local government are funded by taxes  Property tax – property is taxed and funds education  Sales tax – largest source of tax revenue  State and local governments receive federal funds for projects  Federal funds – second largest source of tax revenue – state and local governments collect fees  Licenses and permits  Fines (e.g., library fines, parking fines)  Interest on investments, state lottery, and money earned from public lands 7.15C Describe the structure, funding, and governance of Texas public education, including local property taxes, bond issues, and state and federal funding supported by state and federal taxpayers.

Describe

STRUCTURE, FUNDING, AND GOVERNANCE OF TEXAS PUBLIC EDUCATION

Including, but not limited to:  Approximately 1,050 school districts  Structure – divided into independent school districts  Governance – the local Board of Trustees (School Board) is elected by residents in the school district. They hire a Superintendent, administrators, and teachers. They make financial and educational decisions for the district.  State Board of Education is elected to provide standards and policies as well as approving materials.  Texas Education Agency – oversees the implementation of State Board of Education policies and other regulatory functions and local school districts  Funded by property tax bond issues, as well as by state and federal funding supported by state and federal taxpayers 4.16 Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 4.16A 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.

Explain

THE MEANING OF PATRIOTIC SYMBOLS AND LANDMARKS OF TEXAS

Including, but not limited to:  Six flags over Texas – These are the countries that ruled Texas (Spain, France, Mexico, Republic of Texas, the Confederate States of America, and the United States)  San Jacinto Monument – erected in 1936 at San Jacinto (outside of Houston) to acknowledge those who fought for independence there  The Alamo – a symbol of the courage of Texans during the Texas Revolution. The battle that was the turning point in the Texas Revolution. After this battle, there was no turning back.  Other various missions – San José Mission: known as the “queen of the missions;” first successful mission and led to more settlements in Texas 4.16B Sing or recite "Texas, Our Texas."

Sing, Recite

“TEXAS, OUR TEXAS”

Including, but not limited to:  “Texas, Our Texas” Texas, Our Texas! all hail the mighty State! Texas, Our Texas! so wonderful so great! Boldest and grandest, withstanding ev'ry test O Empire wide and glorious, you stand supremely blest.

(chorus) Texas, O Texas! your freeborn single star, Sends out its radiance to nations near and far, Emblem of Freedom! it set our hearts aglow, With thoughts of San Jacinto and glorious Alamo.

(chorus) Texas, dear Texas! from tyrant grip now free, Shines forth in splendor, your star of destiny! Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 Mother of heroes, we come your children true, Proclaiming our allegiance, our faith, our love for you.

(chorus) God bless you Texas! And keep you brave and strong, That you may grow in power and worth, throughout the ages long.

God bless you Texas! And keep you brave and strong, That you may grow in power and worth, throughout the ages long. 4.16C Recite and explain the meaning of the Pledge to the Texas Flag.

Recite, Explain

MEANING OF THE PLEDGE TO THE TEXAS FLAG

Including, but not limited to:  Pledge of allegiance to the Texas state flag  "Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible."  A pledge is said to proclaim loyalty 4.16D Describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

Describe

ORIGINS AND SIGNIFICANCE OF STATE CELEBRATIONS Including, but not limited to:  Texas Independence Day  March 2,1836; declared Texas independent of Mexico at Washington-on-the-Brazos  Juneteenth  June 19, 1865; the day slaves found out they were free in Texas. Gen. Gordon Granger arrived in Galveston and announced that slaves were free and the war was over. (The order freeing slaves in slave states took effect Jan. 1, 1863.) 4.17 Citizenship. The student understands the importance of active 7.16 Citizenship. The student understands the rights and responsibilities of individual participation in the democratic process. The student is Texas citizens in a constitutional republic. The student is expected to: expected to: 7.16A Identify rights of Texas citizens.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 Identify

RIGHTS OF TEXAS CITIZENS

Including, but not limited to:  Rights of U.S. citizens  Rights defined in the Texas Constitution and Texas Bill of Rights  Follows the U.S. Bill of Rights, but more specific  Included in Articles of the Texas Constitution  31 amendments in the Bill of Rights  Freedom of speech and press  Some rights protected  Republican form of government  Equal rights and equality under the law  Religion  Protection of search and seizure  Rights of the accused, and trial by jury  Imprisonment for debt 4.17A Identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll.

Identify

IMPORTANT INDIVIDUALS WHO HAVE PARTICIPATED VOLUNTARILY IN CIVIC AFFAIRS AT STATE AND LOCAL LEVELS

Including, but not limited to:  Adina de Zavala  San Antonio teacher and historian who led the fight to preserve Texas historical sites and the education of Texas heritage like the Alamo and four Franciscan missions and the Spanish Governor’s Palace  Encouraged statewide recognition of March 2, Texas Independence Day  Suggested that Texas schools be named after Texas heroes  Facilitated in the marking of almost 40 major sites as places of

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GRADE 4 GRADE 7 historical significance  Clara Driscoll  Known as the “Savior of the Alamo”  1903 – raised money to prevent the sale of the Alamo by a hotel corporation  1905 – The state awarded responsibility to care for the Alamo to the Daughters of the Republic of Texas. 4.17B Explain how individuals can participate voluntarily in civic affairs at 7.16B Explain and analyze civic responsibilities of Texas citizens and the state and local levels through activities such as holding public importance of civic participation. officials to their word, writing letters, and participating in historic preservation and service projects. Explain, Analyze

Explain CIVIC RESPONSIBILITIES OF TEXAS CITIZENS AND THE IMPORTANCE OF CIVIC PARTICIPATION HOW INDIVIDUALS CAN PARTICIPATE VOLUNTARILY IN CIVIC AFFAIRS Including, but not limited to:  Civic responsibilities Including, but not limited to:  Vote  State Level  Lobby  Holding public officials to their word through letters/e-mails  Being informed by newspapers, television, and Internet  Participating in historic preservation and service projects by donating money and volunteering your time organizing or being a  Jury duty docent  Run for city, county, and state elected offices  Campaign for candidates  Pay taxes  Work as part of polling staff for local and state election  Importance of civic participation  Local level  Holding public officials to their word through letters/e-mails and attending city council meetings  Participating in historic preservation and service projects by donating money and volunteering your time organizing or being a docent  Working for nonprofit agencies (Girl/Boy Scouts)  Donating food to a food bank  Walking dogs at the humane society  Placing American flags out in neighborhood yards for patriotic holidays 4.17C Explain the duty of the individual in state and local elections such as

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 being informed and voting.

Explain

DUTY OF THE INDIVIDUAL IN STATE AND LOCAL ELECTIONS

Including, but not limited to:  Being informed about candidates and elected position  Vote in elections  Run for office  Volunteer at polling locations 4.17D 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.

Identify

IMPORTANCE OF HISTORICAL FIGURES AND IMPORTANT INDIVIDUALS WHO MODELED ACTIVE PARTICIPATION IN THE DEMOCRATIC PROCESS

Including, but not limited to:  Sam Houston  Military leader during the Texas Revolution  Two-time President of the Republic of Texas  Governor of Texas  Senator of Texas  Barbara Jordan  First African American to serve in the state senate in a century and first African American woman from the South ever to serve in the U.S. Congress  Lorenzo de Zavala  Helped write the Texas Declaration of Independence  Helped design the ad interim government at Washington-on-the Brazos  Elected Vice President of the new republic

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GRADE 4 GRADE 7  Ann Richards  Second female governor of Texas  Remembered for adding diversity to state government and creating a lottery  Sam Rayburn  Served as the Speaker of the Texas House in 1911  Served as a U.S. Representative from 1912 until his death in 1961  Served as U.S. Speaker of the House for 17 years, longer than any other speaker  Henry B. González  U.S. Congressman who fought for equality in health care, housing, and justice for all  James A. Baker III  Served as the Chief of Staff in President Ronald Reagan's first administration and in the final year of the administration of President George H. W. Bush  Served as Secretary of the Treasury from 1985-1988 in the second Reagan administration  Secretary of State in the George H. W. Bush administration  The James A. Baker III Institute for Public Policy at Rice University in Houston, Texas, is named for him  Wallace Jefferson  First African American who served as Justice of the Texas Supreme Court in 2002 and 2004  Local individuals 4.17E Explain how to contact elected and appointed leaders in state and local governments.

Explain

HOW TO CONTACT ELECTED AND APPOINTED LEADERS IN STATE AND LOCAL GOVERNMENTS

Including, but not limited to:  Write letters; e-mails; phone calls; social networks (Twitter, etc.)  Websites 7.17 Citizenship. The student understands the importance of the expression of

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GRADE 4 GRADE 7 different points of view in a democratic society The student is expected to: 7.17A Identify different points of view of political parties and interest groups on important Texas issues, past and present.

Identify

DIFFERENT POINTS OF VIEW ON IMPORTANT TEXAS ISSUES, PAST AND PRESENT

Including, but not limited to:  Point of View – a way a person or group of people see things. A point of view is influenced by the historical context (values and beliefs of a time period) and frame of reference (personal background).  Political party  Republicans – focus on big business and the economy of Texas; socially conservative  Democrats – focus on improving social and environmental issues  Interest groups – single item focus (e.g., oil and gas, anti-abortion, immigration)  Texas issues: Past: ______ Point of view of political party – Republican party  Point of view of political party – Democratic party  Point of view of interest group  Texas issues: Present: ______ Point of view of political party – Republican party  Point of view of political party – Democratic party  Point of view of interest group 7.17B Describe the importance of free speech and press in a democratic society.

Describe

IMPORTANCE OF FREE SPEECH AND PRESS IN A DEMOCRATIC SOCIETY

Including, but not limited to:  Free speech and press are basic human rights. Freedom of speech to a certain degree defines the level of creativity and achievement in a society. Without freedom of speech, the people’s creativity and ability to solve problems is stifled. If the freedom to receive and give input is limited, then it would be hard to discuss and fully know issues and options, limiting views

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GRADE 4 GRADE 7 and choices. 7.17C Express and defend a point of view on an issue of historical or contemporary interest in Texas.

Express, Defend

POINT OF VIEW ON AN ISSUE OF HISTORICAL OR CONTEMPORARY INTEREST IN TEXAS

Including, but not limited to:  Historical Issue  Events that led to the Revolution  Remain part of Mexico or declare independence  Civil War  Support the Union or the Confederacy  Contemporary Issue  Immigration – the conservative government built a wall along the border between Mexico and the United States.  Water Use – growth in population has caused demand for water. Water is not distributed equally, and drought has caused Texans to examine water use.  Energy – the use of alternative energy, such as wind farms, have been built in flat, desolate, and windy areas of Texas. Opponents feel that wind farms will affect wild life sanctuaries, as well as other wild life. 4.18 Citizenship. The student understands the importance of effective 7.18 Citizenship. The student understands the importance of effective leadership leadership in a constitutional republic. The student is expected to: in a democratic society. The student is expected to: 4.18A Identify leaders in state, local, and national governments, including 7.18A Identify the leadership qualities of elected and appointed leaders of Texas, the governor, local members of the Texas Legislature, the local mayor, past and present, including Texans who have been president of the United U.S. senators, local U.S. representatives, and Texans who have been States. president of the United States. Identify Identify LEADERSHIP QUALITIES OF ELECTED AND APPOINTED LEADERS, PAST LEADERS IN GOVERNMENT AND PRESENT

Including, but not limited to: Including, but not limited to:  Examples of leadership qualities to be applied  Local government  Intelligent  Local mayor  Wise  Other local officials

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GRADE 4 GRADE 7  State government  Courageous  Governor: Rick Perry – Republican  Brave  Local members of the Texas Legislature  Aware of different cultures of the world  National government  Decision-maker  U.S. Senators  Texans who have been president of the United States  Kay Bailey Hutchinson (Republican)  Dwight Eisenhower – born in Texas, but considered Kansas his home  John Cornyn (Republican)  Lyndon B. Johnson  Texans who have been President of the United States  George H.W. Bush  Lyndon B. Johnson (Democrat)  George W. Bush  George H.W. Bush (Republican)  Other elected and appointed leaders  George W. Bush (Republican)  Dwight D. Eisenhower (Republican) – born in Denison, Texas, but considered Kansas his home 4.18B Identify leadership qualities of state and local leaders, past and 7.18B Identify the contributions of Texas leaders, including Lawrence Sullivan present. "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Identify Sam Rayburn, and Raul A. Gonzalez Jr.

LEADERSHIP QUALITIES OF STATE AND LOCAL LEADERS, PAST AND Identify PRESENT CONTRIBUTIONS OF TEXAS LEADERS Including, but not limited to: Including, but not limited to:  Intelligent  Lawrence Sullivan "Sul" Ross  Wise  The 19th governor of Texas, a Confederate States Army general during  Courageous the American Civil War, and a president of the Agricultural and  Brave Mechanical College of Texas, now called Texas A&M University  Aware of different cultures of the world  John Nance Garner ("Cactus Jack")  State leaders  Vice President under Franklin Roosevelt (1933-1941); Speaker of the  Leadership qualities House of Representatives (1931-1933)  Local leaders  James A. Baker III  Leadership qualities  Served as the Chief of Staff in President Ronald Reagan's first administration and in the final year of the administration of President George H.W. Bush  Served as Secretary of the Treasury from 1985-1988 in the second Reagan administration  Secretary of State in the George H.W. Bush administration

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GRADE 4 GRADE 7  The James A. Baker III Institute for Public Policy at Rice University in Houston, Texas, is named for him.  Henry B. González  U.S. Congressman who fought for equality in health care, housing, and justice for all.  Kay Bailey Hutchison  First female U.S. Senator from Texas  Brought federally funded projects to Texas  Barbara Jordan  First African American to serve in the state senate in a century, and first African American woman from the South ever to serve in the U.S. Congress  Raymond L. Telles  Telles was elected El Paso’s first Mexican-American mayor in 1957 and the first Mexican American of a major American city.  President John F. Kennedy appointed him Ambassador to Costa Rica.  In 1967, President Lyndon B. Johnson appointed him chairman of the U.S.-Mexican Border Commission.  In 1971, President Richard Nixon appointed him chairman of the Equal Employment Opportunity Commission for the United States.  Sam Rayburn  He served as the Texas State House Speaker in 1911.  Served as a U.S. Representative from 1912 until his death in 1961  Served a Served as U.S. Speaker of the House for 17 years (longer than any other speaker)  As a longstanding member of the U.S. House of Representatives, Rayburn supported regulatory legislation such as the Securities and Exchange Commission and the Federal Communications Commission.  Rayburn also pushed for building farm to market roads and providing electricity to rural areas  Raul A. Gonzalez Jr.  Houston city attorney  Assistant U.S. attorney for the Southern District of Texas in Brownsville  District Judge of the 103rd Judicial District  Associate justice on the Thirteenth Court of Appeals

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GRADE 4 GRADE 7  Associate justice of the Texas Supreme Court 4.19 Culture. The student understands the contributions of people of 7.19 Culture. The student understands the concept of diversity within unity in various racial, ethnic, and religious groups to Texas. The student is Texas. The student is expected to: expected to: 7.19A Explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances.

Explain

HOW THE DIVERSITY OF TEXAS IS REFLECTED IN CULTURAL ACTIVITIES, CELEBRATIONS, PERFORMANCES

Including, but not limited to:  Cultural activities, celebrations, and performances  Texas Folklife Festival  Wurstfest (German)  Quinceañera (Mexican)  Religious activities 4.19A Identify the similarities and differences among various racial, ethnic, 7.19B Describe how people from various racial, ethnic, and religious groups and religious groups in Texas. attempt to maintain their cultural heritage while adapting to the larger Texas culture. Identify Describe SIMILARITIES AND DIFFERENCES AMONG RACIAL, ETHNIC, AND RELIGIOUS GROUPS IN TEXAS HOW PEOPLE FROM RACIAL, ETHNIC, AND RELIGIOUS GROUPS ATTEMPT TO MAINTAIN CULTURAL HERITAGE WHILE ADAPTING TO THE LARGER Including, but not limited to: TEXAS CULTURE  Similarities Including, but not limited to:  Maintained culture through celebrations, food, music, and language  Maintained food, music, traditions, language, and religion over many  Came to Texas for economic opportunities and freedom generations  Differences  Celebrations practiced in new world  How and why they came to Texas  Came from Europe, Mexico, Asia, and the United States 4.19B Identify customs, celebrations, and traditions of various cultural, 7.19C Identify examples of Spanish influence and the influence of other cultures regional, and local groups in Texas such as Cinco de Mayo, on Texas such as place names, vocabulary, religion, architecture, food, and Oktoberfest, the Strawberry Festival, and Fiesta San Antonio. the arts.

Identify Identify

CUSTOMS, CELEBRATIONS, TRADITIONS OF CULTURAL, REGIONAL, EXAMPLES OF SPANISH INFLUENCE AND THE INFLUENCE OF OTHER Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 LOCAL GROUPS IN TEXAS CULTURES ON TEXAS

Including, but not limited to: Including, but not limited to:  Cinco de Mayo  Spanish  May 5th  Place names  Very popular in U.S. cities and towns with large Mexican  Amarillo – in Spanish it means yellow. This was the color of the soil of populations; not as popular in Mexico the area and the beautiful wildflowers. Named by early settlers in this area  Commemorates the Mexican victory over the French army at the Battle of Puebla in 1862  Rio Grande – in Spanish it means “Big River”  Mexican food, entertainment, and beverages provided  Most Texas rivers and landforms  Oktoberfest  Vocabulary  Celebration of German heritage in towns and cities that have large  Vaquero – Spanish word for cowboy German populations in the fall  Rodeo – a sport that is based on the skills of cowboys or vaqueros  German food, entertainment, and beverages provided  Religion  Celebrated in October  Roman Catholic  Strawberry Festival  Architecture  Celebrated in April in Poteet  Home – hacienda  Celebrates the harvest of strawberries grown in Poteet  Presidio – fort  Fiesta San Antonio  Aceqias – wells (aquifer)  Celebrated in April  Adobe – brick  Started in 1891 with parades, entertainments, parties, and food  Arch – style of architecture  Funds are given to organizations in San Antonio  Food  Tortillas – flat bread made of corn  Tamales – dumpling made of corn flour and meat  Arts  Corridos – ballads  Frescos – mural painting found in Catholic churches  Tejano Music – music that originated from the cultural convergence of Spanish, German, Czech, and Polish music and instruments  Other Cultures  Place names  Fredricksburg and New Braunfels (German)  Vocabulary

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GRADE 4 GRADE 7  Kindergarten, wiener, pretzel, sauerkraut  Religion  Lutheran (Wends, Germans)  Catholic  Architecture  Germans – half-timbered Vereins-Kirche  Food  German – Bratwurst  Italian – Pasta  Czech – Kolaches  Arts  Painted Churches of Texas – 15 churches built to have the façade of churches in Europe 4.19C Summarize the contributions of people of various racial, ethnic, and 7.19D Identify contributions to the arts by Texans such as Roy Bedichek, Diane religious groups in the development of Texas such as Lydia Mendoza, Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Ney, Amado Peña Chelo Silva, and Julius Lorenzo Cobb Bledsoe. Jr., Walter Prescott Webb, and Horton Foote.

Summarize Identify

CONTRIBUTIONS OF PEOPLE OF VARIOUS RACIAL, ETHNIC, AND CONTRIBUTIONS TO THE ARTS BY TEXANS RELIGIOUS GROUPS IN THE DEVELOPMENT OF TEXAS Including, but not limited to: Including, but not limited to:  Roy Bedichek – a lifelong outdoorsman, and animal lover, Bedichek wrote  Lydia Mendoza (Ethnic) "Adventures with a Texas Naturalist", which was published in 1947. His letters, evidence of his enthusiastic correspondence, were collected into two  “Lark of the Border” books. Bedichek is fondly remembered as a conversationalist, folklorist, and  First to record Tejano and Norteno music during the 1940s and storyteller who related all experience to the natural world. (June 27, 1878 – 1950s May 21, 1959)  Received the National Medal of Arts in 1999  Diane Gonzales Bertrand – Bertrand is a Mexican-American author of  Born in Houston children’s and young adult book focusing on Mexican American characters. (e.g., is Family, Familia)  Chelo Silva (Ethnic)  J. Frank Dobie – he was a Texas writer who wrote about Black, Anglo, and  Queen of the Bolero Hispanic cowboys, as well as Indian, Spanish, African American, and  Reigned over Tejano music scene with her romantic ballads and Mexican heritage. His writings developed an appreciation of the legends, the passionate performances in 1940s and into the 1960s myths, and the many cultures of Texas. His best known books are The Longhorns, The Mustangs, and A Vaquero of the Brush Country. He also  Born in Brownsville organized the Texas Institute of Letters to promote and encourage Texas  Most well known of the female Spanish-language singers reaching writers. (1888-1964) outside the United States and into Latin America  Scott Joplin – he was a black Texan who established ragtime, one of the

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GRADE 4 GRADE 7  Julius Lorenzo Cobb Bledsoe (Racial) most popular forms of music during the turn of the 20th century. Joplin was a talented pianist and music writer. He wrote more than 500 pieces of music,  Born in Waco including a ballet and two operas. Among his best loved works are “Maple  Praised for his ability to sing in several languages and for his vocal Leaf Rag”, “The Entertainer” and the opera “Treemonisha.” (1867-1917) control  Elisabet Ney – Elisabet Ney was an early female artist who had a studio in  His role as "Joe" in Jerome Kern's Showboat made the song "Ol' Austin. Ney sculpted the “great men” of frontier Texas, among them life-size Man River" an American classic figures of Stephen F. Austin and Sam Houston that stand today in the national and state capitols. She also sculpted European notables. She and her husband also played an active role in the establishment of Texas state universities and the Texas Fine Arts Association. (1833-1907)  Amado Peña Jr. – a Laredo native, Pena is an artist that uses bold colors and composition to pay tribute to Native Americans who survive by living in harmony with an adversarial, untamed environment. (1943-present)  Walter Prescott Webb – as a University of Texas history professor, Webb was a well respected historian who wrote books such as The Texas Rangers and the award-winning The Great Plains. (1888-1963)  Horton Foote – Foote was an American playwright and screenwriter. He was best known for his Academy Award-winning screenplays such as the 1962 film To Kill a Mockingbird and the 1983 film Tender Mercies. In 2000, he was awarded the National Medal of Arts. (1916-2009) 4.20 Science, technology, and society. The student understands the impact 7.20 Science, technology, and society. The student understands the impact of of science and technology on life in Texas. The student is expected to: scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to: 7.20A Compare types and uses of technology, past and present.

Compare

TYPES AND USES OF TECHNOLOGY, PAST AND PRESENT

Including, but not limited to:  Transportation  Railroad  Past – to transport cattle, agricultural products, and people  Present – use refrigerated trucks and faster rail systems to transport cattle and agricultural products  Agriculture  Barbed wire  Past – fenced in open range and kept cattle from breaking fence  Present – large commercial farms that use stronger fencing material

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GRADE 4 GRADE 7  Windmill (windpump or windwheel)  Past – provided water so cattle can be contained and farming can be developed  Present – irrigation systems are built to more effectively provide water for animals and farming  Communication  Past – telegraph, telephones, letters, and very slow  Present – Since World War II, the communication is still the same, but now includes cell phones and Internet/e-mail.  Energy  Past – wood and kerosene  Present – since the early 20th century, electricity, wind, and solar 4.20A Identify famous inventors and scientists such as Gail Borden, Joseph 7.20B Identify Texas leaders in science and technology such as Walter Glidden, Michael DeBakey, and Millie Hughes-Fulford and their Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, contributions. and Howard Hughes Sr.

Identify Identify

FAMOUS INVENTORS AND SCIENTISTS AND THEIR CONTRIBUTIONS TEXAS LEADERS IN SCIENCE AND TECHNOLOGY

Including, but not limited to: Including, but not limited to:  Gail Borden  Walter Cunningham  Surveyor  He was aboard the first Apollo spacecraft that carried astronauts into space. He, and three other astronauts successfully orbited the Earth 163  Designed the cities of Galveston and Houston times returning safely after 11 days. For his bravery, he earned the  Improved the meat biscuit American Legion Medal of Valor.  Invented a process for condensing milk  Political/economic – NASA continued to be a viable government entity  Joseph Glidden located in Clear Lake outside of Houston. NASA has contributed to the economy of the Houston area through government support.  Invented most successful form of barbed wire  Michael DeBakey  Michael DeBakey  He developed procedures to prevent heart attacks. In 1966, he was the  Developed procedures to prevent heart attacks. In 1966, he was the first surgeon to fully implant a mechanical heart pump in a patient. first surgeon to fully implant a mechanical heart pump in a patient.  DeBakey and Cooley were rivals in this industry until a few years before  DeBakey and Cooley were rivals in this industry until a few years DeBakey’s death. before DeBakey’s death.  Political/economic – Houston became one of the most important medical  Political/economic – Houston became one of the most important locations in the world. Being a medical hub has led to a strong economy medical locations in the world. Being a medical hub has led to a and political and philanthropic support of this industry. People from strong economy and political and philanthropic support of this around the world come to Houston to receive care for their heart. industry. People from around the world come to Houston to receive

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GRADE 4 GRADE 7 care for their heart.  Denton Cooley  Millie Hughes-Fulford  He became the first heart surgeon to perform a human heart transplant in  An American medical investigator and molecular biologist who flew 1968. Later in 1969, he was the first to use an artificial heart to replace aboard a NASA Space Shuttle mission helping astronauts deal with human hearts. their medical issues, osteoporosis, and their immune system in  Debakey and Cooley were rivals in this industry until a few years before space Debakey’s death.  Political/economic – Houston became one of the most important medical locations in the world. Being a medical hub has led to a strong economy and political and philanthropic support of this industry. People from around the world come to Houston to receive care for their heart.  Benny Brooks  Benny Frances Brooks was the first woman to become a pediatric surgeon in the state of Texas. In her work at Texas Children's Hospital and St. Joseph's Hospital in Houston, she conducted research on congenital defects, burn treatment, spleen reparation, and the prevention of hepatitis. A foundation set up in her name has advanced the surgical care of young children in Texas by endowing chairs at medical colleges, donating special equipment to hospitals and medical centers, and providing research grants for the study of pediatric illnesses and diseases.  Political/economic – Houston became one of the most important medical locations in the world. Being a medical hub has led to a strong economy and political and philanthropic support of this industry.  Michael Dell  American entrepreneur, businessman, and author, known as the founder and CEO of Dell, Inc., one of the world's leading sellers of personal computers  Dell, Inc. is one of the largest computer companies in the world. It has caused Texas to be a center for technology and has brought many jobs to Texas and around the world.  Howard Hughes, Sr.  Howard Hughes, Sr., from Houston, developed a new type of drill bit called the rotary drill bit. The bit made it possible to drill through very hard rock to reach oil deep underground. (1933)  The drill bit revolutionized the oil industry which is one of the largest industries in Texas. 4.20B Describe how scientific discoveries and innovations such as in 7.20C Analyze the effects of various scientific discoveries and technological aerospace, agriculture, energy, and technology have benefited innovations on the development of Texas such as advancements in the individuals, businesses, and society in Texas. agricultural, energy, medical, computer, and aerospace industries.

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GRADE 4 GRADE 7 Describe Analyze

HOW SCIENTIFIC DISCOVERIES AND INNOVATIONS HAVE EFFECTS OF VARIOUS SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL BENEFITED INDIVIDUALS, BUSINESSES, AND SOCIETY IN TEXAS INNOVATIONS ON THE DEVELOPMENT OF TEXAS

Including, but limited to: Including, but not limited to:  Aerospace  Advancements in the agricultural industries  New products (e.g., velcro, thermapedic mattress)  Barbed wire – fencing that prevented cattle and other animals from destroying crops  NASA located in Texas and benefited the economy  Windmill (windpump or windwheel) – allowed cattle, sheep, goats, and  Aerospace industry booms in Texas crops to be watered on a farmer’s land, they did not have to be near a  Agriculture river or water source  Improves soil for farming  Irrigation – is an artificial application of water to the soil; usually used to  Faster and more efficient to producing products assist the growing of crops in dry areas and during periods of inadequate rainfall  Energy  Mechanized agriculture – this is the process of using agricultural  Cheaper and more efficient energy machinery to massively increase farm output. In modern times, powered  Less harsh on the environment machinery has replaced many jobs formerly carried out by men or animals such as oxen and horses, but it also has increased the production of  Technology agriculture products.  More effective communication (e.g., cell phones, webcams)  Soil conservation – a set of management strategies for prevention of soil  Quicker, faster service and purchasing of goods (e.g., online being eroded from the Earth’s surface or becoming chemically altered by shopping, self-checkout at HEB) overuse, acidification, salinization or other chemical soil contamination. It has led to the increase of farm production, especially in inconducive areas like South and West Texas.  Advancements in the energy industries  Oil and gas – since World War II, this has become a major industry in Texas. It has led to the production of products made of oil and gas. Most products are made of petroleum.  Wind energy – has become a new industry in Texas in areas that have suffered a decrease in industries and population like West Texas, the Panhandle, and South Texas  Advancements in the medical industries  MD Anderson – MD Anderson Cancer Center was created in 1941. The institution is one of the nation’s original three comprehensive cancer centers designated by the National Cancer Act of 1971 and is one of 40 National Cancer Institutes. Patients, physicians, and researchers travel to Houston from across the state, nation, and world.  Advancements in the computer industries  In the 1970s and 80s, computer companies moved to Texas (especially in

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GRADE 4 GRADE 7 Dallas and Austin) and it has remained a growing industry. Dell Computers, considered the largest computer company in the world, is located in Austin.  Advancements in the aerospace industries  NASA-Johnson Space Center – Johnson Space Center was established in 1961 as the Manned Spacecraft Center. In 1973, the Center was renamed in honor of the late President and Texas native, Lyndon B. Johnson. From the early Gemini, Apollo, and Skylab projects to today's Space Shuttle and International Space Station Programs, the Center continues to lead NASA's efforts in human space exploration. 7.20D Evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land.

Evaluate

EFFECTS OF SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS ON THE USE OF RESOURCES

Including, but not limited to:  Fossil fuels  Rotary drill bits – they penetrate medium and hard rocks with ten times the speed of any former bit. It allowed deeper drilling on land and ocean.  Directional drilling is the practice of drilling non-vertical wells which allows drilling to occur in different landforms.  Deep sea drilling – this type of drilling can occur in the depths of the ocean. New oil reserves have been found and the industry has flourished.  Water  Dams – dams have been built to control water use, flooding, and to provide electricity.  Land  Soil conservation – planting of trees, irrigation, planting of appropriated crops, and organizing the state into soil and water districts 7.20E Analyze how scientific discoveries and technological innovations have resulted in interdependence among Texas, the United States, and the world.

Analyze

HOW SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS HAVE RESULTED IN INTERDEPENDENCE AMONG TEXAS, THE UNITED STATES, AND THE WORLD

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GRADE 4 GRADE 7 Including, but not limited to:  Technology and innovation brought prosperity and economic diversity to Texas. Locally, nationally, and globally, citizens are dependent on Texas for innovations in computer technology (Dell and others), medical technology (MD Anderson and others), oil and gas technology (refineries in Beaumont, Houston, and Corpus Christi), and other industries. 4.20C Predict how future scientific discoveries and technological innovations might affect life in Texas.

Predict

HOW FUTURE SCIENTIFIC DISCOVERIES AND INNOVATIONS MIGHT AFFECT LIFE IN TEXAS

Including, but not limited to:  Student interest in needed areas of improvement. Suggested questions could include:  What type of science and technology should be invented that will improve your life?  How can we improve existing technology to improve your life? (pencil to mechanical pencil) 4.21 Social studies skills. The student applies critical-thinking skills to 7.21 Social studies skills. The student applies critical-thinking skills to organize organize and use information acquired from a variety of valid sources, and use information acquired through established research methodologies including electronic technology. The student is expected to: from a variety of valid sources, including electronic technology. The student is expected to: 4.21A Differentiate between, locate, and use valid primary and secondary 7.21A Differentiate between, locate, and use valid primary and secondary sources sources such as computer software; interviews; biographies; oral, such as computer software, databases, media and news services, print, and visual material; documents; and artifacts to acquire biographies, interviews, and artifacts to acquire information about Texas. information about the United States and Texas. Differentiate between, Locate, Use Differentiate between, Locate, Use VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE ABOUT TEXAS INFORMATION ABOUT THE UNITED STATES AND TEXAS Including, but not limited to: Including, but not limited to:  Computer software  Computer software  Databases  Interviews  Media and news services  Biographies  Biographies  Oral, print, and visual material  Interviews

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Documents  Artifacts  Artifacts 4.21B Analyze information by sequencing, categorizing, identifying cause- 7.21B Analyze information by sequencing, categorizing, identifying cause-and- and-effect relationships, comparing, contrasting, finding the main effect relationships, comparing, contrasting, finding the main Idea, idea, summarizing, making generalizations and predictions, and summarizing, making generalizations and predictions, and drawing drawing inferences and conclusions. inferences and conclusions.

Analyze Analyze

INFORMATION INFORMATION

Including, but not limited to: Including, but not limited to:  By using skills of:  By using skills of:  Sequencing  Sequencing  Categorizing  Categorizing  Identifying cause-and-effect relationship  Identifying cause-and-effect relationships  Comparing  Comparing  Contrasting  Contrasting  Finding the main idea  Finding the main idea  Summarizing  Summarizing  Making generalizations and predictions  Making generalizations and predictions  Drawing inferences and conclusions  Drawing inferences and conclusions 4.21C Organize and interpret information in outlines, reports, databases, and 7.21C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. visuals, including graphs, charts, timelines, and maps.

Organize, Interpret Organize, Interpret

INFORMATION INFORMATION

Including, but not limited to: Including, but not limited to:  Information in:  Information from  Outlines  Outlines  Reports  Reports  Databases  Databases  Visuals  Visuals  Graphs  Graphs

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Charts  Charts  Timelines  Timelines  Maps  Maps 4.21D Identify different points of view about an issue, topic, historical event, or current event.

Identify

POINTS OF VIEW

Including, but not limited to:  Points of view about:  Issue  Topic  Historical event  Current event 7.21D Identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants.

Identify

POINTS OF VIEW FROM THE HISTORICAL CONTEXT SURROUNDING AN EVENT AND THE FRAME OF REFERENCE THAT INFLUENCED THE PARTICIPANTS 7.21E Support a point of view on a social studies issue or event.

Support

A POINT OF VIEW ON A SOCIAL STUDIES ISSUE OR EVENT 7.21F Identify bias in written, oral, and visual material.

Identify

BIAS IN MATERIAL

Including, but not limited to:  Written  Oral  Visual

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 4.21E Use appropriate mathematical skills to interpret social studies 7.21 Evaluate the validity of a source based on language, corroboration with information such as maps and graphs. G other sources, and information about the author.

Use Evaluate

APPROPRIATE MATHEMATICAL SKILLS TO INTERPRET SOCIAL THE VALIDITY OF A SOURCE STUDIES INFORMATION Including, but not limited to: Including, but not limited to:  Evaluating based on:  Information on:  Language  Maps  Corroboration with other sources  Graphs  Information about the author 7.21H Use appropriate mathematical skills to interpret social studies information such as maps and graphs. Use

APPROPRIATE MATHEMATICAL SKILLS TO INTERPRET SOCIAL STUDIES INFORMATION

Including, but not limited to:  Information on  Maps  Graphs 4.22 Social studies skills. The student communicates in written, oral, and 7.22 Social studies skills. The student communicates in written, oral, and visual visual forms. The student is expected to: forms. The student is expected to: 4.22A Use social studies terminology correctly. 7.22A Use social studies terminology correctly.

Use Use

SOCIAL STUDIES TERMINOLOGY CORRECTLY SOCIAL STUDIES TERMINOLOGY CORRECTLY 4.22B Incorporate main and supporting ideas in verbal and written communication.

Incorporate

MAIN AND SUPPORTING IDEAS

Including, but not limited to:  In verbal communication

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  In written communication 7.22C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

Transfer

INFORMATION FROM ONE MEDIUM TO ANOTHER, USING COMPUTER SOFTWARE AS APPROPRIATE

Including, but not limited to:  Written to visual  Statistical to written or visual 4.22C Express ideas orally based on research and experiences.

Express

IDEAS BASED ON RESEARCH AND EXPERIENCES

Including, but not limited to:  Orally 4.22D Create written and visual material such as journal entries, reports, 7.22D Create written, oral, and visual presentations of social studies information. graphic organizers, outlines, and bibliographies. Create Create PRESENTATIONS OF SOCIAL STUDIES INFORMATION WRITTEN AND VISUAL MATERIAL Including, but not limited to: Including, but not limited to:  Written  Journal entries  Oral  Reports  Visual  Graphic organizers  Outlines  Bibliographies 4.22E Use standard grammar, spelling, sentence structure, and punctuation. 7.22B Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources. Use Use STANDARDS STANDARDS Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7 Including, but not limited to:  Grammar Including, but not limited to:  Spelling  Grammar  Sentence structure  Spelling  Punctuation  Sentence structure  Punctuation  Proper citation of sources 4.23 Social studies skills. The student uses problem-solving and decision- 7.23 Social studies skills. The student uses problem-solving and decision- making skills, working independently and with others, in a variety of making skills, working independently and with others, in a variety of settings. The student is expected to: settings. The student is expected to: 4.23A Use a problem-solving process to identify a problem, gather 7.23A Use a problem-solving process to identify a problem, gather information, list information, list and consider options, consider advantages and and consider options, consider advantages and disadvantages, choose and disadvantages, choose and implement a solution, and evaluate the implement a solution, and evaluate the effectiveness of the solution. effectiveness of the solution. Use Use A PROBLEM-SOLVING PROCESS A PROBLEM-SOLVING PROCESS Including, but not limited to: Including, but not limited to:  Identify a problem  Identify a problem  Gather information  Gather information  List and consider options  List and consider options  Consider advantages and disadvantages  Consider advantages and disadvantages  Choose and implement a solution  Choose and implement a solution  Evaluate the effectiveness of the solution  Evaluate the effectiveness of the solution 4.23B Use a decision-making process to identify a situation that requires a 7.23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, decision, gather information, identify options, predict consequences, and and take action to implement a decision. take action to implement a decision.

Use Use

A DECISION-MAKING PROCESS A DECISION-MAKING PROCESS

Including, but not limited to: Including, but not limited to:  Identify a situation that requires a decision  Identify a situation that requires a decision  Gather information  Gather information  Identify options  Identify options

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 4 GRADE 7  Predict consequences  Predict consequences  Take action to implement a decision  Take action to implement a decision

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)