TEKS Grade 4 Social Studies

113.15(c)(1) History

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

• 113.15(c)(1)(A)
  explain the possible origins of American Indian groups in Texas; explain
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• 113.15(c)(1)(B)
  identify and compare the ways of life of American Indian groups in Texas before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano; identify and compare
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• 113.15(c)(1)(C)
  describe the cultural regions in which American Indians lived such as Gulf, Plains, Puebloan, and Southeastern; and describe
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• 113.15(c)(1)(D)
  locate American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo. locate
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113.15(c)(2) History

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

• 113.15(c)(2)(A)
  summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion; summarize
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• 113.15(c)(2)(B)
  identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas; identify and explain
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• 113.15(c)(2)(C)
  explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals; explain
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• 113.15(c)(2)(D)
  identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas; and identify
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• 113.15(c)(2)(E)
  identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas. identify and explain
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113.15(c)(3) History

The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:

• 113.15(c)(3)(A)
  analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto; analyze
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• 113.15(c)(3)(B)
  summarize the significant contributions of individuals such as William B. Travis, James Bowie, David Crockett, Juan N. Seguín, Plácido Benavides, José Francisco Ruiz, Antonio López de Santa Anna, Susanna Dickinson, and Enrique Esparza; summarize
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• 113.15(c)(3)(C)
  identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones; identify
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• 113.15(c)(3)(D)
  describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers; and describe
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• 113.15(c)(3)(E)
  explain the events that led to the annexation of Texas to the United States and the impact of the U.S.-Mexican War. explain
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113.15(c)(4) History

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

• 113.15(c)(4)(A)
  describe the impact of the Civil War and Reconstruction on Texas; describe
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• 113.15(c)(4)(B)
  explain the growth, development, and impact of the cattle industry such as contributions made by Charles Goodnight, Richard King, and Lizzie Johnson; explain
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• 113.15(c)(4)(C)
  explain the effects of the railroad industry on life in Texas, including changes to cities and major industries; and explain
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• 113.15(c)(4)(D)
  explain the effects on American Indian life brought about by the Red River War, building of U.S. forts and railroads, and loss of buffalo. explain
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113.15(c)(5) History

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

• 113.15(c)(5)(A)
  explain the impact of various events on life in Texas such as the Great Depression, the Dust Bowl, and World War II and notable individuals such as Audie Murphy, Cleto Rodríguez, and Bessie Coleman and other local individuals; and explain
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• 113.15(c)(5)(B)
  explain the development and impact of the oil and gas industry on industrialization and urbanization in Texas, including Spindletop and important people such as Pattillo Higgins. explain
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113.15(c)(6) Geography

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

• 113.15(c)(6)(A)
  identify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their characteristics such as landforms, climate, vegetation, and economic activities; and identify, locate, and describe
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• 113.15(c)(6)(B)
  compare the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains). compare
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113.15(c)(7) Geography

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

• 113.15(c)(7)(A)
  explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present; and explain
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• 113.15(c)(7)(B)
  identify and explain patterns of settlement such as the location of towns and cities in Texas at different time periods. identify and explain
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113.15(c)(8) Geography

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

• 113.15(c)(8)(A)
  describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams; describe
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• 113.15(c)(8)(B)
  explain 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; and explain
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• 113.15(c)(8)(C)
  compare the positive and negative consequences of human modification of the environment in Texas, past and present. compare
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113.15(c)(9) Economics

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

• 113.15(c)(9)(A)
  explain the economic activities various early American Indian groups in Texas used to meet their needs and wants such as farming, trading, and hunting; and explain
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• 113.15(c)(9)(B)
  explain the economic activities early settlers to Texas used to meet their needs and wants. explain
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113.15(c)(10) Economics

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

• 113.15(c)(10)(A)
  describe how the free enterprise system works, including supply and demand; describe
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• 113.15(c)(10)(B)
  identify examples of the benefits of the free enterprise system such as choice and opportunity; and identify
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• 113.15(c)(10)(C)
  describe the development of the free enterprise system in Texas such as the growth of cash crops by early colonists and the railroad boom. describe
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113.15(c)(11) Economics

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

• 113.15(c)(11)(A)
  identify how people in different regions of Texas earn their living, past and present; identify
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• 113.15(c)(11)(B)
  explain how physical geographic factors such as climate and natural resources have influenced the location of economic activities in Texas; explain
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• 113.15(c)(11)(C)
  identify the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; and identify
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• 113.15(c)(11)(D)
  explain how developments in transportation and communication have influenced economic activities in Texas. explain
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113.15(c)(12) Government

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

• 113.15(c)(12)(A)
  compare how various American Indian groups such as the Caddo and the Comanche governed themselves; and compare
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• 113.15(c)(12)(B)
  compare characteristics of the Spanish colonial government and the early Mexican governments in Texas. compare
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113.15(c)(13) Government

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

• 113.15(c)(13)(A)
  identify the purposes and explain the importance of the Texas Declaration of Independence and the Texas Constitution; identify and explain
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• 113.15(c)(13)(B)
  identify and explain the basic functions of the three branches of government according to the Texas Constitution; and identify and explain
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• 113.15(c)(13)(C)
  identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week). identify
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113.15(c)(14) Citizenship

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

• 113.15(c)(14)(A)
  explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the Alamo, and the San Jacinto Monument; explain
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• 113.15(c)(14)(B)
  sing or recite "Texas, Our Texas"; sing or recite
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• 113.15(c)(14)(C)
  recite and explain the meaning of the Pledge to the Texas Flag; and recite and explain
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• 113.15(c)(14)(D)
  describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. describe
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113.15(c)(15) Citizenship

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

• 113.15(c)(15)(A)
  identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll; identify
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• 113.15(c)(15)(B)
  explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects; explain
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• 113.15(c)(15)(C)
  explain the duty of the individual in state and local elections such as being informed and voting; explain
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• 113.15(c)(15)(D)
  identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Henry B. González, Wallace Jefferson, and other local individuals; identify
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• 113.15(c)(15)(E)
  explain how to contact elected and appointed leaders in state and local governments; and explain
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• 113.15(c)(15)(F)
  use voting as a method for group decision making. use
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113.15(c)(16) Citizenship

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

• 113.15(c)(16)(A)
  identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and identify
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• 113.15(c)(16)(B)
  identify leadership qualities of state and local leaders, past and present. identify
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113.15(c)(17) Culture

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

• 113.15(c)(17)(A)
  identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, and Fiesta San Antonio; and identify
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• 113.15(c)(17)(B)
  summarize the contributions of artists of various racial, ethnic, and religious groups in the development of Texas culture such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe. summarize
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113.15(c)(18) Science, technology, and society

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

• 113.15(c)(18)(A)
  identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions; and identify
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• 113.15(c)(18)(B)
  describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas. describe
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113.15(c)(19) Social studies skills

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

• 113.15(c)(19)(A)
  differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about Texas; differentiate, locate, and use
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• 113.15(c)(19)(B)
  differentiate and compare the information about a specific issue or event provided in primary and secondary sources; differentiate and compare
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• 113.15(c)(19)(C)
  analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; analyze
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• 113.15(c)(19)(D)
  organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; organize and interpret
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• 113.15(c)(19)(E)
  identify different points of view about an issue, topic, historical event, or current event; identify
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• 113.15(c)(19)(F)
  identify the central claim in a primary or secondary source; and identify
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• 113.15(c)(19)(G)
  develop and communicate a claim and supporting evidence visually, orally, or in writing related to a social studies topic. develop and communicate
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113.15(c)(20) Social studies skills

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

• 113.15(c)(20)(A)
  apply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and apply
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• 113.15(c)(20)(B)
  interpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps. interpret
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113.15(c)(21) Social studies skills

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

• 113.15(c)(21)(A)
  use social studies terminology correctly; use
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• 113.15(c)(21)(B)
  incorporate main and supporting ideas in verbal and written communication; incorporate
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• 113.15(c)(21)(C)
  express ideas orally based on research and experiences; express
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• 113.15(c)(21)(D)
  create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and create
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• 113.15(c)(21)(E)
  apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives. apply
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113.15(c)(22) Social studies skills

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

• 113.15(c)(22)(A)
  use democratic procedures to simulate making decisions on school, local, or state issues; and use
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• 113.15(c)(22)(B)
  use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. use
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