Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 4

Size: px

Start display at page:

Download "Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 4"

Lionel Morton
5 years ago
Views:

1 Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) (4.1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. SOCIAL STUDIES: Grade 4 TEKS Comments Louisiana GLE (4.1.A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and (4.1.B) compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration. (4.2) History. The student understands the causes and effects of European exploration and colonization of Texas and the Western Hemisphere. (4.2.A) summarize reasons for European exploration and settlement of Texas and the Western Hemisphere; (4.2.B) identify the accomplishments of significant explorers such as Cabeza de Vaca; Christopher Columbus; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle and explain their impact on the settlement of Texas; (4.2.C) explain when, where, and why the Spanish established Catholic missions in Texas; (4.2.D) identify the accomplishments of significant empresarios including Moses Austin, Stephen F. Austin, and Martín de León and explain their impact on the settlement of Texas; and (4.2.E) identify the impact of Mexico's independence from Spain on the events in Texas. (4.3) History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. (4.3.A) analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and San Jacinto; Addressed in detail in 5th grade 5.2bc and 5.3b extend to US as a whole and LA 58. Describe the importance of events and ideas significant to our nation s development (H-1C-E1) 56. Identify and describe major early explorers and explorations in North America (H-1C-E1) Southwest Educational Development Laboratory (November 2005) 1

2 (4.3.B) describe the successes and problems of the Republic of Texas; (4.3.C) explain the events that led to the annexation of Texas to the United States; (4.3.D) explain the impact of the Mexican War on Texas; and (4.3.E) identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones. (4.4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century. (4.4.A) describe the impact of the Civil War and Reconstruction on Texas; (4.4.B) explain the growth and development of the cattle and oil industries; (4.4.C) identify the impact of railroads on life in Texas, including changes to cities and major industries; and (4.4.D) describe the effects of political, economic, and social changes on Native Americans in Texas. (4.5) History. The student understands important issues, events, and individuals of the 20th century in Texas. (4.5.A) identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, and the growth of aerospace and other technology industries; and (4.5.B) identify the accomplishments of notable individuals such as Henry Cisneros, Miriam A. Ferguson, Audie Murphy, Cleto Rodríguez, and John Tower. (4.6) Geography. The student uses geographic tools to collect, analyze, and interpret data. (4.6.A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and 1. Interpret different kinds of maps using a map key/legend, compass rose, cardinal and intermediate directions, and distance scale (G-1A-E1) 5. Draw, complete, and add features to a map (including such map elements as a title, compass rose, legend, and scale), Southwest Educational Development Laboratory (November 2005) 2

3 (4.7) Geography. The student understands the concept of regions. TEKS Comments Louisiana GLE map elements as a title, compass rose, legend, and scale), based on given information (G-1A-E3) (4.7.A) describe a variety of regions in Texas and the Western Hemisphere such as political, population, and economic regions that result from patterns of human activity; (4.7.B) describe a variety of regions in Texas and the Western Hemisphere such as landform, climate, and vegetation regions that result from physical characteristics; and (4.7.C) compare the regions of Texas with regions of the United States and other parts of the world. (4.8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. (4.8.A) identify clusters of settlement in Texas and explain their distribution; (4.8.B) explain patterns of settlement at different time periods in Texas; (4.8.C) describe the location of cities in Texas and explain their distribution, past and present; and (4.8.D) explain the geographic factors that influence patterns of settlement and the distribution of population in Texas, past and present. (4.9) Geography. The student understands how people adapt to and modify their environment. (4.9.A) describe ways people have adapted to and modified their environment in Texas, past and present; (4.9.B) 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; and Focus of TEKS is on regions of Texas; extend to include U.S. as a whole Focus of TEKS is on regions of Texas; extend to include U.S. as a whole include physical and human characteristics extend to patterns in US and world TEKS focus on Texas; need to extend to US for GLE 12. Describe characteristics of the human population in a given area (e.g., cultural diversity, population size or growth) (G-1C- E3) 6. Describe and compare the distinguishing characteristics of various land forms, bodies of water, climates, and forms of vegetation in the United States (G-1B-E1) 9. Identify, define, and compare regions of the United States using physical and human characteristics (e.g., land forms and use, cultural diversity) (G-1B-E4) 7. Identify the best place for human settlement based on a map showing physical characteristics of an area (G-1B-E1) 11. Identify geographical/physical reasons for regional variations that influence patterns of settlement and land use in the United States and the world, past and present (G-1C-E2) 16. Identify ways in which people in the United States depend upon and modify the physical environment (G-1D-E1) 18. Describe the importance of specific natural resources to human survival and human endeavors (G-1D-E4) Southwest Educational Development Laboratory (November 2005) 3

4 (4.9.C) analyze the consequences of human modification of the environment in Texas, past and present. (4.10) Economics. The student understands the basic economic patterns of early societies in Texas and the Western Hemisphere. (4.10.A) explain the economic patterns of various early Native- American groups in Texas and the Western Hemisphere; and (4.10.B) explain the economic patterns of early European immigrants to Texas and the Western Hemisphere. (4.11) Economics. The student understands the reasons for exploration and colonization. (4.11.A) identify the economic motivations for European exploration and settlement in Texas and the Western Hemisphere; and (4.11.B) identify the economic motivations for Anglo-American colonization in Texas. (4.12) Economics. The student understands the characteristics and benefits of the free enterprise system in Texas. (4.12.A) describe the development of the free enterprise system in Texas; (4.12.B) describe how the free enterprise system works in Texas; and implied implied 38. Identify the four basic questions all producers must answer (i.e., What will be produced? How will it be produced? For whom will it be produced? How much will be produced?) (E-1A- E5) 42. Describe the basic concept of a market (e.g., exchange of goods/services between buyers and sellers) and identify ways of transporting goods (E-1A-E9) 45. Explain why people engage in voluntary exchange/barter/direct trading (E-1A-E11) Individuals, Households, Businesses, and Governments 46. Describe how supply and demand affect the price of a good or service in a given situation (E-1B-E1) 47. Explain how a rise or fall in prices affects personal, family, and government budgets (E-1B-E2) 48. Identify the terms profit and risk and give examples of risk that businesses take to make a profit (E-1B-E3) Southwest Educational Development Laboratory (November 2005) 4

5 (4.12.C) give examples of the benefits of the free enterprise system in Texas. (4.13) Economics. The student understands patterns of work and economic activities in Texas. (4.13.A) explain how people in different regions of Texas earn their living, past and present; (4.13.B) explain how geographic factors have influenced the location of economic activities in Texas; (4.13.C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas; (4.13.D) describe the impact of mass production, specialization, and division of labor on the economic growth of Texas; (4.13.E) explain how developments in transportation and communication have influenced economic activities in Texas; and (4.13.F) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas. (4.14) Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent. (4.14.A) identify ways in which technological changes have resulted in increased interdependence among Texas, the United States, and the world; (4.14.B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world; and (4.14.C) explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world. (4.15) Government. The student understands how people organized governments in different ways during the early development of Texas. implied 41. Describe the benefits of increasing one s skill/knowledge and various ways to do so (E-1A-E8) 14. Locate economic activities that use natural resources in the local region, state, and nation and describe the importance of the activities to these areas (G-1C-E5) 40. Define some effects of division of labor and specialization in a given context, such as a simple assembly line (e.g., greater labor productivity/output per hour) (E-1A-E7) Southwest Educational Development Laboratory (November 2005) 5

6 (4.15.A) compare how selected Native-American groups governed themselves; and (4.15.B) identify characteristics of Spanish and Mexican colonial governments and their influence on inhabitants of Texas. (4.16) Government. The student understands important ideas in historic documents of Texas. (4.16.A) identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and the Treaty of Velasco; and (4.16.B) identify and explain the basic functions of the three branches of state government. (4.17) Citizenship. The student understands important customs, symbols, and celebrations of Texas. (4.17.A) explain the meaning of selected patriotic symbols and landmarks of Texas, including the six flags over Texas, San José Mission, and the San Jacinto Monument; (4.17.B) sing or recite Texas, Our Texas; (4.17.C) recite and explain the meaning of the Pledge to the Texas Flag; and (4.17.D) describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth. (4.18) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. (4.18.A) explain how individuals can participate voluntarily in civic affairs at state and local levels; (4.18.B) explain the role of the individual in state and local elections; address TX documents; extend to include US documents extend to include US government; fully developed in 5th grade 5.17a implied 27. Describe the significance of the Declaration of Independence, the U.S. Constitution and its principles of democracy, and the Bill of Rights (e.g., basic freedoms) (C-1B- E1) 23. Identify the three branches of the federal government and describe their major responsibilities (C-1A-E4) 33. Identify the rights and responsibilities of citizenship in making the nation a better place to live (C-1D-E2) 35. Identify a national issue and describe how good citizenship can help solve the problem (C-1D-E5) (4.18.C) identify the importance of historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de Zavala who Southwest Educational Development Laboratory (November 2005) 6

7 Sam Houston, Barbara Jordan, and Lorenzo de Zavala who modeled active participation in the democratic process; and (4.18.D) explain how to contact elected and appointed leaders in state and local governments. (4.19) Citizenship. The student understands the importance of effective leadership in a democratic society. (4.19.A) identify leaders in state and local governments, including the governor, selected members of the Texas Legislature, and Texans who have been President of the United States, and their political parties; and (4.19.B) identify leadership qualities of state and local leaders, past and present. (4.20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. (4.20.A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas; (4.20.B) identify customs, celebrations, and traditions of various culture groups in Texas; implied 55. Describe beliefs, customs, and traditions of family life in the past and present (H-1B-E1) Developed for U.S. in 5th grade TEKS 5.23c 62. Identify and explain cultural elements that have contributed to our national heritage (H-1C-E4) (4.20.C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas. (4.21) Science, Technology, and Society. The student understands the impact of science and technology on life in Texas. (4.21.A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, and Patillo Higgins and their contributions; extend to include world cultures Developed for U.S. in 5th grade TEKS 5.23c extend to include inventions beyond Texas 63. Identify how dance, music, and arts of various cultures around the world reflect the history, daily life, and beliefs of the people (H-1D-E1) 62. Identify and explain cultural elements that have contributed to our national heritage (H-1C-E4) 65. Identify and describe inventions that have affected people s lives or altered their view of the world (H-1D-E2) (4.21.B) describe how scientific discoveries and technological extend to include 65. Identify and describe inventions that have affected people s innovations have benefited individuals, businesses, and society inventions beyond Texas lives or altered their view of the world (H-1D-E2) in Texas; and Southwest Educational Development Laboratory (November 2005) 7

8 in Texas; and 67. Identify important historic figures from around the world and explain the impact of their contributions (e.g., Galileo, Madame Curie, Guttenberg) (H-1D-E3) (4.22) Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. (4.22.A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; (4.22.B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (4.22.C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; focus on spatial graphics to locate physical and human characteristics focus on sequencing technological/scientific advancements 2. Use a variety of images or other spatial graphics (e.g., aerial photographs, satellite images) to locate major physical and human characteristics (G-1A-E1) 54. Compare and contrast primary and secondary sources (H- 1A-E3) 66. Identify the chronological order of major scientific or technological advancements (H-1D-E2) 50. Interpret data presented in a timeline or construct a historical timeline (e.g., events in history, historical figure s life and accomplishments) (H-1A-E1) 53. Interpret historical information in a map, table, or graph (H- 1A-E3) (4.22.D) identify different points of view about an issue or topic; 51. Compare how a person today might view an issue or event differently from a person living in an earlier time (H-1A-E2) 52. Describe the point of view of an historical figure or group, drawing on given stimulus material (e.g., views expressed in the I Have a Dream speech) (H-1A-E2) (4.22.E) identify the elements of frame of reference that influenced the participants in an event; and (4.22.F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (4.23) Social Studies Skills. The student communicates in written, oral, and visual forms. (4.23.A) use social studies terminology correctly; Southwest Educational Development Laboratory (November 2005) 8

9 (4.23.B) incorporate main and supporting ideas in verbal and written communication; (4.23.C) express ideas orally based on research and experiences; (4.23.D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (4.23.E) use standard grammar, spelling, sentence structure, and punctuation. (4.24) Social Studies Skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. (4.24.A) use a problem-solving process 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; and (4.24.B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. introduced in 2nd grade 2.6a 5.7c addressed in studies of various settlements from early Native American, Spanish, and Anglo introduced in 6th grade 6.6a 5.23c 3. Locate and label places on a map or globe: the seven continents, the United States and its major land forms, major bodies of water and waterways, referring to the poles, the equator, latitude, longitude and meridians (G-1A-E2) 4. Identify all U.S. states by shapes and position on map (G-1A- E2) 8. Explain physical and human developments in a region of the United States since it was first settled based on given information (G-1B-E3) 10. Identify physical processes that change Earth s surface and create physical features suddenly or over time (e.g., what physical processes created the Grand Canyon, the Great Lakes, the Hawaiian Islands) (G-1C-E1) 13. Explain and compare the cultural identities of various U.S. regions and how a region is influenced by past events and the heritage of its people (G-1C-E4) Southwest Educational Development Laboratory (November 2005) 9

10 introduced in 2nd grade 2.6b introduced in 2nd grade 2.7a and 3rd grade 3.4a implied in 4.13b introduced in1st grade (1.10b) and 2nd grade (2.11c) introduced in 6th grade 6.11d 5.21bc 5.17abc and 5.20a introduced in 3rd grade 3.9c introduced in 8th grade 8.20e 15. Differentiate between countries, states, parishes, and cities (G-1C-E6) 17. Identify natural disasters, their causes, areas prone to them, and how those disasters affect people and the environment (G- 1D-E3) 19. Describe the use, distribution, and importance of natural resources in different regions of the United States using geographic tools such as maps (G-1D-E4) 20. Identify the necessity or basic purposes of government in such terms as establishing order, providing security, managing conflict, and providing services (C-1A-E2) 21. Distinguish between limited government and unlimited government (C-1A-E3) 22. Explain the role of government and the rights of citizens (C- 1A-E3) 24. Identify key government positions at the national level, their respective powers, and limits on their powers (C-1A-E5) 25. Distinguish between elected and appointed officials and give examples of each at the local, state, and national levels (C- 1A-E6) 26. Identify the purpose and importance of a rule or a law (C- 1A-E7) 28. Explain the similarities between the Louisiana and U.S. Constitutions (C-1B-E1) 29. Explain the concept of nation with reference to countries, governments, and peoples (C-1C-E1) 30. Identify ways nations interact and why interactions are important (e.g., treaties, diplomacy) (C-1C-E1) 31. Identify the United Nations and its role in international peace keeping (C-1C-E1) 32. Identify the means by which individuals become U.S. citizens (C-1D-E1) 34. Discuss civic traits of good citizenship that are important to the preservation and improvement of American constitutional democracy, using an excerpt from a speech, address, or essay Southwest Educational Development Laboratory (November 2005) which illustrates those traits (C-1D-E3) (C-1D-E4) 10

11 which illustrates those traits (C-1D-E3) (C-1D-E4) introduced in 3.6b introduced in 2nd grade 2.10c introduced in 3rd grade 3.9d 5.2a and 5.3a implied in 5th grade in 5.2b, 5.4d, 5.4e 5.4b, 5.5a 36. Demonstrate that limited resources necessitate choices and decisions (E-1A-E1) 37. Explain the factors, including trade-offs, involved in a choice or decision (e.g., discuss the choices and decisions involved in developing a personal budget) (E-1A-E4) 39. Describe the combination of natural, human, and capital resources needed to produce a given good (e.g., a candy bar) or given service (e.g., recycling paper) (E-1A-E6) 43. Identify the roles of banks, governments, businesses, and households in the economy (E-1A-E10) 44. Identify the relationship between money, writing checks, and credit cards (E-1A-E11) 49. Define tax and explain how government pays for goods and services through taxes and fees (E-1B-E4) 57. Identify leaders and their influence in the early development of America (H-1C-E1) 59. Identify a document/speech/address significant to the development of the nation from an excerpt (e.g., Preamble to the U.S. Constitution), and identify the author/speaker of a particular document/speech/address (H-1C-E1) 60. Describe American democratic principles as exemplified by major historic events, groups of people, and leaders (e.g., American Revolution, Civil War, Civil Rights Movement) (H-1C- E2) 61. Identify the causes and effects of the major historical (voluntary and involuntary) migrations to and within America (H- 1C-E3) (G-1C-E3) 64. Identify significant historical achievements of various cultures of the world (e.g., building of the pyramids, founding of the Olympics) (H-1D-E1) 66. Identify the chronological order of major scientific or technological advancements (H-1D-E2) Southwest Educational Development Laboratory (November 2005) 11

4th Grade Social Studies GLEs

4th Grade Social Studies GLEs Geography The World in Spatial Terms 1. Interpret different kinds of maps using a map key/legend, compass rose, cardinal and intermediate directions, and distance scale (G-1A-E1)