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Instructional Focus Document
Grade 4 Social Studies
TITLE : Unit 11: Texas and the World SUGGESTED DURATION : 10 days

Unit Overview

Introduction

This unit bundles student expectations that relate to the growing economic interdependence of Texas and the world during the latter half of the twentieth century. From the 1950s to the 1970s Texas cities experienced tremendous growth as Texas became an urbanized state. New industries, such as aerospace and petrochemical drew many to Texas’ urban areas and supported growing prosperity for the state. An examination of these developments is important for understanding the global nature of the economy in Texas today.

Prior to this Unit

Prior to this unit, students studied about the economic development and urbanization of Texas during the early twentieth century, including the development of the oil industry, the response to the Great Depression and Dust Bowl and the impact of the Second World War in Texas.

During this Unit

During this unit, students learn about the diversification of the Texas economy that occurred during the latter half of the twentieth century and the globalization of the Texas economy.  Students specifically examine the development of new industries in Texas following the Second World War and the types of products produced in Texas for a global market. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources. The social studies skill TEKS 4.21A included in this unit supports the historical inquiry process that should be incorporated into classroom instruction and assessment.

After this Unit

In the next unit, students study about the ways in which Texans engage civically and culturally in Texas.


Interactions among humans lead to change.

  • How does the world change as people become more connected?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

In the latter half of the twentieth century the economic activities in Texas have become more diversified.

  • What types of industries developed in Texas after the end of the Second World War?
  • What scientific discoveries have been important for continued economic growth in Texas?
  • Why is it important to have a diversified economy in Texas?

Economic Patterns

  • Resources
  • Factors of Production

Scientific/Technological Patterns

  • Mechanization

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

In the twenty-first century the economy of Texas is interconnected with global markets.

  • What types of products are produced in Texas and sold in global markets?
  • What types of goods do Texans buy from global markets?
  • How has technology facilitated globalization?

Economic Patterns

  • Trade
  • Globalization
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None identified

Unit Vocabulary

globalization – the growing connectedness of different regions of the world resulting in the spread of culture, ideas, disease, goods, and technologies
aerospace – the industry that supports travel beyond the earth’s atmosphere
diversification – characterized by a variety of industries
technology –specific tools used to complete a task more easily

Related Vocabulary

  • interconnected
  •  products
  •  NASA
Unit Assessment Items System Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
4 History.
4.5 History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:
4.5C

Identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and other local notable individuals.

Identify

ACCOMPLISHMENTS OF NOTABLE INDIVIDUALS

Including, but not limited to:

  • 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
  • Other notable local individuals
4 Economics.
4.12 Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:
4.12D Describe the impact of mass production, specialization, and division of labor on the economic growth of Texas.

Describe

IMPACT OF MASS PRODUCTION, SPECIALIZATION, AND DIVISION OF LABOR ON ECONOMIC GROWTH OF TEXAS

Including, but not limited to:

  • Mass production – more products for Texans to buy at a lower cost
  • Specialization – the economy in Texas has experienced various specializations that have resulted in a more diversification, such as oil/gas production, high-tech, aerospace, medical research
  • Division of labor – an ample supply of different types of jobs and opportunities promotes efficiency. Texans are employed in manufacturing, agriculture, ranching, and service industries.
4.12E Explain how developments in transportation and communication have influenced economic activities in Texas.

Explain

HOW DEVELOPMENTS IN TRANSPORTATION AND COMMUNICATION INFLUENCE ECONOMIC ACTIVITIES

Including, but not limited to:

  • Developments in transportation such as railroads, shipping channels, highway systems, and commercial aviation along with developments in communication such as, telegraph, telephone, and Internet help to move information, products, and people faster and more efficiently.

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 OPPORTUNITY ON ECONOMIC DEVELOPMENT AND GROWTH OF TEXAS

Including, but not limited to:

  • American ideas about progress and equality of opportunity promote innovation and entrepreneurship.

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

  • The widespread use of commercial air travel connects Texans to other regions of the United States and the world. Faster communication especially facilitated by computer/Internet usage connects Texans globally. This increased connectivity has opened markets and increased travel between Texas and other regions in the world.
4.13B Identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world.

Identify

PRODUCTS OF TEXAS THAT ARE PURCHASED TO MEET NEEDS

Including, but not limited to:

  • Oil and gas products
    • Crude oil to develop products that are oil-based (e.g., gasoline, plastics)
  • Agricultural products
    • Ex: corn, wheat, cotton, fruit, cattle, goat, sheep
  • Technological products
    • Ex: computers, computer software, aerospace, medical products
4.13C Explain how Texans meet some of their needs through the purchase of products from the United States and the rest of the world.

Explain

HOW TEXANS MEET NEEDS THROUGH PURCHASE OF PRODUCTS

Including, but not limited to:

  • Texans have access to products from other regions and can purchase products not made in Texas, such as tractors for agricultural use, foods not grown in Texas such as apples and pineapple, and specialty items from other places, such as clothing, and household decorations.
4 Science, technology, and society.
4.20 Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to:
4.20A

Identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions.

Identify

FAMOUS INVENTORS AND SCIENTISTS AND THEIR CONTRIBUTIONS

Including, but not limited to:

  • Michael DeBakey (1908–2008) cardiac surgeon, inventor, scientist
    • Invented the roller pump which allowed for continuous blood flow during operations. Was a pioneer in the cardiac medical field and was one of the first to perform cardiac bypass surgery.  In 1966, was the first surgeon to fully implant a mechanical heart pump in a patient. Worked with Robert Jarvik on the creation of an artificial heart.
    • DeBakey and Denton Cooley worked closely together until the two parted ways after a disagreement about the implementation of the first artificial heart.  Both reconciled before DeBakey’s death.
  • Millie Hughes-Fulford (born 1945) scientist and former NASA astronaut
    • American medical investigator and molecular biologist who flew aboard a NASA Space Shuttle mission in 1991, conducting experiments related to biomedical studies.
    • Continues to research as a professor at the University of California Medical Center at San Francisco.
4.20B Describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.

Describe

HOW SCIENTIFIC DISCOVERIES AND INNOVATIONS HAVE BENEFITED INDIVIDUALS, BUSINESSES, AND SOCIETY IN TEXAS

Including, but limited to:

  • Benefits of scientific discoveries and innovations
    • Introduction of new products such as aerospace medicine, secure communications for global defense, and nanotechnology research
    • Improved agricultural practices that protect the soil
    • Development of cheaper, cleaner and more efficient energy sources
    • More effective communication such as cell phones and webcams
    • Quicker, faster service and purchasing of goods  such as online shopping and self-checkout
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:

Possible questions to explore

  • What type of science and technology should be invented that will improve life?
  • How can current technologies be improved to enhance daily life?
4 Social studies skills.
4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
4.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States and Texas.

Differentiate between, Locate, Use

VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT THE UNITED STATES AND TEXAS

Including, but not limited to:

  • Computer software
  • Interviews
  • Biographies
  • Oral, print, and visual material
  • Documents
  • Artifacts
4.21B 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.

Analyze

INFORMATION

Including, but not limited to:

  • By using skills of:
    • Sequencing
    • Categorizing
    • Identifying cause-and-effect relationship
    • Comparing
    • Contrasting
    • Finding the main idea
    • Summarizing
    • Making generalizations and predictions
    • Drawing inferences and conclusions
4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

Create

WRITTEN AND VISUAL MATERIAL

Including, but not limited to:

  • Journal entries
  • Reports
  • Graphic organizers
  • Outlines
  • Bibliographies
4.22E Use standard grammar, spelling, sentence structure, and punctuation.

Use

STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE AND PUNCTUATION


Including, but not limited to:

  • Grammar
  • Spelling
  • Sentence structure
  • Punctuation
  • Proper citation of sources
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 05/24/2018
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