Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Dates/Events during this Unit: 12/22/14‐1/5/15 Christmas/Winter Break 1/5/15 Mon ‐ Tchr Wkdy; 1/19/15 Mon ‐‐ MLK School Holiday; 2/2/15 Groundhog Day; 2/11/15 Wed. Early release; 2/16/15 Mon‐ Student Holiday/ Staff Development General Academic Vocabulary for this unit: revolution; contribution; republic; annexation;
General Spanish Academic Vocabulary for this unit: revolución, contribución, republica, anexión People, Places, Events: MUST INCLUDE: Battle of the Alamo; Texas Declaration of Independence; Runaway Scrape; Battle of San Jacinto; Jose Antonio Navarro; Sam Houston; Mirabeau Lamar; impact of US‐Mexican War MAY INCLUDE: establishment of a constitution; economic struggles; relations with American Indians; Texas Rangers; Texians: William B. Travis; James Bowie; David Crockett; George Childress; Sidney Sherman Tejanos: Juan Antonio Padilla; Carlos Espalier; Juan N. Seguin; Placido Benavides; Jose Franciso Ruiz Mexicans: Antonio Lopez de Santa Anna; Vicente Filisola Non‐combatants: Susana Dickinson; Vicente Filisola Social Studies TEKS for this unit: 4.3 Readiness 4.14 Readiness 4.15 Readiness 4.16 Readiness 4.17 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: 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; B Summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and noncombatants Susanna Dickinson and Enrique Esparza; Government. The student understands how people organized governments in different ways during the early development of Texas. The student is expected to: B identify and compare characteristics of the Spanish colonial government and the early Mexican colonial governments and their influence on inhabitants of Texas Government. The student understands important ideas in historical documents of Texas and the United States. The student is expected to:
A identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution, and other documents such as the Meusebach‐Comanche Treaty; Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to:
D describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth
Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:
D identify the importance of historical figures and important individuals who modeled active participation in the democratic process , such as Sam Houston, Page 1 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals;
Social Studies Process Skills for this Unit: 4.21 4.22 4.23 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: A 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; 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; C organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
D identify different points of view about an issue, topic, historical event, or current event; E use appropriate mathematical skills to interpret social studies information such as maps and graphs.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
A use social studies terminology correctly;
B incorporate main and supporting ideas in verbal and written communication
C express ideas orally based on research and experiences;
D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies;
E use standard grammar, spelling, sentence structure, and punctuation.
Social studies skills. The student uses problem‐solving and decision‐making skills, working independently and with others, in a variety of settings. The student is expected to: 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; 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. Page 2 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 ELPS/Differentiation Activating Prior Knowledge 4D Use pre‐reading supports 4E Read linguistically content area accommodated materials 4F Use visual, contextual, and peer supports to read text Structured Conversation
2G Understand general meaning, main points, and details 3C Speak using a variety of sentence structures 3D Speak using grade level content area vocabulary in context 3E Share in cooperative groups 3F Ask and give information using common and context area vocabulary 3G Orally Express opinions ideas and feelings 3H Orally Narrate, describe and explain 3I Use oral language for formal and informal purposes 3J Respond orally to a variety of media sources Writing
5B Write using basic and content area vocabulary 5C Spell familiar English words accurately 5D Edit writing for standard grammar and usage 5E Employ complex grammatical structures in content area 5F Write using variety of sentence structures and words 5G Narrate, describe, and explain in writing
Building Vocabulary and Concept Knowledge 2F Derive meaning from a variety of media 3B Use new vocabulary in oral communication Suggested Resources Suggested Activities / Student Products W:\Elementary Shared\Elementary Social Studies\Gr 4 2013‐2014\Wk 17‐25 Unit TX REVOLUTION\Wk 17‐25 Resources TX REVOLUTION Horizons 4th grade social studies textbook, Chapter 6 pp. 186‐211 Group K‐W‐L activity about the history of Texas. th
Horizons 4 grade social studies textbook, Chapter 6 pp. 186‐211 Teacher starts out with background information from textbook chapter 6 about Stephen F. Austin; Old Stone Fort in Nacogdoches, etc. http://www.sfasu.edu/stonefort/ Page 3 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Suggested Resources th
Horizons 4 grade social studies textbook, Chapter 6, Lesson 1, The Revolution Begins pp. 186‐191 Suggested Activities / Student Products Zigsaw activity with students. Present to fellow classmates. • Conflicts in Texas • Fredonia Rebellion • The Law of April 6, 1830 • Antonio Lopez de SantaAnna • Early Battles of the Texas Revolution W:\Elementary Shared\Elementary Social Studies\Gr 4 2013‐2014\Wk 17‐25 Unit TX REVOLUTION\Wk 17‐25 Resources TX REVOLUTION •
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The Texas Revolution powerpoint The Texas Revolution espanol powerpoint Texas Revolution timeline EMPRESARIOS W:\Elementary Shared\Elementary Social Studies\Gr 4 2013‐2014\Wk 17‐25 Unit TX REVOLUTION\Wk 17‐25 Resources TX REVOLUTION •
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Empresario powerpoint New republic – New Opportunities and Challenges o Information reading passage with graphic organizer from Texas Studies Weekly, week 17 W:\Elementary Shared\Elementary Social Studies\Gr 4 2013‐2014\Wk 17‐25 Unit TX REVOLUTION\Wk 17‐25 Resources TX REVOLUTION •
Texas Map area 1836 Page 4 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Suggested Resources DECLARING INDEPENDENCE • Convention of 1836 • Declaration of Independence • Constitution of Texas • New Government http://www.txindependence.org/ This link has resources about declaring independence: • Convention • Comic strip maker • Timeline of independence • Behind the grievances • Delegate connection • Primary sources / teacher resources MAP of BATTLE SITES BATTLES W:\Elementary Shared\Elementary Social Studies\Gr 4 2013‐2014\Wk 17‐25 Unit TX REVOLUTION\Wk 17‐25 Resources TX REVOLUTION • Battles graphic organizer Suggested Activities / Student Products Create Venn diagram comparing Sam Houston and SantaAnna. • Type of government: democracy vs dictator • Country of origin • Leadership roles they played • Outcome of their battles/careers Student creates timeline of important events of the Texas Revolution. Student creates a map of battle sites and numbers them in order of occurrence. May be used as process (during learning) or product learning (culminating activity). In student‐created books, I Live in Texas, use a separate sheet to create a graphic organizer of important information about each of the battle. • Name of battle • Location • When • Important people • Outcome • What effects came from this battle? Page 5 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Suggested Resources TIMELINE OF BATTLES Suggested Activities / Student Products Students created timeline of battles of the revolution W:\Elementary Shared\Elementary Social Studies\Gr 4 2013‐2014\Wk 17‐25 Unit TX REVOLUTION\Wk 17‐25 Resources TX REVOLUTION • 4‐Texas Revolution Timeline ALAMO Voices of the Alamo, by Sherry Garland (excerpt is in textbook on pp. 150‐157) Gives point of view of 4 different individuals • Texans commander • Wife of soldier • Poor Mexican farmer • Drummer in Mexican army Complete book: ISBN‐10: 1589802225 ISBN‐13: 978‐1589802223 Virtual tour of Alamo www.thealamo.org Using Voices of the Alamo ‐‐ • Student creates comic strip based on experiences of one of these characters • Venn Diagram comparing experiences of 2 different characters from the book http://www.txindependence.org/index.php overview http://www.thealamo.org/battle/defenders.php battle overview and aftermath; shows maps of Alamo; artwork; information about some defenders Page 6 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Suggested Resources Suggested Activities / Student Products ALAMO The History Channel – http://americanhistory.mrdonn.org/alamo.html
http://americanhistory.pppst.com/alamo.html
http://www.history.com/topics/texas/videos#alamo-deconstructed (video)
https://www.tsl.state.tx.us/ld/projects/trc/2002/manual/scripts/timewarp.html
(reader's theater script)
http://ows.edb.utexas.edu/site/tejano-history-curriculum-project/perspectivebattle-alamo (lesson plan idea for teaching the Alamo)
ALAMO http://www.thealamo.org/battle/defenders.php short powerpoint presentation about Alamo causes, battles and aftermath ALAMO W:\Elementary Shared\Elementary Social Studies\Gr 4 2013‐2014\Wk 17‐25 Unit TX REVOLUTION\Wk 17‐25 Resources TX REVOLUTION •
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The Battle of the Alamo PowerPoint El Alamo es de Texas RUNAWAY SCRAPE / GOLIAD th
Horizons 4 grade social studies textbook pp 203‐205 SAN JACINTO Horizons Social Studies teacher’s activity book pp. 64‐65 • Map of San Jacinto battle • Description of battle Student uses map/grids to find locations of Texas/Mexicans throughout battle Page 7 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Suggested Resources CULMINATING ACTIVITIES for ALAMO and SAN JACINTO Suggested Activities / Student Products Culminating Activity for individual student or group of students: Create Venn Diagram comparing Battle of Alamo and Battle of San Jacinto. Students may use information they recorded in student‐
created books “I Live in Texas”. CULMINATING ACTIVITIES for ALAMO and SAN JACINTO Horizons 4th grade social studies textbook, pp. 218 Honor a Hero Presentation Student chooses a Hero from the Texas Revolution. Choose product to present findings to class: (poster, report, powerpoint, newsletters, pamphlet, diorama, mobile, etc.) • Background • Where were they born • Role in revolution • Contributions • Why were they considered a hero? • Map of movements during revolution United Streaming: www.unitedstreaming.com Dear America: A Line in the Sand: The Alamo Diary of Lucinda Lawrence Gonzales: Texas, 1836 Unsolved History: The Alamo (includes forensic science about demise of Crockett) Lone Star Legacy: The Texas Republic and the Mexican War • Includes Alamo, Goliad, San Jacinto, Manifest Destiny, etc. Brainpop www.brainpop Page 8 of 9 Lufkin ISD Social Studies Grade 4 Unit: TEXAS REVOLUTION Weeks 17‐25 Suggested Resources Suggested Activities / Student Products V‐Brick or YouTube Trade Books and Authentic Literature Sources:
Read aloud: Susanna of the Alamo ISBN‐10: 0152005951 ISBN‐13: 978‐0152005955 The Battle of the Alamo. A Graphic History of the American West ISBN 978‐1‐4339‐6730‐6 The Battle of the Alamo (Graphic Histories) Gareth Stevens Publishing ISBN 978‐0‐8368‐6253‐9 The Alamo Journals by Evelina Zarkh ISBN 0‐7398‐7523‐X OTHER NOTES: Page 9 of 9