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Analysis Grade 4 Social Studies  \nSTANDARDS (TEKS): academic vocabulary directly taken from the standard  \nSTAAR: academic vocabulary used on the assessment (source released tests)  \nSTANDARD 4.1(D) compare the ways of life of American Indian groups in Texas and North America before European exploration  \n\n| STANDARDS (TEKS) |  | LOCAL ASSESSMENTS |  |\n| --- | --- | --- | --- |\n| Thinking | Content | Content | Common |\n| Compare | American Indians |  |  |\n|  | Texas |  |  |\n|  | North America |  |  |\n|  | European exploration |  |  |\n|  |  |  |  |\n|  |  |  |  |\n\nSTANDARD 4.2(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  \n\n| STANDARDS (TEKS) |  | LOCAL ASSESSMENTS |  |\n| --- | --- | --- | --- |\n| Thinking | Content | Content | Common |\n| Identify | Accomplishments |  |  |\n| Explain | Impact |  |  |\n|  | Explorers |  |  |\n|  | Cabeza de Vaca |  |  |\n|  | Francisco Coronado |  |  |\n|  | René Robert Cavelier |  |  |\n|  | Sieur de la Salle |  |  |\n|  | Settlement |  |  |\n|  |  |  |  |\n|  |  |  |  |\n\nSTANDARD 4.2(E) identify the accomplishments and explain the economic motivations and impact of  \nsignificant empresarios, including Stephen F Austin and Martín de León, on the settlement of Texas  \n\n| .\u003Cbr>STANDARDS (TEKS) |  | LOCAL ASSESSMENTS |  |\n| --- | --- | --- | --- |\n| Thinking | Content | Content | Common |\n| Identify | Accomplishments |  |  |\n| Explain | Economic motivations |  |  |\n|  | Impact |  |  |\n|  | Empresarios |  |  |\n|  | Stephen F. Austin |  |  |\n|  | Martín de León |  |  |\n|  | Settlement |  |  |\n|  |  |  |  |\n|  |  |  |  |\n\nAcademic Vocabulary Analysis Grade 4 Social Studies  \nSTANDARDS (TEKS): academic vocabulary directly taken from the standard  \nSTAAR: academic vocabulary used on the assessment (source released tests)  \nSTANDARD 4.3(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  \n\n| STANDARDS (TEKS) |  | LOCAL ASSESSMENTS |  |\n| --- | --- | --- | --- |\n| Thinking | Content | Content | Common |\n| Analyze | Causes |  |  |\n|  | Major events |  |  |\n|  | Effects |  |  |\n|  | Texas Revolution |  |  |\n|  | Battle of the Alamo |  |  |\n|  | Texas Declaration of Independence |  |  |\n|  | Runaway Scrape |  |  |\n|  | Battle of San Jacinto |  |  |\n|  |  |  |  |\n|  |  |  |  |\n\nSTANDARD 4.3(E) explain the events that led to the annexation of Texas to the United States, including the impact of the U.S. -Mexican War  \n\n| STANDARDS (TEKS) |  | LOCAL ASSESSMENTS |  |\n| --- | --- | --- | --- |\n| Thinking | Content | Content | Common |\n| Explain | Events |  |  |\n|  | Annexation |  |  |\n|  | Impact |  |  |\n|  | U.S. -Mexican War |  |  |\n|  |  |  |  |\n|  |  |  |  |\n\nSTANDARD 4.4(A) describe the impact of the Civil War and Reconstruction on Texas  \n\n| STANDARDS (TEKS) |  | LOCAL ASSESSMENTS |  |\n| --- | --- | --- | --- |\n| Thinking | Content | Content | Common |\n| Describe | Impact |  |  |\n|  | Civil War |  |  |\n|  | Reconstruction |  |  |\n|  |  |  |  |\n|  |  |  |  |\n\nAcademic Vocabulary Analysis Grade 4 Social Studies  \nSTANDARDS (TEKS): academic vocabulary directly taken from the standard  \nSTAAR: academic vocabulary used on the assessment (source released tests)  \nSTANDARD 4.4(B) explain the growth, development, and impact of the cattle industry, including contributions made by Charles Goodnight, Richard King, and Lizzie Johnson  \n\n| STANDARDS (TEKS) |  | LOCAL ASSESSMENTS |  |\n| --- | --- | --- | --- |\n| Thinking | Content | Content | Common |\n| Explain | Growth |  |  |\n|  | Development |  |  |\n|  | Impact |  |  |\n|  | Cattle industry |  |  |\n|  | Contributions |  |  |\n|  | Charles Goodnight |  |  |\n|  | Richard King |  |  |\n|  | Li","cbCaivpGpXQYZ0RJ","https://ap.wps.com/l/cbCaivpGpXQYZ0RJ","pdf",901625,"English","# Standards and Vocabulary Mapping\n## Standard 4.1(D) - Comparing ways of life before European exploration\n## Standard 4.2(B) - Explorers, accomplishments, and impacts\n## Standard 4.2(E) - Empresarios, economic motivations, and impacts\n## Standard 4.3(A) - Texas Revolution causes, events, and effects\n## Standard 4.3(E) - Annexation and the U.S.-Mexican War impact\n## Standard 4.4(A) - Civil War and Reconstruction impacts\n## Standard 4.4(B) - Cattle industry growth and impact\n## Standard 4.5(A) - Issues and events affecting life in Texas\n## Standard 4.5(B) - Oil and gas industry and industrialization\n## Standard 4.8(A) - Settlement clusters and patterns across time\n## Standard 4.9(B) - Adaptation and modification of environments","[{\"question\":\"What does the document use as the source for academic vocabulary?\",\"answer\":\"It states that TEKS academic vocabulary is taken directly from the standard, and STAAR academic vocabulary is used on the assessment (source released tests).\"},{\"question\":\"Which historical themes are covered in the Grade 4 social studies vocabulary analysis?\",\"answer\":\"The document includes topics such as American Indian groups before European exploration, explorers and empresarios, the Texas Revolution, annexation, Civil War and Reconstruction, the cattle industry, and major economic and societal events in Texas.\"},{\"question\":\"How are students expected to use the vocabulary for different standards?\",\"answer\":\"Standards specify different thinking skills such as compare, identify, explain, analyze, and describe, paired with the relevant content vocabulary for each topic.\"}]","Academic Vocabulary Analysis Grade 4 Social Studies - PLC Content Builder | PDF",1790590329]