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We Are Texans

Grade 4, Social Studies

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Description of Unit

This project generates a deeper understanding of population groups that have settled in Texas. Students can study immigrant groups of the past or contemporary immigrant groups. How did the geography of Texas affect the settlers’ decisions to move here? What did geography have to do with their choices once they arrived? Students will understand how physical geography is vital to the decisions and choices people have made or will make. Additionally, students will learn concepts of cultural geography. What did population groups bring with them from their old homes? What contributions have they made to Texas? This project promotes understanding of others through the discovery of similarities and differences among population groups who come from various places around the globe to live in one place.

This guide links the We Are Texans unit to the Texas Essential Knowledge and Skills (TEKS) for fourth graders. We Are Texans is a social studies unit that allows students to study the differences between their own communities and other communities, researching what it would be like to live in other places. Though a social studies unit, We Are Texans also gives students opportunities to practice skills in the other subject areas of English language arts, mathematics, and science. For example, students use data gathering and logic, which the Mathematics TEKS include; the idea of chronology, which the Science TEKS address; and writing and research skills, which are part of the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the We Are Texans unit. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Before beginning the project, take a tour of a museum. You may wish to go to one in your community, get a trunk from the Institute of Texan Cultures, or take a virtual tour of an online museum. Introduce students to the idea that they will be developing a museum display consisting of 7-10 artifacts. Ask them to identify criteria for an effective display.

    You may wish to use some internet resources to design and implement lessons that will help students understand what it means to curate an exhibit.
  2. The class will brainstorm population groups that have moved to Texas from another country (e.g., Vietnam, Germany, Mexico). As a group, students select an immigrant group to study. They will fill out Worldwide Investigation (Attachment #1). The purpose of the chart is to guide students through a comprehensive research process before identifying their own countries for independent research.
  3. As a teacher-directed activity, students will identify the city, county, state, country, continent, and hemispheres in which they live. Use a globe, an atlas, and/or maps. Students will complete the first triangle in Where in the World?— Chart #1.
  4. Each student, individually or in groups, will complete the second triangle in Chart #1 for the immigrant country that the student or group is studying. Students may be unable to fill in all the blanks for some foreign countries.
  5. Now each student will complete An Immigrant’s Journal—Entry #1.
  6. For each of the charts (#2-8), the student will, through teacher-led instruction, locate the resources and complete the charts about Texas and the countries he/she has chosen to study. After researching a particular aspect, he/she will then write a journal entry in which he/she assumes the role of an immigrant to Texas in the past or present.

    One resource that might help introduce the journal concept to students is Talbott, Hudson. Safari Journal: The Adventures in Africa of Carey Monroe. New York: Silver Whistle, 2003.

    Here is a sample of websites that contain primary sources:
    http://www.archives.gov/
    http://www.loc.gov/

A valuable resource for this unit is the Institute of Texan Cultures, which can be found online. You may find a site that contains many useful resources, including Oral Histories Online. A Speaker’s Bureau and Tex-Kits, trunks that contain artifacts of Texas immigrants may also be available.

Texas folklore resources include:

Curry, Jane Louise. Hold Up the Sky: And Other Native American Tales from Texas and the Southern Plains. New York: Margaret K. McElderry, 2003.

dePaola, Tomie. Legend of the Bluebonnet: An Old Tale of Texas. New York: The Putnam Publishing Group, 1996.

DeSpain, Pleasant, and Joe Shlichta. Thirty-three Multicultural Tales to Tell. Little Rock, AR: August House Publishers, 1993.

Dobie, J. Frank. Legends of Texas. Gretna, LA: Pelican Publishing Company, 1995.

Forest, Heather. Wonder Tales from Around the World. Little Rock, AR: August House Publishers, 1995.

Holt, David, and Bill Mooney. Ready-to-Tell Tales: Sure-fire Stories from America’s Favorite Storytellers. Little Rock, AR: August House Publishers, 1994.

Kellogg, Steven. Pecos Bill. New York: HarperTrophy, 1992.

Kettleman, Helen. Bubba the Cowboy Prince: A Fractured Texas Tale. New York: Scholastic, 1997.

Phase II. Independent Research

A. Research process

  1. Selecting a group to study. Each student selects a group that immigrated to Texas on which to conduct independent research.
  2. Asking guiding questions. Once students have identified their groups, each student should think of three to five guiding questions to explore, such as:
    • Why did this immigrant group leave its home country?
    • In what part(s) of Texas did the immigrants settle?
    • What was life like for them in the new country?
    • What were similarities and differences in their old and new ways of life?
    • What contributions did the group make to Texas?
    While these examples are general, the student’s questions should be specific to the chosen immigrant group. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Creating a research proposal. Each student should carry out a scientific research process:
    • Identify the group he/she will research
    • List the guiding questions to be explored
    • List the resources needed to find answers to the questions
    In the process of writing the research proposal, the student may refine the guiding questions.
  4. Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, students will need to keep a log, note cards, and/or resource process sheets of all the sources they use and what they need from each one.

B. The product

Each student will create a museum display illustrating the contributions of the group of immigrants to Texas. The museum display should have at least ten items in it, including, but not limited to, photographs, symbolic objects, audiotapes, videotapes, and documents. One helpful resource may be http://www.archives.gov/education/lessons/worksheets/index.html. Students should use Attachment #2—Final Product: Museum Display.

C. Communication

Each student will assume the role of a docent who is explaining the display to a group of fourth graders who are visiting the museum. Students in the audience should have an opportunity to ask questions.

D. Submission

  1. The cover sheet
  2. A research proposal, including guiding questions
  3. A research log, notes, or resource process sheets
  4. Final Product: Museum Display, including references
  5. A videotape or audiotape of the docent’s talk, including the Q&A session

This unit may address the following TEKS.

110.6., English Language Arts and Reading, Grade 4, Adopted 2017

110.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.6(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.6(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.6(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.6(b)(8)(A)
infer basic themes supported by text evidence;
110.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

112.6., Science, Grade 4, Adopted 2021

112.6(b)(1)
Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
112.6(b)(2)
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
112.6(b)(12)
Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
112.6(b)(13)
Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:

113.15, Social Studies, Grade 4

113.15(b)(2)
History. The student understands the causes and effects of European exploration and colonization of Texas and North America.
113.15(b)(4)
History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century.
113.15(b)(5)
History. The student understands important issues, events, and individuals of the 20th century in Texas.
113.15(b)(6)
Geography. The student uses geographic tools to collect, analyze, and interpret data.
113.15(b)(7)
Geography. The student understands the concept of regions.
113.15(b)(8)
Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.
113.15(b)(9)
Geography. The student understands how people adapt to and modify their environment.
113.15(b)(10)
Economics. The student understands the basic economic activities of early societies in Texas and North America.
113.15(b)(12)
Economics. The student understands patterns of work and economic activities in Texas.
113.15(b)(13)
Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent.
113.15(b)(16)
Citizenship. The student understands important customs, symbols, and celebrations of Texas.
113.15(b)(19)
Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas.
113.15(b)(20)
Science, technology, and society. The student understands the impact of science and technology on life in Texas.
113.15(b)(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.
113.15(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.15(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

111.6, Mathematics, Grade 4

111.6(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.6(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

128.6., Spanish Language Arts and Reading, Grade 4, Adopted 2017

128.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.6(b)(12)(A)
compose literary texts such as personal narratives and poetry using genre characteristics and craft;
128.6(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.6(b)(3)(C)
identify the meaning of and use base words with affixes, including mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;
128.6(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.6(b)(11)(D)(ix)
capitalization of historical events and documents, titles of books, stories, and essays;
128.6(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences and em dash for dialogue
128.6(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.6(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, and prepositional;
128.6(b)(11)(D)(v)
adverbs that convey frequency and adverbs that convey degree;
128.6(b)(11)(D)(ii)
irregular verbs;
128.6(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.6(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.6(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.6(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.6(b)(13)(G)
develop a bibliography
128.6(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.6(b)(13)(B)
develop and follow a research plan with adult assistance;
128.6(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.6(b)(1)(C)
express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
128.6(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.6(b)(1)(A)
listen actively, ask relevant questions to clarify information, and make pertinent comments;
128.6(b)(8)(A)
infer basic themes supported by text evidence;
128.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.C.1
Collaborate on joint projects.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4
 Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.A.6
 Analyze the relationship between geography and the development of human communities.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.2
 Evaluate changes in the functions and structures of government across time.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4
 Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.A.1
 Define a "multicultural society" and consider both the positive and negative qualities of multiculturalism.
SS.II.A.2
 Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.III.A.1
 Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2
 Connect regional or local developments to global ones.
SS.III.A.3
 Analyze how and why diverse communities interact and become dependent on each other.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.A
Formulate topic and questions.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.VI.A.1
Recognize if a relation is a function.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.A.4
Justify the solution.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
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