3rd+9+Weeks+TEKS+Part+1

** Students will ** examine the events that led the United States to extend from coast. They will investigate the benefits and issues that came along with Manifest Destiny. ** Generalization// : // ** Changes in economic systems can result in migration and immigration ** Essential Questions: **  · Why did people moved west? (4B)  · What territories did the United State acquire to expand west?(4C)  · What were the challenges, opportunities, and contributions of immigrant groups during the early 1800s?(4G)  · What are the characteristics and locations of the Great Plains?  · What were the effects of supply and demand on the plantation system? (13B)  · How did people in different regions of the United States earn a living? (14A)  · How have geographic factors influenced the location of economic activities in the United States?(14B)  · How did the developments in transportation and communication influence economic activities in the United States?(14E)  · What are examples of art, music, and literature during the early 1800s? (22A)  · What were the contributions of John J. Audubon? (24A) ** // 5.4 History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to: // ** B identify reasons people moved west; C identify examples of U.S. territorial expansion; G identify the challenges, opportunities, and contributions of people from selected Native-American and immigrant groups. ** // 5.6 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:  // ** A apply geographic tools, including grid systems, legends, symbols, scales, and compass rose to construct and interpret maps. ** // 5.7 Geography. The student understands the concept of regions. The student is expected to: // ** C locate the fifty states on a map and identify regions such as New England and the Great Plains made up of various groups of states ** // 5.13 Economics. The student understands the impact of supply and demand on consumers and producers in a free enterprise system. The student is expected to: // ** B evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United States. ** // 5.14  // **   ** //  Economics. The student understands patterns of work and economic activities in the United States. The student is expected to: // ** A analyze how people in different parts of the United States earn a living, past and present; B identify and explain how geographic factors have influenced the location of economic activities in the United States; E analyze how developments in transportation and communication have influenced economic activities in the United States; ** // 5.22  // **   ** //  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: // ** A identify significant examples of art, music, and literature from various periods in U.S. history ** // 5.24 Science, technology, and society  // **//. ** The student understands the impact of science and technology on life in the United States. The student is expected to: ** // A describe the contributions of famous inventors and scientists such as Neil Armstrong, John J. Audubon, Benjamin Banneker, Clarence Birdseye, George Washington Carver, Thomas Edison, and Carl Sagan
 * MANIFEST DESTINY – 3 WEEKS **

** STRONG LANGUAGE ARTS CONNECTIONS ** **//5.25 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to://** 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; 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 or topic; E identify the elements of frame of reference that influenced the participants in an event; F use appropriate mathematical skills to interpret social studies information such as maps and graphs. 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; and E use standard grammar, spelling, sentence structure, and punctuation. 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 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.
 * //5.26 Social studies skills//**//. The student communicates in written, oral, and visual forms. The student is expected to//:
 * 5.27 //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://