The student is expected to:

read to be informed 4.(8)(C)

draw inferences and paraphrase information from text 4.(10)(G,H)

summarize and organize information from multiple sources by making charts 4.(13)(E)

compare text events with his/her own culture 4.(14)(A)

distinguish common characteristics across cultures 4.(14)(B)

write to persuade 4.(15)(C)

write in complete sentences 4.(18)(B)

use process writing to create final drafts 4.(19)

respond in constructive ways to others' writing 4.(20)(B)

interpret events and ideas gathered 4.(23)(B)

TEKS §110.6. English Language Arts & Reading, Grade 4.

The student is expected to:

identify leaders important to the founding of Texas 4.(3)(E)

identify accomplishments of notable individuals 4.(5)(B)

locate primary sources to acquire information 4.(22)(A)

organize and interpret information on charts 4.(22)(C)

TEKS §113.6. Social Studies, Grade 4.

The student is expected to:

create and interpret bar graphs 4.(13)(C)

identify mathematics in everyday situations 4.(14)(A)

explain and record observations using words, numbers and graphs 4.(15)(A)

justify why an answer is reasonable and explain the solution process 4.(15)(B)
TEKS §111.16. Math, Grade 4.

The student is expected to:

communicate valid conclusions 4.(2)(D)

test soil properties including texture, capacity to retain water, and ability to support life 4.(11)(A)

identify the Sun as the major source of energy for the Earth and understand its role in the growth of plants 4.(11)(C)

TEKS §112.6. Science, Grade 4.

Read about slavery in Texas in the Handbook of Texas. Answer the questions based on what you have learned from the article.

Position paper: What is your view of the slave trade in Texas and U.S. history? Make your argument sound by including facts and information cited during the research portion of this assignment. Please include a works-cited page to document the articles you viewed on the website.

Read about the Civil War in your textbook and on the sites provided. Make a map of the Civil War battles fought in Texas and include a brief description of each battle: leaders, purpose, and outcome.
1862-Galveston Harbor
1863-Sabine Pass
1864-Battle of Laredo
1865-Palminto Ranch

Students will use the sites listed and create 2 bar graphs: slave sales in the 1800's and cotton production in the 1800's. Students will explain why cotton production was dependent on the slave trade in the 1800's.

Growing cotton: students will read about growing cotton on the site provided. They will gather varying soil samples and plant seeds in 3 different types of soil: sandy, clay based, and fertile loam. Chart growth of seedlings and make predictions based on findings.

The Great Debate: Create two-man teams to debate as supporters of either the Union or the Confederacy. Research the argument from the point of view of the participants in the Civil War. Argue your factual findings in a class debate.

Use the Texas Tides website and view at least two strands in each culture regarding slavery.