2. Read and evaluate newspaper articles
3. Write a political ad as a historical figure.
4. Locate and discuss doublespeak and euphemisms found in books and other
classroom reading materials.
5. Practice communicating with peers. Practice using appropriate euphemism in the correct setting.
�110.6. English Language Arts and Reading, Grade 4.
(14) Reading/culture. The student reads to increase knowledge of his/her own culture, the
culture of others, and the common elements of cultures. The student is expected to:
(A) compare text events with his/her own and other readers' experiences (4-8);
(B) determine distinctive and common characteristics of cultures through wide Reading (4-8); and
(C) articulate and discuss themes and connections that cross cultures (4-8).
(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to:
(A) form and revise questions for investigations, including questions arising from interests and units of study (4-5);
(B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8);
(C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8);
(D) interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions (4-5);
(E) summarize and organize information from multiple sources by taking notes, outlining ideas, or making charts (4-8);
(F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate (4-5);
(G) draw conclusions from information gathered from multiple sources (4-8); and
(H) use compiled information and knowledge to raise additional, unanswered questions
(3-8).
�113.6. Social Studies, Grade 4.
(18) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:
(C) identify the importance of historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de Zavala who modeled active participation in the democratic process;
(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas;
(B) identify customs, celebrations, and traditions of various culture groups in Texas; and
(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
�115.6. Health Education, Grade 4.
(9) Personal/interpersonal skills. The student uses social skills for building and maintaining healthy relationships throughout the life span. The student is expected to:
C) explain the importance of refusal skills and why the influence of negative Peer pressure and the media should be resisted;