HISTORY-SOCIAL SCIENCE

 
Standard 3.1

Students describe the physical and human geography and use maps, 
tables, graphs, photographs, and charts to organize information about 
people, places and environments in a spatial context by:
 

 
1.) Identifying geographical features found in their local region.

 
2.) Tracing the ways in which people have used the resources of
the local region and modified the physical environment.

 
Skills:

 
1. Locate their school or home on a map of their locale and 
their town on a map of California.

 
2. Identify and color major landmarks and key features of the 
physical landscape such as mountains or hills, streams within
the community and major water bodies near the community.

 
3. Use the map to show ways people have changed the physical
environment through the construction of aquifers or culverts, 
freeways and major roads, railroads, shopping areas, open areas, 
schools, homes and apartments.

 
4. Explain, orally or through writing, changes in the use of the
land in their locale.

 
5. Discuss, illustrate and write comparative observations about
how the local community has changed over time". 

 
6. Prepare a booklet of illustrations and maps showing changes
in the local community over time.

 
Standard 3.2

Students describe the American Indian nations in their local region long 
ago and in the recent past, in terms of: 
 

 
1.) The national identities, religious beliefs, customs, and various folklore traditions.

 
2.) How physical geography including climate influenced the way the
local Indian nations adapted to their natural environment.

 
3.) The economy and systems of government, particularly those with 
tribal constitutions, and their relationship to federal and state governments.

 
4.) The interaction of new settlers with the already-established 
Indians of the region.

 
Skills:

 
1. Explain, orally or through writing, changes in the California 
Indians as new settlers inhabited the Indian lands.

 
2. Create a portfolio demonstrating how the culture and way
of life changed from the Native Californians to the Spanish-Mexican
period to the nineteenth century settlement, and through present day.

 
Standard 3.3

Students draw from historical and community resources to organize the 
sequence of events in local history and describe how each period of settlement
left its mark on the land, in terms of:
 

 
1.) The explorers who visited here, the newcomers who settled here, 
and the people who continue to come to the region, including their
cultural and religious traditions and contributions."

 
2.) The economies established by settlers and their influence on the 
present-day economy, with emphasis on the importance of private
property and entrepreneurship.

 
3.) Why their community was established, how individuals and families
contributed to its founding and development, and how the community
changed over time, drawing upon primary sources.

 
Skills:

 
1. Describe the changes in their community over time.

 
2. List a minimum of three contributions made by various settlers
in the local community.

 
3. Describe the reasons people choose to settle in a community.

 
Standard 3.4

Students understand the role of rules and laws in our daily lives, and the basic structure of the United States government, in terms of:

 
1.) Why we have rules, laws, and the U.S. Constitution; the role of citizenship in promoting rules and laws; the consequences for violating rules and laws.

 
2.) The importance of public virtue and the role of citizens, including how to participate in a classroom, community and in civic life. 

 
3.) The stories behind important local and national landmarks, symbols and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statute of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol) 

 
4.) The three branches of government (with an emphasis on local government) 

 
5.) How California, the other states, and sovereign tribes combine to make the nation and participate in the federal system

 
6.) The lives of American heroes who took risks to secure freedoms (e.g., biographies of Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.) 

 
Standard 3.5

Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region, in terms of:

 
1.) How local producers have used natural resources, human resources and capital resources to produce goods and services in the past and the present. 

 
2.) How some things are made locally, some elsewhere in the U.S., and some abroad. 

 
3.) How individual economic choices involve tradeoffs and the evaluation of benefits and costs. 

 
4.) How pupils' "work" in school develops their personal human capital.