HISTORY-SOCIAL SCIENCE

 
Standard 4.1

Students demonstrate an understanding of the physical and human
geographic features that define places and regions in California 
 

 
Skills:

 
1. Explain and use the coordinate grid system of latitude
and longitude to determine absolute locations of places in 
California and on Earth .

 
2. Distinguish between the two poles; the equator and the prime
meridian; the tropics; and the hemispheres using coordinates to
plot location.

 
3. Identify the state capital and describe the basic regions of 
California, including how their characteristics and physical 
environment affect human activity.

 
4. Identify the location of and explain the reasons for the growth of 
towns in relation to the Pacific Ocean, rivers, valleys, and mountain 
passes.

 
5. Use maps, charts and pictures to describe how communities in 
California vary in land use, vegetation, wildlife, climate, population 
density, architecture, services, and transportation.

 
Standard 4.2

Students describe the social, political, cultural and economic life and
interactions among people of California from the pre-Columbian societies
to the Spanish mission and Mexican rancho periods. 
 

 
Skills:

 
1. Describe the major nations of California Indians, their 
geographic distribution, economic activities, legends, and 
religious beliefs.

 
2. Describe how the California Indians depended upon, adapted
to, and modified the physical environment by cultivating land 
and sea resources.

 
3. Illustrate the early land and sea routes to, and European
settlements in California with a focus on the exploration of the
North Pacific, noting the physical barriers of mountains,
deserts, ocean currents, and wind patterns.

 
4. Explore the Spanish exploration and colonization of California, 
including the relationships among soldiers, missionaries and Indians.

 
5. Describe the mapping, geographic basis of, and economic
factors in the placement and function of the Spanish missions;
how the mission system expanded the influence of Spain and
Catholicism throughout New Spain and Latin America.

 
6. Describe the daily lives of the people who occupied the presidios, 
missions, ranchos, and pueblos.

 
7. Discuss the role of the Franciscans in the change of California
from a hunter-gatherer economy to an agricultural economy.

 
8. Describe the effects of the Mexican War for Independence 
on Alta California, including the territorial boundaries of
North America.

 
9. Describe the period of Mexican rule and its attributes, including
land grants, secularization of the missions and the rise of the rancho economy.

 
Standard 4.3

Students explain the economic, social, and political life of California 
from the establishment of the Bear Flag Republic through the
Mexican-American War, the Gold Rush and California statehood. 
 

 
Skills:

 
1. Identify the location of Mexican settlements in California 
and other settlements including Fort Ross and Sutter's Fort.

 
2. Compare how and why people traveled to California and
the routes they traveled.

 
3. Describe the effect of the Gold Rush on settlements, 
daily life, politics, and the physical environment.

 
4. Describe the immigration and migration to California 
between 1850 and 1900; its diverse composition, the countries 
of origin and their relative locations, and the conflicts and 
accords among diverse groups.

 
5. Describe the lives of women who helped build early California.

 
6. Tell how California became a state and how its new 
government differed from those during the Spanish and
Mexican periods.

 
Standard 4.4

Students explain how California became an agricultural and industrial 
power by tracing the transformation of the California economy and its
political and cultural development since the 1850's, in terms of: 
 

 
1.) The story and lasting influence of the Pony Express, Overland
Mail Service, Western Union, and the building of the Transcontinental
Railroad, including the contributions of the Chinese workers to its 
construction.

 
2.) How the Gold Rush transformed the economy of California, including
the type of products produced and consumed, changes in towns and
economic conflicts between diverse groups of people.

 
3.) Rapid American immigration, internal migration, settlement, and
the growth of towns and cities.

 
4.) The effects of the Great Depression, the Dust Bowl and World
War II on California.

 
5.) The development and location of new industries since the turn of 
the century, such as aerospace, electronics, large scale commercial 
agriculture and irrigation projects, the oil and automobile industries, communications and defense.

 
6.) California's water system and how it evolved over time into a 
network of dams, aqueducts and reservoirs.

 
7.) The history and development of California's public education 
system, including universities and community colleges.

 
8.) The impact of 20th century Californians on the nation's artistic
and cultural development, including the rise of the entertainment industry.

 
Skills:

 
1. Tell about one key person and his or her impact on the 
history of California.

 
2. Describe how the rapid immigration changed the towns 
and cities of California.

 
Standard 4.5

Students understand the structure, functions, and powers of the United States local, state and federal governments as described in the U.S. Constitution, in terms of:

 
1.) What the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government; describes the shared powers of federal, state, and local governments)

 
2.) The purpose of the state constitution, its key principles, and its relationship to the U.S. Constitution (with an emphasis on California's Constitution) 

 
3.) The similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of military) among federal, state, and local governments.

 
4.) The structure and function of state governments, including the roles and responsibilities of their elected officials 

 
5.) The components of California's governance structure (i.e., cities and towns, Indian rancherias and reservations, counties, school districts)