*(Easy)
Ryan, Pam Munoz; California Here We Come

*(Average)
Peterson, David; Death Valley National Park
Peterson, David; Yosemite National Park
Wadsworth, Ginger; Giant Sequoia Trees
Cooper, Jason; Death Valley
Altmann, Linda; California
Schneider, Bill and Dowden, D.D.; The Tree Giants: The Story of the Redwoods
Siebert, Diane; Mojave

*(Resource)
Beck, Warren and Haase, Inez; Historical Atlas of California
Rolle, Andrew; California: A History
California Laminated Map Set    EMC#660032

Video:

California's Gold   *Multiple EMC listings, variety of locations and titles
Wild California     EMC# 881936
Wild California (The Land)     EMC#882275
Wild California (The Sea)     EMC#882276

Internet:

http://www.nationalgeographic.com/
familyxpeditions/frame.html

http://fermi.jhuapl.edu/
states/ca_0.html

http://geogweb.berkeley.edu/
GeoImages/BainCalif/BainCalif.html

http://geogweb.berkeley.edu/
GeoImages/BainCalif/
CalClickMap.html

http://cal-parks.ca.gov/ 
California State Park System

Compton's CompleteReference Collection. Learning
Company, Inc, 1997 (CD-ROM, Win). The ten
complete standard reference works on this CD-ROM
include an encyclopedia, dictionary, thesaurus, world atlas, and more than 170,000 entries. There are nearly 6,000 photos and images, seven hours of sounds, a built-in notebook, and built-in links to the internet.

Globes (Map Skills for Beginners Series). Coronet/MTI
Film and Video, 1987 (Video). This presentation develops observational, spatial and thinking skills and encourages the practice of getting information from maps and globes. Topics include the relationship between size and distances, the earth seen from
outer space, the use of colors and symbols to communicate information and political boundaries.

http://www.ofcn.org/cyber.serv/
academy/ace/soc/elem.html

gopher://bvsd.k12.co.us:70/11/
Educational_Resources/
Lesson_Plans/Big%20Sky/
social_studies

http://www.col-ed.org/cur/

http://www.mcrel.org/
connect/plus

http://www.trinity.edu/
departments/education/
core/newplans.htm

http://ericir.syr.edu/
Virtual/Lessons/crossroads

http://talk.startribune.com/
cgi-bin/WebX.cgi?homework-
14@@.ee6b2b9 
homework help

http://www.hmco.com/
hmco/school/search/activity.html  
*Houghton Mifflin

http://www.mcrel.org/
connect/lesson.html#social

http://www.nwrel.org/
sky/Classroom/Social_Studies/
Social_Studies.html

http://www.nationalgeographic.com/
resources/ngo/education/ideas.html

http://www.rims.k12.ca.us/SCORE/

http://www.eduplace.com/ss/  
*Houghton Mifflin supplemental 
games, quizes maps

http://www.socialstudies.com/index.html

http://www.mmhschool.com/
teach/socialstud/socstu1.html

1.) Students will create a make-believe community under the direction of the teacher. They will discuss how the make-believe community is illustrative of how their own community or communities develop today.

2.) Students, in groups of four, will create a Salt Map that illustrates the four regions of California and how their characteristics and physical environment affect the growth of towns in relation to the topographical features. The groups will research and include on their map the following attributes: climate, land forms, population, rivers/water, wildlife, and vegetation Students will identify the topographical features through color. For example, mountains would be brown, rivers/lakes would be blue, etc. Map key must include specific latitude and longitude coordinates as well as an explanation of the color use. The map will also include state parks and the state capital.

3.) Upon completion of the team project, individuals choose a region to compose a travel brochure enticing people to vacation in their region. The students use a 12 x 18 inch piece of white construction paper to formulate their brochure. Brochures must include characteristics specific to the region of choice. The brochure should be displayed with the salt map.

4.) Students will complete the study of this standard by researching and writing a report on how communities in California are influenced by the topographical features and how these features influence the use of land, vegetation, architecture, services and transportation.

While teams are working, observe the proper student use of research resources; for example, atlases, maps, social studies books, encyclopedias, and computer software. Make notes to share with each team regarding use of materials and cooperative work. Team letter grade for the salt map will be based on the designation of the four regions, topographical characteristics map key, and inclusion of other important topographical features. Team letter grade for the brochure and report will be scored on a point rubric such as the following: Project Assessment Rate each of the following using a scale of: 1= poor; 2= average; 3= above average; 4= excellent . Information obtained from references . Project meets requirements . Extras included (pictures, cover, etc.) Bibliography/Resources included