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History/Social Science Standard 4.4 |
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History/Social Science Standard 4.4 |
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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.
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Books: *(Easy) Glass, Andrew; The Sweetwater Run Pony
Express
*(Average) Beatty, Patricia; Blue Stars Watching
*(Challenging) Blumberg, Rhoda; Full Steam Ahead: The Race
to Build the Transcontinental Railroad
*(Read-Alouds) Hinton, Leanne; Ishi's Tale of Lizard
*(Resource) Lapp, Rudolph; Afro-Americans in California
Video: America's Railroads: How the Iron Horse Shaped
the Nation EMC#884150 22 mins.
Internet: http://memory.locgov/
http://www.cdfa.ca.gov/
http://www.sunkist.com/
http://geogweb.berkeley.edu/
http://lcweb2.loc.gov/
http://www.sos.state.mi.us/
http://www.kent.wednet.edu/
http://www.oac.cdlib.org:
http://lcweb2.loc.gov/ammem/
http://www.uprr.com/
http://www.sfmuseum.org/
America's Transcontinental Railroad
Pony Express
This program investigates the period of the
pony express in American history. Topics include: time and place of the
Pony express, the importance of the pony express to the westward expansion,
routes of the riders, types of horses and equipment. Maps and period graphics
to give geographical and historical
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The following sites provide an abundance of lesson plans: http://www.ofcn.org/
gopher://bvsd.k12.co.us:
http://www.mcrel.org/
http://www.trinity.edu/
http://ericir.syr.edu/
http://talk.startribune.com/
http://www.hmco.com/
http://www.mcrel.org/
http://www.nwrel.org/
http://www.nationalgeographic.
http://www.rims.k12.ca.us/SCORE/ http://www.eduplace.com/ss/
http://www.socialstudies.com/
http://www.mmhschool.com/teach/
1.) Students will work with the teacher to choose a person from a list. 2.) Students will work in pairs to gather information about a person who had significant influence on the economy, political system or cultural makeup of the state after the 1850's. 3.) Students will collaborate to gather information about the person using books and internet. 4.) Students design questions and answers they could use in an interview that would demonstrate their subjects' achievements, impact on California and personal facts. 5.) Students practice their interview until they can present with limited notes. 6.) Students prepare a one page poster or picture album that shows important information about the person. The poster/album is to be used during the interview. 7.) As a class, students make a wall sized timeline and post their pictures on the time period in which their famous person lived. Highlights of the famous person's life should be bulleted out on the timeline. |
Previously Published Data Sample Rubric: 4 Points: · Gathers relevant, accurate information · Shows thorough understanding of content · Exhibits outstanding insight/creativity · Communicates ideas clearly and effectively · Presentation is clear and is highly informative 3 Points: . Gathers sufficient, accurate information · Shows adequate understanding of content · Exhibits reasonable insight/creativity · Communicates most ideas clearly/effectively · Presentation is understandable and provides sufficient information 2 Points: . Gathers limited, accurate information · Shows partial understanding of content · Exhibits limited insight/creativity · Communicates a few ideas clearly · Provides a few pieces of information 1 Point: · Fails to gather accurate information · Shows little or no understanding of content · Does not exhibit insight/creativity |