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History Standards Lake Tahoe Unified School District STANDARDSforHISTORY/SOCIAL SCIENCE I the location of Mexican the growth of towns and cities (e.g., settlements in California and other Los Angeles) settlements including Ft. Ross and I the effects of the Great Fourth Grade Sutter's Fort Depression, the Dust Bowl and I Students learn the story of their home state, unique in American history in comparisons of how and why World War II on California people traveled to California and terms of its vast and varied geography, its many waves of immigration I the development and location of beginning with pre-Columbian societies, its continuous diversity, economic the routes they traveled (e.g., biographies and legends of James new industries since the turn of the energy, and rapid growth. In addition to the specific treatment of century, such as aerospace, milestones in California history, students examine the state in the context Beckwourth, Jedediah Smith, John C. Fremont, Juan Cabrillo) electronics, large scale commercial of the rest of the nation, with an emphasis on the U.S. Constitution and the I the effect of the Gold Rush on agriculture and irrigation projects, relationship between state and federal government. settlements, daily life, politics and the oil and automobile industries, the physical environment (e.g., communications and defense, and biographies of John Sutter, Mariano important trade links with the distribution, economic activities, Guadalupe Vallejo, Phoebe legends and religious beliefs; and Pacific Basin Apperson Hearst) I California's water system and how they depended upon, adapted I the immigration and migration to to and modified the physical how it evolved over time into a environment by cultivation of network of dams, aqueducts and land and sea resources reservoirs I the early land and sea routes I the history and development of to, and European settlements in, California's public education California with a focus on the system, including universities and 1. exploration of the North Pacific, community colleges Students demonstrate an noting the physical barriers of I the impact of 20th century understanding of the physical and mountains, deserts, ocean Californians on the nation's artistic human geographic features that currents, and wind patterns (e.g., and cultural development, including California between 1850 and 1900; define places and regions in Captain Cook, Valdez, Vitus Bering, the rise of the entertainment its diverse composition, the California by Juan Cabrillo) industry (e.g., biographies of Louis I the Spanish exploration and countries of origin and their relative I explaining and using the B. Meyer, Walt Disney, John colonization of California, locations, and the conflicts and coordinate grid system of latitude Steinbeck, Ansel Adams, Dorothea including the relationships among accords among diverse groups (e.g., and longitude to determine absolute Lange, John Wayne). soldiers, missionaries and Indians the 1882 Exclusion Act) locations of places in California and I the lives of women who helped (e.g., biographies of Juan Crespi, on Earth build early California (e.g., Junipero Serra, Gaspar de Portola) I distinguishing between the two biographies of Bernarda Ruiz, I the mapping, geographic basis poles; the equator and the prime Biddy Mason) meridian; the tropics; and the of, and economic factors in the I how California became a state hemispheres using coordinates to placement and function of the and how its new government plot locations Spanish missions; how the mission differed from those during the I identifying the state capitol and system expanded the influence of Spanish and Mexican periods. describing the basic regions of Spain and Catholicism throughout California, including how their New Spain and Latin America characteristics and physical I the daily lives of the people, 5. environment affect human activity native and non-native, who Students understand the structure, (e.g., water, landforms, vegetation, occupied the presidios, missions, functions, and powers of the United climate) ranchos and pueblos States local, state and federal I identifying the location of and I the role of the Franciscans in the governments as described in the explaining the reasons for the change of California from a hunter- U.S. Constitution, in terms of growth of towns in relation to the gatherer economy to an agricultural I what the U.S. Constitution is and Pacific Ocean, rivers, valleys, and economy why it is important (i.e., a written mountain passes I the effects of the Mexican War 4. document that defines the structure I using maps, charts and pictures for Independence on Alta Students explain how California and purpose of the U.S. to describe how communities in California, including the territorial became an agricultural and government; describes the shared powers of federal, state and local California vary in land use, boundaries of North America industrial power by tracing the vegetation, wildlife, climate, I governments) the period of Mexican rule and transformation of the California population density, architecture, I the purpose of the state its attributes, including land grants, economy and its political and services, and transportation. secularization of the missions and constitution, its key principles, and cultural development since the the rise of the rancho economy. its relationship to the U.S. 1850s, in terms of Constitution (with an emphasis on I the story and lasting influence of California's Constitution) the Pony Express, Overland Mail I the similarities (e.g., written Service, Western Union, and the documents, rule of law, consent of building of the Transcontinental the governed, three separate branches) and differences (e.g., Railroad, including the scope of jurisdiction, limits on contributions of the Chinese government powers, use of military) workers to its construction among federal, state, and local I how the Gold Rush transformed governments. 2. the economy of California, I the structure and function of Students describe the social, 3. including the type of products state governments, including the political, cultural and economic life Students explain the economic, produced and consumed, changes in roles and responsibilities of their and interactions among people of social, and political life of towns (e.g., Sacramento, San elected officials California from the pre-Columbian California from the establishment of I Francisco) and economic conflicts the components of California's societies to the Spanish mission and the Bear Flag Republic through the governance structure (i.e., cities and between diverse groups of people Mexican rancho periods, in terms of Mexican-American War, the Gold towns, Indian rancherias and I rapid American immigration, I the major nations of California Rush and California statehood, in reservations, counties, school internal migration, settlement, and Indians, their geographic terms of districts)..
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